If the student feels that the accommodations are not appropriate, he or she will be directed to speak with either the Coordinator of Learning Disabilities or the Coordinator of Health Education and Disability Services. The Coordinator of Learning Disabilities or the Coordinator of Health Education and Disability Services will encourage the student to return to the faculty member to further discuss the requested accommodations. The student will be referred to the grievance procedures as described in the student handbook. The information and documentation required to validate a learning disability must be comprehensive and prepared by a qualified professional to avoid a delay in obtaining appropriate accommodations. Although these problems may interfere with learning, they do not constitute a learning disability.
Objective testing is required to demonstrate a substantial limitation to learning .
Recommendations for accommodations that are realistic and validated by the current documentation. The information and documentation required to validate an attention disorder must be comprehensive and prepared by a qualified professional with training in differential diagnosis and psychiatric disorders. Additional information may be requested to evaluate the effectiveness of recently prescribed or discontinued medications. Given that many individuals may benefit from prescribed medications and therapies, a positive response to medication by itself does not confirm a diagnosis of an attention deficit disorder, nor does the use of medications in and of itself either support or negate the need for accommodations. Clinical summary of objective, historical information identifying symptoms indicative of an attention deficit disorder as a child.