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Disability Services - Documentation of Disabilities

Professionals conducting assessment and rendering diagnosis of disabilities must be qualified. A qualified professional must hold a degree in a field related to the diagnosis and have at least one year of diagnostic expertise with adults and older adolescents.

Recommended practitioners include: certified and/or licensed psychologist, learning disabilities specialists, educational therapists, and diagnosticians in public schools or colleges and rehabilitation services and medical practitioners who are appropriately licensed. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Required documentation includes:

  1. Testing that is comprehensive, including a measure of both aptitude and academic achievement in the areas of reading, mathematics, and written expression.
  2. Documentation for eligibility must reflect the current impact the disability has on the student's functioning (the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations).
  3. A clear statement that a disability is present along with the rationale for this diagnosis. Information must include the nature and extent of the limitations to the student's functional ability.

    (Note: Individual learning deficits, learning styles and learning differences do not, in and of themselves, constitute a learning disability).
  4. A narrative summary, including all scores (standard and percentile), which supports diagnosis.
  5. A statement of strengths and needs that will impact the student's ability to meet the demands of the postsecondary environment.
  6. A statement of the functional impacts or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the disability specialist at the College collaboratively discuss appropriate accommodations, but the final decision with respect to the accommodation(s) to be provided by the College is at the sole discretion of the College.

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Founded in 1899 by the Sisters of Charity of Saint Elizabeth, the College of Saint Elizabeth has a strong tradition of concern for the poor, for developing leadership in a spirit of service and social responsibility, and a commitment to the promotion of women as full partners in society.

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