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Disability Resource Services
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  • Eligibility criteria

    Attention Deficit Hyperactivity Disorder

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    Students requesting accommodations on the basis of Attention Deficit Hyperactivity Disorder (ADHD) must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis of a full range of psychiatric disorders (e.g. licensed clinical psychologist, neuropsychologist, psychiatrist, or medical doctor). 

    The documentation must include the following:

    • Specific diagnosis as per the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and date of onset
    • Severity of the disability: mild, moderate, or severe
    • Date of diagnosis and date of last contact with the student
    • Complete evidence of ADHD and of a substantial limitation to major life activities
    • Summary of the student’s educational, medical, and family history that may relate to ADHD
    • Symptoms which meet the criteria for the DSM-IV-TR diagnosis
    • List of the functional limitations caused by the ADHD which may affect programs of higher education
    • Recommendations for necessary and appropriate accommodations to equalize the student’s educational opportunities at the University of Wisconsin-La Crosse such as alternative media, note takers, or other reasonable accommodations
    • Other information relevant to this student’s academic adjustment
    • Signature and contact information of diagnostician including mailing address, telephone number, and e-mail address

    Autism Spectrum Disorder

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    The documentation must include the following:

    • A specific diagnosis that conforms to DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th Edition).  A criteria for Autism, Asperger’s Syndrome, or Pervasive Developmental Disorder – Not Otherwise Specified. 
    • Current functional limitations on major life activities resulting from the Autism spectrum disorder to include but not be limited to:  communication or language skills, social interaction, restricted, repetitive and/or stereotyped patterns of behavior and activities, sensory functioning and sensitivity to environmental conditions, and motor planning.
    • Evidence to support the function limitations this statement may include aptitude testing, standardized tests of language skills, clinical and teacher observations, and standardized scales of symptoms related to autism. 
    • Recommendations for accommodations related to function and their rationale should be stated and any other strategies or services that may benefit the individual in a higher education environment
    •  Signature and contact information of diagnostician including mailing address, telephone number, and e-mail address

     

     

    Hearing Loss

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    The documentation must include the following:

    • An audiological evaluation and/or audiogram, no older than three years if loss is progressive
    • An assessment of the functional limitations of the hearing loss for which accommodations are being requested
    • Degree of limitation: mild, moderate or severe
    • Other information relevant to the student’s academic adjustment
    • Professional’s name, title, certification/license, mailing address, telephone number, e-mail address, and signature

    Learning Disability

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    Students requesting accommodation on the basis of a specific learning disability must provide documentation from a professional who has undergone comprehensive training and has relevant experience in differential diagnosis of a full range of cognitive and psychiatric disabilities (e.g., licensed clinical psychologists, educational psychologists, school psychologists and neuropsychologists). University policy requires that current and comprehensive verification of the learning disability and its impact on learning be relatively recent. A suggested guideline is less than three years old. 

    The documentation must include the following:

    • Severity of the disability: Mild, moderate, or severe
    • Date of diagnosis and date of last contact with student
    • List of standardized tests or other measures used to assess the following: Aptitude, achievement, and information processing. A brief measure of intellectual ability and/or achievement will not be accepted.
    • Summary of the student’s educational, medical, and family history that may relate to the learning disability (must demonstrate that difficulties are not the result of sensory impairment, serious emotional disturbance, cultural differences, or insufficient instruction)
    • Summary of how the diagnosis was reached, including description of which learning disability definition was used for the diagnosis, and how the learning disability substantially limits a major life activity
    • List of functional limitations caused by the learning disability which may affect programs in higher education
    • Recommendations for necessary and appropriate accommodations to equalize the student’s educational opportunities at the University of Wisconsin-La Crosse
    • Other information relevant to the student’s academic adjustment
    • Signature and contact information of diagnostician, including mailing address, telephone number, and e-mail address.

    Low Vision/Blindness

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    The documentation must include the following:

    • An ocular assessment or evaluation from an ophthalmologist
    • A low-vision evaluation of residual visual function, when appropriate
    • An assessment of the functional limitations of the condition(s) for which the accommodation is being requested
    • Degree of limitation: mild, moderate, or severe
    • Suggestions as to how the functionally limiting manifestations of the visual condition(s) may appropriately be accommodated
    • Other information relevant to the student’s academic adjustment
    • Professional’s name, title, certification/license, mailing address, telephone number, e-mail address, and signature

    Mobility/Systemic Health

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    The documentation must include the following:

    • An identification of the disabling condition(s)
    • As assessment of the functional limitations of the condition(s) for which the accommodation is being requested
    • Degree of limitation: mild, moderate or severe
    • Suggestions as to how the functionally limiting manifestations of the condition(s) may be appropriately accommodated
    • Other information relevant to the student’s academic adjustment
    • Professional’s name, title, certification/license, mailing address, telephone number, e-mail address, and signature

    Psychological Disorder

    Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), Disability Resource Services (DRS) protects qualified students enrolled at the University of Wisconsin-La Crosse from discrimination on the basis of disability and assures provision of reasonable accommodations. To determine that a student is protected by the two laws, DRS requires documentation that diagnoses a disability and describes how the condition directly and substantially limits a major life function such as learning. The following guidelines establish that a student is eligible for protection and services on the basis of disability, demonstrates that the disability produces a significant, functional impact on a major life activity, and supports the student’s request for accommodations.

    Commonly seen psychological disabilities include major depression, bipolar disorder, obsessive compulsive disorder, and anxiety disorders. Often, psychological disorders onset in the late teens to early thirties. As a result, accepting the disability and its functional limitations may be a new experience for many students.

    The documentation must include the following:

    • A specific, current psychological diagnosis per the DSM-IV-TR which indicates the nature, frequency, and severity of the symptoms upon which the diagnosis was predicated. A diagnosis without explicit listing of current symptoms is not sufficient. Primary and secondary Axis I and Axis II diagnoses are required.
    • Evidence of current impairment. An assessment of the individual’s presenting symptoms and evidence of current behaviors that significantly impair functioning must be provided. In an academic setting, functional impairment is most often expressed in poor academic performance across a variety of academic tasks.
    • Date of diagnosis
    • Approximate duration and prognosis of the disability
    • Relevant history of the disability (date of onset, previous hospitalizations)
    • Recommendations for necessary accommodations to equalize the student’s educational opportunities at the University of Wisconsin-La Crosse
    • Other information relevant to the student’s academic adjustment
    • Professional’s name, title, certification/license, mailing address, telephone number, e-mail address, and signature