Disability Services

Eligibility & Requirements

Services and reasonable accommodations are granted to students who complete the Disabilities Services Application and submit complete written documentation of the disability from an appropriate and qualified source (e.g. licensed psychologist). The documentation must be current (within three years). It should clearly state a detailed diagnosis and include specific recommendations for academic accommodations. Services cannot be provided for a student who does not submit the necessary documentation. FLCC does not provide evaluations.

To ensure that accommodations/services are in place at the beginning of the semester, it is strongly recommended that students complete the aforementioned process at least 30 days prior to the beginning of the given semester (e.g., by August 1 for the Fall Semester; by January 1 for the Spring Semester; by May 1 for the Summer Sessions).

Guidelines for Documentation

Each individual student must provide documentation that contains two elements:

  1. A diagnosis of the specific disability (type of disorder) from a qualified professional. The diagnostician is encouraged to use direct language in the diagnosis. Note: individual "learning styles," "learning differences," and "test anxiety" do not constitute a learning disability.
  2. A rationale (clinical summary) for the requested accommodations based on testing, diagnostic interview (case history), etc. The data should logically reflect a substantial limitation to learning and relate to the specific functional limitations that necessitate accommodation.

The statement of disability, or diagnosis, provides the proof of disability and helps to determine the individual's accommodations and services. Previous provision of services or lack thereof does not guarantee or preclude College services.

Appropriate documentation may typically include:

For students with learning disabilities:

  1. A complete intellectual assessment (preferably the WAIS-R) with all sub-tests and standard scores reported.
  2. A comprehensive achievement battery with all sub-tests and standard scores reported. The battery should include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language. Acceptable instruments include, but are not limited to:
    • Woodcock-Johnson Psycho-Educational Battery – Revised (WJ-RACH)
    • Wechsler Individual Achievement Test (WIAT)
    • Stanford Test of Academic Skills (TASK)
    • Scholastic Abilities Test for Adults (SATA)
  3. An assessment of information processing (e.g. short and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor ability). Acceptable instruments include:
    • Detroit Tests of Learning Aptitude
    • Information from sub-tests on WAIS-R
    • Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Cognitive Ability
  4. A clinical summary/diagnostic summary is a necessary component of the assessment report. The clinical summary should include:
    1. Indication of how patterns in the student's cognitive ability, achievement and information processing reflect the presence of a learning disability.
    2. Specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended. The evaluator should support recommendations with specific test results or clinical observations.
    3. Any record of prior accommodations or auxiliary aids, including any information about specific conditions under which the accommodations were used (e.g. standardized testing, final exams, licensing, or certification examinations).

For students with a physical and/or psychological disability:

  1. Documentation ideally includes diagnosis, prognosis and medications. It should also meet the rationale requirements as stated under "Guidelines for Documentation".

Handling of Records and Confidentiality

Records related to student disabilities are kept on file in the appropriate services office. The College has the responsibility to maintain confidentiality of these records and may not release any such records without the student's written consent.

The student with a disability is not required to reveal the nature of the disability to an advisor or an instructor. However, the student is strongly encouraged to discuss his/her accommodations and/or modifications with their instructor(s) and advisor.