The University System of Georgia requires that students who are requesting accommodations provide appropriate documentation of their disability. Providing the necessary documentation is the responsibility of the student, not the institution.
In addition, The University System has developed specific documentation requirements for nine categories of disabilities.Documentation must meet University System requirements in order to be accepted. Documentation requirements are listed below (simply click the catagory to read more):
Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability. Although learning disabilities may occur concomitantly with other disabilities (e.g., sensory impairment, mental retardation, serious emotional disturbance), or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities, Learning Disabilities: Issues on Definition, January, 1990.)
Click here to view a PDF containing documentation guidelines for Learning Disabilities.
Attention Deficit Hyperactivity Disorder (AD/HD)
AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed
and more severe than is typically observed in individuals at a comparable level of development. The
manifestations of AD/HD result in functional impairment in at least two settings (e.g., academic,
occupational, social). The diagnosis of AD/HD is based on the specific criteria included in the current
version of the DSM of the American Psychiatric Association.
Click here to view a PDF containing documentation guidelines for AD/HD.
Pervasive Developmental Disorders (including Autism Spectrum Disorders)
Pervasive developmental disorders are characterized by severe and pervasive impairment in several areas
of development including reciprocal social interaction skills, communication skills, or the presence of
stereotyped behavior, interests, and activities. Several different disorders fall within this category including
Asperger's Disorder and Autistic Disorder.
Click here to view a PDF containing documentation guidelines for Pervasive Developmental Disorders.
Acquired Brain Injuries
Brain injury can result from external trauma, such as a closed head or an object penetration injury, or
internal trauma, such as a cerebral vascular accident or tumor. ABI can cause physical, cognitive,
emotional, social, and vocational changes that can affect an individual for a short period of time or
permanently. Depending on the location and extent of the injury, symptoms can vary widely. Understanding
functional changes after an injury and resulting implications for education are more important than only
knowing the cause or type of injury.
Click here to view a PDF containing documentation guidelines for Acquired Brain Injuries.
Some individuals experience significant disruptions in mood, thinking, and behavioral regulation that are
secondary to a psychological disorder. Many different psychological disorders can interfere with cognitive,
emotional, and social functioning and may negatively impact a student's ability to function in an academic
environment. The symptoms and associated impairment may be either chronic or episodic. Test anxiety by
itself is not considered a psychological disorder. Complete descriptions and diagnostic criteria for
psychological disorders are available in the current version of the DSM.
Click here to view a PDF containing documentation guidelines for Psychological Disorders.
Deaf and Hard of Hearing
Individuals who are deaf or hard of hearing experience a reduction in sensitivity to sound. Amplification may
not assist the individual in interpreting auditory stimuli. Individuals who are deaf or hard of hearing from birth
may experience lags in the development of speech and most often have language-based deficiencies.
Visual impairments are disorders in the function of the eyes that cannot be adequately corrected by medical
or surgical intervention, therapy, or conventional eyewear. Individuals with visual disorders may not have
any useable vision or the vision may be extremely limited (light, color or shadow perception only).
Click here to view a PDF containing documentation guidelines for Sensory Disorders.
Disabilities as defined by the ADA that are not covered by the guidelines described above may be eligible for accommodations to USG policies.
Click here to view more information on documentation for a disability not listed above.
For learning disorders, attention disorders, psychological disorders, pervasive developmental disorders or acquired brain injuries that affect cognitive functions --
The Regents Center for Learning Disorders (RCLD) must review evaluations that were not done by the RCLD to determine whether or not they meet University System requirements. When you come for your intake interview, you will be asked to sign a release to send your evaluation to the RCLD for review. This review process can take several weeks, so please start early.
If your evaluation was done at the RCLD, or if it has already been approved by the RCLD through another institution, please bring that information to your intake interview. Your documentation will not need to be reviewed again.
If you have been attending another higher education institution but your evaluation has not been approved by the RCLD, please bring your list of approved accommodations from that institution as well as your evaluation to your intake interview.
If your documentation is reviewed and does not meet the University System requirements, it is your responsibility to obtain the additional testing/evaluation. You may choose any of several methods to obtain a new evaluation.
(1) Check with your insurance company to see if your insurance will pay for a new evaluation. Be sure to direct the evaluator to the RCLD website for documentation requirements.
(2) You may return to the person who did the initial evaluation for an updated evaluation or for the additional information needed as defined in the letter from the RCLD.
(3) You may have a new evaluation done at the Regents Center for Learning Disorders for a cost of $500. You start this process by picking up a testing packet from the KSU Student Disability Services office. New/additional documentation must be submitted to the RCLD for a new review.
The University System of Georgia general documentation guidelines can be found at www.usg.edu/academic_affairs_handbook/section3/handbook/appendicesDH/#pappendix_e_specific_documentation_guidelines.
- Intake Interview
- High School Records
- From HS to College
- System Level Accommodations
The intake interview begins the process of registering for accommodations at KSU. Your documentation will be reviewed for currency and completeness. Then you will be asked to sign a release to have your documentation sent to the Regents Center for Learning Disorders for review and approval. We will go over some of the processes and procedures for utilizing accommodations, and we will also discuss some strategies that will help you be a more successful student. The staff will answer as many questions as we can and direct you to the right person(s) to answer any questions that we can't answer.
Many of the policies and procedures for serving students with disabilities change dramatically from high school to college. You may, or may not, be eligible for the same or similar accommodations that you had in high school. However, high school records can be very helpful in figuring out strategies that are more likely to work for you.
Remember, you are entering a different educational system when you transition from high school to postsecondary education. Many of the requirements, policies, procedures, and accommodations will be different. Take a moment to review the information regarding transitioning on the Department of Education's website at www.ed..gov/about/offices/list/ocr/transition.html
. We will work with you to make your transition as smooth as possible.
All system-level accommodations must be approved by the Regents Center for Learning Disorders. These include:
modifications of the CPE or COMPASS test other than extended time
additional semesters in Learning Support courses
substitution of the CPE foreign language requirement
Regents Test accommodations other than extended time, a quiet room, use of a computer for writing, or large print
Other accommodations will be determined on a case-by-case basis and may, or may not, require RCLD approval.