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Disabled Student Services

Life Chiropractic College West (LCCW) is committed to providing reasonable accommodations appropriate to the nature and extent of an individual’s documented disability in all academic programs, services, and activities. Students requesting accommodations must provide the Disabled Student Services (DSS) Coordinator with documentation to verify eligibility under the Americans with Disabilities Act (ADA). The documentation must clearly show that the student’s condition or disorder substantially limits a major life activity such as learning or caring for oneself; or there is a record of such impairment and that a need exists for accommodation(s). Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis.

Accommodation requests without the necessary supporting disability reports, assessments of functioning, and/or recommendations will not be accepted. Please be aware that an IEP or 504 plan from high school does not, in and of itself, guarantee qualifying for disability services at the post-secondary level. All current documentation must reflect adult-level assessments. Also note that a prior history of accommodations does not guarantee you will be provided accommodations.

If documentation is inadequate in scope or content, or does not address the individual’s current level of functioning and need for accommodations, reevaluation may be required. The DSS Coordinator reserves the right to request updated or supplemental documentation on a case-by-case basis, and may consult with other professionals, as appropriate, regarding the adequacy of a student’s documentation. All information will remain confidential.

Learning Disability

Students requesting accommodations for a learning disability must provide a report including the following documentation before accommodations will be arranged:

    1. A diagnosis of a learning disability by a:

  • educational or clinical psychologist
  • learning disabilities specialist
  • speech and language pathologist

These professionals must have expertise in learning disabilities, training in administering the tests used, and be experienced in working with adults.

2. Written reports must include the date of testing, the diagnosing professional’s name, title, signature and license number (if applicable) on letterhead stationery.

3. Reasonably current documentation (usually within five years) is needed to enable staff to determine the current functional limitations requiring reasonable accommodations and support services in the academic setting.

4. Specification of the diagnostic criteria on which the diagnosis was based (for example DSM-5, 314.00)

5. The reports must describe the testing procedures, the instruments used to assess the individual, and interpretation of the test results related to the behavioral observations and intake history.

6. Complete developmental, educational, and medical histories including specific statements concerning the effects of the student’s diagnosed learning disability in the past, current functional limitations imposed by the learning disability in the academic setting, and evidence that the learning disability limits a major life activity.

7. Testing must be comprehensive, addressing aptitude, achievement, and information processing. Assessment instruments must be suitable for an adult population and may include:

  • Wechsler Adult Intelligence Scale (WAIS-IV)
  • Woodcock-Johnson Psycho-Educational Battery (WJ-III)
  • Tests of Cognitive Abilities
  • Nelson-Denny Reading Test (NDRT)
  • Wide Range Achievement Test (WRAT-3)
  • Wechsler Memory Scale (WMS-IV)

Test score data must be included in the diagnostic reports to document the basis of the diagnosis. Test data must be reported in standard scores and percentiles based on national norms.

Finally, there must be clear and specific evidence and identification of the student’s learning disability. Individual learning or processing differences do not, by themselves, constitute a learning disability. The determination of a learning disability should be based on: (a) an educational history, (b) behavioral observations, and (c) significant cognitive processing deficit and clearly marked impact on one or more areas of achievement.

8. Documentation should include specific recommended accommodations as well as information regarding past accommodations.
Attention Deficit/Hyperactivity Disorder

Students requesting accommodations for ADD or ADHD (AD/HD) must provide a report including the following documentation before accommodations will be arranged:

    1. A diagnosis of AD/HD by a:

  • Neuro-psychologist
  • psychiatrist
  • clinical or educational psychologist
  • OR: a combination of such professionals with expertise in the diagnosis of attention deficit disorder in adults
  • These professionals must have expertise in AD/HD, training in administering the tests used, and be experienced in working with adults.

    2. Written reports must include the date of testing, the diagnosing professional’s name, title, signature and license number (if applicable) on letterhead stationery.

    3. Reasonably current documentation (usually within three years) is needed to enable staff to determine the current functional limitations requiring reasonable accommodations and support services in the academic setting.

    4. Specification of the diagnostic criteria on which the diagnosis was based (for example DSM-5, 314.00)

    5. The reports must describe the testing procedures, the instruments used to assess the individual, and interpretation of the test results related to the behavioral observations and intake history.

    6. Complete developmental, educational, and medical histories including specific statements concerning the effects of the student’s diagnosed AD/HD in the past, current functional limitations imposed by AD/HD in the academic setting, and evidence that AD/HD limits a major life activity.

    7. An evaluation of the effectiveness of past and current medications prescribed for the AD/HD symptoms, any substantial side effects of the medications, and effects on the student’s ability to meet the demands of the academic program.

    8. Testing must be comprehensive, addressing aptitude, achievement, and information processing. Assessment instruments must be suitable for an adult population and may include:

    • Wechsler Adult Intelligence Scale (WAIS-IV)
    • Woodcock-Johnson Psycho-Educational Battery (WJ-III)
    • Tests of Cognitive Abilities
    • Nelson-Denny Reading Test (NDRT)
    • Wide Range Achievement Test (WRAT-3)
    • Wechsler Memory Scale (WMS-IV)

    Test score data must be included in the diagnostic reports to document the basis of the diagnosis. Test data must be reported in standard scores and percentiles based on national norms.

    9. Documentation should include specific recommended accommodations as well as information regarding past accommodations

    Psychological/Psychiatric Disorders

    Students requesting accommodations for a psychological/psychiatric disorder must provide a report including the following documentation before accommodations will be arranged:

    1. A diagnosis of a psychological/psychiatric disorder by a:

    • psychologist
    • psychiatrist
    • neurologist
    • other professionals with training and expertise in the diagnosis of mental disorders

    These professionals must have expertise in psychological/psychiatric disorders, training in administering the tests used, and be experienced in working with adults.

    2. Written reports must include the date of testing, the diagnosing professional’s name, title, signature and license number (if applicable) on letterhead stationery.

    3. Reasonably current documentation (generally within the past 6 months) is needed to enable staff to determine the current functional limitations requiring reasonable accommodations and support services in the academic setting.

    4. Specification of the diagnostic criteria on which the diagnosis was based (for example DSM-5, 314.00).

    5. The reports must describe the testing procedures, the instruments used to assess the individual, and interpretation of the test results related to the behavioral observations and intake history.

    6. Complete developmental, educational, and medical histories including specific statements concerning the effects of the student’s diagnosed disorder in the past, current functional limitations imposed by the disorder in the academic setting, and evidence that disorder limits a major life activity.

    7. An evaluation of the effectiveness of past and current medications prescribed for the disorder, any substantial side effects of the medications, and effects on the student’s ability to meet the demands of the academic program

    8. A description of the major symptoms of the disorder currently manifested by the student, including level of severity.

    9. A statement regarding the current prognosis.

    10. Documentation should include specific recommended accommodations as well as information regarding past accommodations.

    Sensory Disorders

    Students requesting accommodations for a sensory impairment must provide a report including the following documentation before accommodations will be arranged:

    1. A diagnosis of a sensory impairment by an appropriate professional as indicated by the condition:

    • optometrist/ophthalmologist
    • audiologist
    • allergist
    • environmental specialist

    2. Written reports must include the date of testing, the diagnosing professional’s name, title, signature and license number (if applicable) on letterhead stationery.

    3. Reasonably current documentation (usually within 3 years unless the condition is congenital) is needed to enable staff to determine the current functional limitations requiring reasonable accommodations and support services in the academic setting.

    4. The reports must describe the testing procedures, the instruments used to assess the individual, and interpretation of the test results.

    5. A description of the major symptoms of the disorder currently manifested by the student, including level of severity.

    6. Where there is a brain injury, the documentation must include a full psycho educational battery of tests to show the extent of the loss. Testing must be comprehensive, addressing aptitude, achievement, and information processing. Assessment instruments must be suitable for an adult population and may include:

    • Wechsler Adult Intelligence Scale (WAIS-IV)
    • Woodcock-Johnson Psycho-Educational Battery (WJ-III)
    • Tests of Cognitive Abilities
    • Nelson-Denny Reading Test (NDRT)
    • Wide Range Achievement Test (WRAT-3)
    • Wechsler Memory Scale (WMS-IV)

    Test score data must be included in the diagnostic reports to document the basis of the diagnosis. Test data must be reported in standard scores and percentiles based on national norms.

    7. Documentation should include specific recommended accommodations as well as information regarding past accommodations.

    OTHER IMPORTANT INFORMATION

    Since the College curriculum may vary over the years, as can the nature of disabilities, accommodations may change. Therefore, it is recommended that accommodated students keep in touch with DSS throughout their chiropractic education. A simple check-in at the beginning of each quarter is a good idea.

    While the College strives to accommodate students as fully as possible, accommodations do not include measures which fundamentally alter the academic program for the College or which place an undue financial or administrative burden on the College.

    Students who improperly procure accommodations under this policy (i.e., willingly defy protocol) will have their services temporarily or permanently revoked, and may be subject to possible disciplinary action under the Code of Student Ethics.

    Students with documented disabilities may request test accommodations from the National Board of Chiropractic Examiners for all four parts of National Board Exams. Applications and information are available from DSS in the Office of Academic Affairs or at the Board’s website.

    Questions or concerns regarding accommodations should be directed to DSS (aka Academic Counselor, 504/ADA Coordinator) at (510) 780-4500 x-2061 or e-mail lpino@lifewest.edu.