Required Documentation

Determining eligibility for an accommodation is the responsibility of the Disability Support Services (DSS) Coordinator in the Academic Advising Center (Campbell Hall, Room 200). This determination occurs after a student has been accepted for admission. Students should not submit disability information with their application for admission to the college. Rather, disability information should be submitted directly to the DSS Coordinator as follows.

The type of documentation required varies depending on the disability.

In general, for all disabilities the report must state a specific diagnosis of a disability and should include recommendations for accommodations based on the findings in the report.

An IEP or 504 plan from high school is not considered valid documentation by itself. The following supporting documentation must also be provided.

Documentation for students with learning disabilities, ADD/ADHD, Asperger Syndrome, and other cognitive challenges should:

  • Be dated within the past three years.
  • Include an individually administered intelligence test, such as the WAIS or WISC. For ADD/ADHD, the cognitive subtests of the Woodcock-Johnson are acceptable. Other tests, as determined by the evaluator, should also be included.
  • Include the names of all tests used, the actual results including subscale scores, and a summary for each test.
  • Identify and discuss specific cognitive strengths and weaknesses (i.e. memory, executive functioning, processing speed, etc.) and their impact on learning and academic achievement.
  • Clearly state the diagnosis and recommendations for academic accommodations.

Documentation for students with other disabilities or health conditions such as medical/physical, visual, hearing, and psychiatric should:

  • Include a diagnosis and resulting symptoms and functional limitations.
  • Include a statement of impact on learning and academic achievement and recommendations for accommodations.
  • Be dated within the past six months for acute or short-term issues.
  • Be dated within the past three years for chronic or long term issues.

All documentation is reviewed on an individual basis and for certain, more permanent, disabilities, older documentation may be acceptable. The documentation for each student is reviewed on a case-by-case basis to determine validity and eligibility for services.

Please note that York College is not responsible to assess students in order to document a disability. Students who are eligible for accommodations in high school are encouraged to request and obtain an updated assessment prior to graduation from high school.