Criteria for Disability Documentation

The Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA) of 1990 and its Amendments Act of 2008 state that qualified students with disabilities who meet the technical and academic standards of Keiser University may be entitled to reasonable accommodations. Under these laws, a disability is defined as any physical or mental impairment that substantially limits a major life activity. The program for students with disabilities at Keiser University does not provide disability documentation for students. It is a student’s responsibility to provide appropriate documentation and to request adjustments/accommodations. Appropriate documentation should be current, relevant, and meet the following criteria:

Health Condition, Mobility, Hearing, Speech or Visual Impairment

Current official letter (on letterhead from a licensed professional, such as treating medical doctor, orthopedic specialist, audiologist, speech pathologist, ophthalmologist, or other appropriate licensed professional; signed and dated) addressing the following aspects:

• Clearly stating diagnosis
• Defining levels of function and any limitations on student’s academic performance caused by the disability
• Stating specific accommodations and educationally relevant recommendations

Include any evaluation material, if appropriate, current, and available.

Psychological Disorder

Current official letter (on letterhead from a licensed mental health professional, such as psychiatrist, clinical psychologist, neuropsychologist, licensed professional counselor, or licensed clinical social worker or other appropriate licensed professional; signed and dated) addressing the following aspects:

• Clearly affirming diagnosis
• Defining levels of function and any limitations on the student’s academic performance caused by the disability
• Stating specific accommodations and educationally relevant recommendations

Include any evaluation material, if appropriate, current, and available.

Traumatic Brain Injury (TBI)

Current official letter (on letterhead from a licensed rehabilitation counselor, speech-language pathologist, orthopedic specialist, and/or neuropsychologist or other appropriate licensed professional; signed and dated) addressing the following aspects:

• Assessing of cognitive abilities, including processing speed and memory
• Analyzing of educational achievement skills and limitations on student’s academic performance caused by the disability
• Defining levels of function and any limitations in all affected areas (communication, vision, hearing, mobility, psychological, seizures, etc.)
• Stating specific accommodations and educationally relevant recommendations

Include any evaluation material, if appropriate, current, and available.

Learning Disabilities

Current official letter (on letterhead from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or other appropriate licensed professional; signed and dated) addressing the following aspects:

• Clearly stating the problem/diagnosis
• Documenting educational history regarding the impact of the learning disability
• Defining levels of functioning and any limitations on student’s academic; performance caused by the disability, supported by evaluation data
• Stating specific accommodations and educationally relevant recommendations

Include any evaluation material, if appropriate, current, and available.

Note: High School Individual Education Plan (IEP) or 504 Plan reflects education and accommodation history and may be used to determine the reasonableness of certain accommodations; however, not all secondary accommodations are applicable in postsecondary settings. Other documentation may be requested by ARC to make a determination.

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)

Current official letter (on letterhead from licensed psychiatrist, clinical psychologist, school psychologist, neurologist, neuropsychologist, primary care physician or other appropriate licensed professional; signed and dated) addressing the following aspects:

• Clearly stated diagnosis of ADD/ADHD
• Defined levels of functioning and any limitations on student’s academic; performance caused by the disability, supported by evaluation data
• Specific accommodations and educationally relevant recommendations

Include any evaluation material, if appropriate, current, and available.

Note: High School Individual Education Plan (IEP) or 504 Plan reflects education and accommodation history and may be used to determine the reasonableness of certain accommodations; however, not all secondary accommodations are applicable in postsecondary settings. Other documentation may be requested by ARC to make a determination.