The mission of Accessibility Services is to focus on the abilities of all individuals while providing an accessible and welcoming academic community.
Accessibility Services provides and coordinates accommodations and services that enable individuals with disabilities to have equal access to all Louisburg College programs and activities. Not only is this a responsibility in compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act of 1990 (ADA), but it is also a part of our central purpose as a small college committed to offering an individualized approach to higher education. Accessibility Services is a free service to all individuals with documented physical, mental, psychological, or learning disabilities.
Louisburg College is committed to the equal opportunity of education and does not discriminate on the basis of race, color, sex, sexual orientation or sexual preference, national origin, age or disability. - Louisburg College Catalog
Contact the Accessibility Services Office, Taft 107 or 111, to schedule a meeting with the director to discuss your needs. You are welcome to stop by, call, or email to schedule an appointment.
Submit current documentation (e.g., psychological/psycho-educational evaluation, medical/diagnostic reports) from licensed physicians, psychologists, or other appropriately credentialed professionals that includes your diagnosis, how your disability impacts you as a student, and recommended accommodations.
Documentation guidelines are provided to ensure that documentation is complete and supports requested accommodations and/or auxiliary aids as being necessary. A diagnosis of a disorder/impairment alone does not qualify an individual for an accommodation under applicable federal laws. For the purpose of receiving consideration for reasonable accommodations at Louisburg College, an individual must have an impairment that substantially limits one or more major life activities.
The student and director discuss the student’s expressed needs and concerns, service eligibility, disability documentation, and possible accommodations. If appropriate, a form is signed to enable Accessibility Services staff to disclose accommodation eligibility to the student’s instructors.
Students will schedule an appointment with the director each semester to review accommodations and update disclosure release forms so that they apply to a student’s new set of instructors.
Documentation must be typed on office or practice letterhead, dated and signed by a professional who is licensed or certified in the area for which the diagnosis is made. Name, title, license/certification credentials, and affiliations must be stated and shall not be family members or others with a close personal relationship to the individual.
A diagnostic statement identifying the disability, including ICD or DSM classification, along with any relevant personal, psychosocial, medical, developmental and/or educational history.
A full description of the diagnostic methodology used, including data and measurements from appropriate evaluation instruments. The results obtained should draw a direct link to the diagnosis and the functional limitations of the disability. For cognitive disorders, evaluations should use adult norms.
A clear description of the current impact and functional limitations of the condition pertaining to the academic, workplace and/or residential settings. Information regarding whether symptoms are constant or episodic, and the frequency and/or duration should be addressed.
Any treatments, medications, and/or assistive devices/services currently prescribed or in use should include a description of the mediating effects and potential side effects from such treatments.
Recommendations should be directly linked to the impact or functional limitations associated with the disability, or medication prescribed to control symptoms, and include a clear rationale based on level of impairment.
Generally, sufficient documentation includes a psychological/psycho-educational evaluation or a letter from medical/mental health provider which addresses the areas described above.
While school plans such as IEPs or 504 Plans are helpful, they do not substitute for complete and current documentation.
Likewise, other documents that are inadequate for this purpose include: documentation that is not age appropriate; testing instruments normed for children rather than adults; documentation in which screening instruments or rating scales are used as the sole diagnostic tool; medical chart notes or prescription pad notations; documents prepared for non-educational agencies (e.g., Social Security Administration, Department of Veterans Affairs).
Students may use the Request for Accommodations Form and submit documentation at any time, but at a minimum of 14 calendar days prior to the need for services. Accommodations cannot be provided retroactively.
The student is responsible to self-identify and to provide documentation of disability. In general, the less obvious the disability, the more information is required to assess a student’s needs and make accommodation recommendations. If the documentation is incomplete or inadequate to determine the extent of the disability or reasonable accommodation, the college has the discretion to require additional documentation, the cost of which is borne by the student.
A current (within the last three years), complete psychoeducational report conducted by a professional who is certified/licensed to diagnose learning disabilities (e.g., psychologist, neuro-psychologist, psychiatrist, and other doctors trained in psychology/psychiatry).
A current, complete report conducted by a professional who is certified/licensed to diagnose attention-deficit/hyperactivity disorder (e.g., psychologist, neuro-psychologist, psychiatrist, and other doctors trained in psychology/psychiatry).
The evaluation (current within the last three years) must include: