Home Icon Academics Accessibility Services

Accessibility Services

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


  • To facilitate the implementation of appropriate and reasonable accommodations and support services for each eligible student, employee and visitor.

  • To create an environment - our campus, faculty, and student body - that is inviting and welcoming to students of all abilities.

  • To develop individual plans and programs that make our campus, facilities, and courses of study accessible to each student with disabilities.

  • To encourage students to develop greater independence and self-advocacy skills.

  • To provide students with appropriate referrals and information regarding testing, counseling, financial aid, academic advisement, and to other campus related resources.

  • To make assistive technology available as appropriate.

  • To ensure that Louisburg College, in every way, interprets correctly and meets the criteria required by the Americans with Disabilities Act of 1990 ( ADA).

>Student Services Handbook

>Campus Accessibility Map

>How to Qualify

1. Make an Appointment

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.

2. Submit a Request for Accommodations Form

3. Submit Disability Documentation for Review

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.

4. Meeting with Director

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.

5. Review Accommodations

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 Guidelines

1. Qualifications of Clinician/Provider

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.

2. Diagnosis & History

A diagnostic statement identifying the disability, including ICD or DSM classification, along with any relevant personal, psychosocial, medical, developmental and/or educational history.

3. Description of Diagnostic Methodology

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.

4. Current Impact and Functional Limitations

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.

5. Recommendations

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.

6. Adequacy of Documentation

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).

7. Submission Time

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.

8. Student Responsibility

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.

>Physical Disability Documentation Guidelines

  • A medical diagnosis.

  • Documentation should include the following information:

    • Stability of the disability (stable, progressive, fluctuating).

    • Description of present symptoms, which meet the criteria for diagnosis and the impact they have on the substantial limitations to this student’s major life activities.

    • List of any medications currently being used. Medical information relating to the student’s needs, including the impact of any medication on the student’s ability to meet the demands of a college academic program and, when applicable, clinical requirements.

    • Information regarding the specific academic functions affected by the disability.

    • Recommendations for academic accommodations based on specific characteristics/symptoms of the disability.

    • List of any adaptive equipment currently being used. If special disability related transportation/parking is requested, medical providers must provide the following information: (1) Maximum walking distance in feet. (2) Does the student have difficulty negotiating stairs? (3) Does the student have a valid, state issued handicapped parking placard or plate?

  • Documentation must reflect the current (within the past year) array of symptoms/characteristics and level of functioning. If the documentation does not, students may be required to submit updated documentation.

>Psychological Disorder (including Autism Spectrum) Documentation Guidelines

  • A medical or clinical diagnosis of a psychiatric disorder based on the Diagnostic and Statistical Manual (DSM-IV-TR or DSM-V) criteria and a rationale for diagnosis.

  • Due to the changing nature of psychiatric disorders, it is essential that a student provide current and appropriate documentation from a qualified evaluator (e.g., psychologist, neuro-psychologist, psychiatrist, and other doctors trained in psychology/psychiatry).

  • Since reasonable accommodations are based upon the current impact of the disorder, the documentation must address the individual’s current level of functioning and the need for accommodations. On a case-by-case basis, a student may be asked to submit updated information from a qualified professional on a semester-by-semester or yearly basis.

  • Documentation must include the following:

    • Information regarding the severity of the disability and the specific academic functions affected by the disability and/or medication

    • Recommendations for and compliance to prescriptive treatment, including medication. Information on current medication regimens and side effects is particularly important since psychotropic medications may have a substantial impact on concentration and cognitive functioning.

    • Recommendations for academic accommodations based on specific characteristics/symptoms of the disability.

>Learning Disability Documentation Guidelines

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).

  • Assessment of Aptitude / Cognitive ability:

    • Wechsler Adult Intelligence Scales (WAIS-IV) with all subtest standard scores provided and standard scores for Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed Indices.

    • Kaufman Adult Intelligence Test (KAIT)

    • Woodcock Johnson Psycho-Educational Battery Tests of Cognitive Battery- Revised (WJ-R)

  • Academic Achievement in the areas of reading, mathematics, and written language. Suitable tests include, but are not limited to:

    • Woodcock-Johnson Tests of Educational Achievement (WJ-III)

    • Wechsler Individual Achievement Test (WIAT)

  • A statement indicating diagnosis of a specific learning disability. Diagnoses based on the Diagnostic and Statistical Manual (DSM-IV-TR or DSM - V) are preferred. A discrepancy between ability and achievement does not, in and of itself, constitute a learning disability; information on processing ability must be included.

  • A narrative indicating the current status and impact of the learning disability in an academic setting.

  • Copy of the most recent IEP.

>ADHD Documentation Guidelines

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:

  • A description of the evaluation(s) administered as well as observations and evaluation results.

  • A statement indicating diagnosis of attention deficit/hyperactivity disorder, including the subtype of ADHD. Diagnoses based on the Diagnostic and Statistical Manual IV TR (DSM-IV-TR) or the DSM-V are preferred.

  • A narrative indicating the current status and impact of the attention deficit/hyperactivity disorder in an academic setting.

  • Copy of the most recent 504 plan, if applicable.

  • Individualized assessments of current cognitive processing and educational achievement are necessary.

  • The ADHD Documentation Verification Form should facilitate the information gathering.

>Faculty Guide for Accessibility Services

Classroom Scene


Accessibility Services



Taft 107, 111