Quick Contact

Counseling & Health Services
4200 54th Avenue South
St. Petersburg, FL 33711

Counseling: (727) 864-8248
Health: (727) 864-8326 

Counseling Services Hours
Monday - Friday 8:30am - 5:00pm 

Health Services Hours
Monday - Friday 8:30am - 5:00pm

Detailed Information

Accessible Education Services

Counseling and Health Services

Eligibility for Accessible Education Services

Students seeking support services for a diagnosed disability must provide recent, objective documentation that verifies eligibility under the Americans with Disabilities Amended Act of 2008 and Section 504 of the Rehabilitation Act of 1973. Eligibility for reasonable accommodations under these statutes requires that the physical or mental impairment currently substantially limits one or more major life activities (e.g., learning, self-care, speaking, hearing, seeing, walking).

Accessible Education Services (AES) guidelines require that the evaluation and documentation be provided by a licensed professional who is not related to the student and is qualified to diagnose and treat the student's particular disability. The documentation must clearly describe the ways in which the disability currently impacts a student's functioning. In many cases, this means that the evaluation must have been completed within three years. However, AES reserves the right to modify this timeframe depending upon the type of disability. If documentation needs to be updated or if additional documentation is required, the cost of obtaining the required documentation is the responsibility of the student. An Individualized Education Plan (IEP) or 504 plan is insufficient documentation, but can be included as part of a more comprehensive assessment battery.

Documentation Guidelines for Learning Disabilities

The following guidelines are provided to assist students in the process of obtaining appropriate documentation that substantiates eligibility for services and provides suggestions for reasonable accommodations and/or auxiliary aids. Testing must be comprehensive (including more than one appropriate test) to obtain a reliable diagnosis. At the very least, each of the following domains should be addressed:

A. Aptitude - The age-appropriate Wechsler Intelligence Scale is preferred, although the Woodcock-Johnson Tests of Cognitive Ability or the Stanford-Binet Intelligence Scale, Fifth Edition are both acceptable.

B. Achievement - A battery of tests is required to determine current levels of functioning in reading, mathematics and written language. Examples of acceptable measures include the Woodcock-Johnson Tests of Achievement, Wechsler Individual Achievement Test (WIAT-II) or the Stanford Test of Academic Skills. The Wide Range Achievement Test is not acceptable as the sole measure of achievement.

C. Information Processing - Measures of short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor abilities must be included. Typical measures used include subtest information from the WAIS-IV or the Woodcock-Johnson Tests of Cognitive Ability.

Generally, the documentation should be no more than three years old, and must include the following:

  1. An evaluation conducted by a licensed psychologist or other relevant professional with training and experience in the assessment and diagnosis of adolescents and adults with ADHD and/or learning disabilities. The report must include the evaluator's name, title, credentials, license number, signature and date of evaluation on letterhead.
  2. A summary of the diagnostic interview, including relevant information from the student's educational, familial and medical history.
  3. A list of the tests administered, including subtests. Standard scores should be provided in addition to percentile scores and/or grade equivalents.
  4. DSM-5 diagnoses (if any) and a description of any specific evidence that the disability results in a substantial limitation to learning (or other major life activity).
  5. Detailed information about the specific nature of the student's current limitations and how these limitations might affect the student's daily life in the college environment (e.g., learning, testing and living).

6. Information about medications (dosage and existing side effects), assistive devices/services and other treatments currently prescribed or in use that are likely to impact the student's functioning.

7. Recommendations for accommodations, adaptive devices, assistive services and strategies to compensate for the functional limitations, accompanied by an objective rationale.

Documentation for Other Disabilities

The following guidelines are provided to assist students in the process of obtaining appropriate documentation that substantiates eligibility for services and provides suggestions for reasonable accommodations and/or auxiliary aids.

The documentation should be current, and must include the following:

  1. An evaluation conducted by an appropriate specialist (e.g., psychologist, psychiatrist, rehabilitation medicine, neurologist, ophthalmologist, orthopedic surgeon, rheumatologist, audiologist, etc.) who has training and experience in the assessment and diagnosis of the student's disability. The report must include the evaluator's name, title, credentials, license number, signature and date of evaluation on letterhead.

  2. A clear and credible DSM-5 or ICD-9-CM diagnosis, including a description of the diagnostic criteria.

  3. Confirmatory evidence from the appropriate test(s) used to diagnose the disabling condition (e.g., x-ray or neuroimaging studies, psychological testing, etc.).

  4. Detailed information about the specific nature of the student's current limitations and how these limitations might affect the student's daily life in the college environment (e.g., learning, testing and living).

  5. A description of the expected progression or stability of the disability over time and ways in which functioning might be impacted.

  6. Information about medications (dosage and existing side-effects), assistive devices/services and other treatments currently prescribed or in use that are likely to impact the student's functioning.

  7. For disabilities in which a change in functioning is likely within one year of the evaluation, include the time period for which the accommodations are being recommended (generally no longer than one year without re-certification of need).

  8. Recommendations for academic and/or housing accommodations, adaptive devices, assistive services and strategies to compensate for the functional limitations, accompanied by an objective rationale.

Accessible Education Services

Eckerd College is devoted to providing support services that enable students with disabilities to participate in, and benefit from, all College programs and activities. Eckerd College has placed Accessible Education Services (formerly Disability Support Services) in Counseling Services to ensure that otherwise-qualified individuals with disabilities are protected from discrimination in the educational setting.