Student Life

Disability Resources for Students

Documentation Requirements

SDSC Disability Resources provides accommodations to Western Illinois University students with disabilities. Accommodations are determined by a combination of disability documentation which supports and confirms the student’s request for accommodations, student input of experience with disability and accommodations, and a collaborative process with SDSC staff that is responsive to the experience of each individual while considering WIU’s specific educational setting.

In addition to the self-report, documentation provides vital information about the functional limitations of your disability and its impact in a post-secondary academic environment. The intent of documentation to ensure those with qualifying disabilities receive appropriate accommodations.  Documentation is a required component of the accommodation process. Disability documentation must adequately verify the nature and extent of the disability in accordance with current professional standards and techniques.  It must clearly substantiate the need for each of the student’s specific accommodation requests. 

All documentation must be submitted on the official letterhead of the professional who is providing the diagnostic information regarding the disability. The report should be dated and signed, and include the name, title, professional credentials, and license number or certification. Additionally, students requesting accommodations for multiple disabilities must provide evidence of all such conditions.

Academic Accommodation Process
Housing Accommodations Process
Technology
Temporary Injuries/Conditions
Transportation

 

Academic Accommodation Process

Documentation Requirements

Documentation Requirements
Please see the guidance below regarding documentation requirements for various types of disabilities:
Documentation we will not accept

Please do not submit the following documents to SDSC Disability Resources:

  1. Handwritten letters from licensed professionals
  2. Handwritten patient records or notes from patient charts
  3. Documentation provided by a member of the student’s family
  4. Documentation which does not have the student’s identifying information on it
  5. Diagnoses on prescription pads

Also, please be aware that getting a clinical diagnosis of a condition is not the definition of having a disability.  The need for accommodations is based on the symptoms of the diagnosis substantially limiting daily life functioning. If the original documentation is incomplete or inadequate to determine the extent/impact of the disability, the University may, require additional documentation.

Specific Learning Disability

Specific Learning Disability

Students requesting accommodation on the basis of a specific learning disability must provide documentation from a professional qualified to administer and accurately interpret appropriate cognitive assessments (e.g., a licensed clinical psychologist and/or neuropsychologist).

A comprehensive assessment battery (not solely an IEP or 504 Plan unless test scores are included in the IEP or 504 plan) and the resulting diagnostic report must contain the following items:

  1. Background  — the background information should include a description of the presenting problem(s), developmental, medical, psycho-social, and employment histories, family history, and a discussion of comorbidity when applicable;
  2. Assessment  — a neurological or psychological evaluation with evidence of a substantial limitation to learning, the comprehensive assessment must contain the following:
      • Aptitude/cognitive ability — a complete assessment of intellectual functioning as measured by the Wechsler Adult Intelligence Scale-IV (WAIS-IV);
      • Academic achievement — a comprehensive achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery – IV: Tests of Achievement), indicating current level of functioning in the academic areas of reading, math, oral and written language; and
      • Information processing — a comprehensive battery (e.g., Woodcock-Johnson Psychoeducational Battery – IV: Tests of Cognitive Abilities), which addresses the specific areas of short and long-term memory, sequential memory, auditory and visual perception, processing speed, executive functioning, and motor ability;
  3. A specific diagnosis which conforms to the criteria for the specific learning disability, as stated in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5-TR); and
  4. A clinical summary which:
    • Indicates the substantial limitations to major life activities posed by the specified learning disability;
    • Describes the extent to which these limitations impact the academic context for which accommodations are being requested;
    • Suggests how the specific effects of the learning disability may be accommodated; and
    • States how the effects of the learning disability are mediated by the recommended accommodations.

Testing must be current — students should be tested in high school.

Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder

Students requesting accommodations on the basis of attention deficit-hyperactivity disorder (ADHD) must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders (e.g., a licensed clinical psychologist, neuropsychologist, psychiatrist, or other relevantly trained specialist). The documentation must include:

  1. Evidence of current impairment —must include evidence of current impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more settings;
  2. A specific psychological diagnosis as per the DSM-5-TR;
  3. A diagnostic interview —must include information pertaining to developmental history, family history of ADHD or other learning or psychological difficulties, relevant medical and medication history, a thorough academic history, and a review of prior psychoeducational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems;
  4. Evidence of comorbid diagnoses  — the documentation must investigate and discuss possible coexisting mood, behavioral, neurological and/or personality disorders which could enhance the ADHD symptoms;
  5. Neuropsychological or psychoeducational assessments, if applicable;
  6. A clinical summary which:
    • Indicates the substantial limitations to major life activities posed by the disability;
    • Describes the extent to which these limitations would impact the student in the academic setting for which accommodations are being requested;
    • Suggests how the student’s specific symptoms of the diagnosis may be accommodated; and
    • States how the student’s symptoms are mediated by the recommended accommodations.
Mental Health, Autism, and Other DSM-5-TR Disorders

Students requesting accommodations on the basis of a disorder listed in the DSM-5-TR must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders (e.g., a licensed clinical psychologist, neuropsychologist, psychiatrist, or other relevantly trained specialist). The documentation must include:

  1. Evidence of current impairment —must include evidence of current behaviors that significantly impair functioning in a two or more settings;
  2. A specific psychological diagnosis as per the DSM-5-TR;
  3. Neuropsychological or psychoeducational assessments, if applicable;
  4. Listing of current medications and notable side effects, if applicable; 
  5. A clinical summary which:
    • Indicates the substantial limitations to major life activities posed by the disability;
    • Describes the extent to which these limitations would impact the student in the academic setting for which accommodations are being requested;
    • Suggests how the student’s specific symptoms of the diagnosis may be accommodated; and
    • States how the student’s symptoms are mediated by the recommended accommodations.

Mobility, Systemic, Chronic Health, or Disease-Related Disabilities

Chronic Health, Systemic Health, Disease-Related, or Mobility Disabilities

Diagnoses of this type may include, but are not limited to:  cerebral palsy, arthritis, other conditions affecting mobility, sleep disorders, seizures, epilepsy, digestive system diseases, and chronic pain conditions.

Students requesting accommodations on for these disabilities should provide documentation consisting of:

  1. A diagnosis, description, and history of the disabling condition(s);
  2. An assessment of the functional limitations of the condition(s) for which accommodations are being requested; and
  3. Suggestions as to how these functional limitations may be accommodated.

Blind or Low Vision

Blind or Low Vision

Students requesting accommodations on the basis of blindness or low vision should provide documentation consisting of:

  1. A comprehensive eye examination report with results from an ophthalmologist;
  2. Detailed diagnosis and a description of the negative impact experienced in a classroom setting;
  3. An evaluation of residual visual function, when applicable;
  4. Suggestions on how these functional limitations may be accommodated.

Hearing Impaired or Deaf

Hearing Impaired or Deaf

Students requesting accommodations for deafness or other hearing loss should provide documentation consisting of:

  1. A current audiological evaluation and an audiogram;
  2. Evaluation of the functional limitations;
  3. Suggestions on how the functional limitations of the disabling condition(s) may be accommodated. 

Housing Accommodations Process

Western Illinois University views living on-campus as integral to a liberal arts education and the WIU experience. As such, we have a wide variety of housing and dining options on campus which can accommodate the vast majority of medical issues. In order for WIU to meet the needs of students on-campus and provide reasonable and appropriate accommodations, students who have a documented disability(s) that requires accessible on-campus housing or dining must complete the following steps:

Requests for accommodations are reviewed on a case-by-case basis and receipt of the necessary documentation does not guarantee that the accommodations will be granted.

To ensure timely accommodations, it is recommended that you place requests according to the following timeline:

  • the Fall term, current students should provide complete documentation for consideration by March 1 and incoming students by June 15
  • the Spring term, current students should provide complete documentation for consideration by November 1 and incoming students by December 1 or immediately upon enrollment

Residence Hall Accommodations include, but are not limited to wheelchair accessible rooms, card swipe entry, lever handle entry, automatic door openers, room on lower level, private room, additional storage for assistive equipment, strobe light alarm systems, room in close proximity to restroom, mobility/wheelchair access to the laundry facility, early move in date, private or semi-private restroom, roll in shower, reserved handicapped parking, allergen free meals, modification of the meal plan. Accommodation requests are only for your living space and requests based on studying issues will not be considered.

Residence Hall Access Features

All residence halls at WIU are air-conditioned, are non-smoking, and use environmentally friendly, green cleaning supplies. Allergic rhinitis does not usually merit special housing considerations (such as a single room).

Halls with wheelchair-accessible community bathrooms include Thompson Hall, Corbin Hall, and Olson Hall.

Halls with wheelchair accessible suite/attached bathrooms include Grote Hall.

Halls with attached Dining Centers include Thompson Hall and Corbin/Olson Halls.

Halls with fire alarm strobes in student rooms Thompson, Grote, Corbin Hall and Olson Hall.

Technology

JAWS Screen Reading   (http://www.freedomscientific.com/) which is a powerful accessibility solution that reads information on your screen using synthesized speech and gives the student a unique set of intelligent tools for navigating and accesses Web pages and all screen content. Available in the SDSC, Stipes 307, Morgan 124, Horrabin 77, Olson 110, Grote 109, and Memorial 046.

ONYX Desktop Magnification Camera   (http://www.freedomscientific.com/) rotates smoothly in all directions to allow you to look in any direction - near, far, even mirror-image self-view with magnification up to 105x. Document view gives the student an ability to magnify items such as reading materials, classroom assignments, and exams. Available in the SDSC.

TOPAZ Desktop Video Magnifier has moveable reading table slides for continuous reading and magnification up to 77x. Available in the SDSC.

If you would like to request assistive technology elsewhere on campus, please contact the SDSC at 309-298-1884.

Technology Available for Loan from the SDSC

Technology is for loan for students registered with the SDSC Disability Resources. Quantities of items available for loan are limited and issued on a "*first come, first served*" basis. All students must return equipment within the agreed upon lending period and in good condition (showing no signs of misuse or parts missing).

Williams Sound FM Assistive Systems   (http://www.freedomscientific.com/) deliver superior audio directly to the ear, enhancing sound in classrooms by wirelessly broadcasts a speaker's voice directly to the listener via transmitter, mic, receiver, and ear buds. It reduces background noise and maximizes listening.

Temporary Injuries/Conditions

The SDSC works with students experiencing temporary injuries to facilitate continued participation in courses. Please contact SDSC@wiu.edu with you request.  SDSC staff will work with you regarding needed documentation.

Transportation

Western Illinois University is served by a comprehensive public transportation system through McDonough County Public Transportation (MCPT). This system includes the GoWest bus service and ADA Paratransit Service for individuals who are unable to use the GoWest buses due to a disability. All GoWest buses are equipped with a lift and are wheelchair accessible. For more information on bus routes, please visit  GoWest. If you are unable to use the GoWest buses, either permanently or on a conditional basis, such as during inclement weather, please contact MCPT at 309-575-3333 for a paratransit application.