The Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990 state that qualified students with disabilities who meet the technical and academic standards at Alabama College System institutions are entitled to reasonable accommodations. Under these laws a disability is defined as any physical or mental impairment which substantially limits a major life activity, a history of such an impairment, or the perception of such an impairment. Alabama College System institutions do NOT provide disability documentation for students. It is the student's responsibility to provide appropriate documentation to the college office responsible for handling the request and to request accommodations. Appropriate documentation is defined as that which meets the following criteria.

Health Condition, Mobility, Hearing, Speech, or Visual Impairment
A letter or report from treating physician, orthopedic specialist, audiologist, speech pathologist, or ophthalmologist (as appropriate), including:
 • Clearly stated diagnosis
 • Defined levels of functioning and any limitations
 • Current treatment and medication
 • Current letter/report (within 1 year), dated and signed

Psychological Disorder
letter or report from a mental health professional (psychologist, neuropsychologist, licensed professional counselor), including:
 • Clearly stated diagnosis
 • Defined levels of functioning and any limitations
 • Supporting documentation (i.e. test data, history, observation, etc.)
 • Current treatment and medication
 • Current letter/report (within 1 year), dated and signed

Traumatic Brain Injury (TBI)
A comprehensive evaluation report by a rehabilitation counselor, speech-language pathologist, orthopedic specialist, and/or neuropsychologist (or other specialist as appropriate), including:
 • Assessment of cognitive abilities, including processing speed and memory
 • Analysis of educational achievement skills and limitations (reading comprehension, written
    language, spelling, and mathematical abilities)
 • Defined levels of functioning and any limitations in all affected areas (communication, vision,
    hearing, mobility, psychological, seizures, etc.)
 • Current treatment and medication
 • Current letter/report (post-rehabilitation and within 1 year), dated and signed

Learning Disabilities
A comprehensive evaluation report from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or diagnostician, including:
 •  Clear statement of presenting problem; diagnostic interview
 •  Educational history of documenting the impact of the learning disability
 •  Alternative explanations and diagnoses are ruled out
 •  Relevant test data with standard scores are provided to support conclusions, including at
     least WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised, including written
     Language, and Woodcock-Johnson Cognitive Processing Battery to substantiate any
     processing problems.
 •  Clearly stated diagnosis of a learning disability based upon DSM-IV criteria
 •  Defined levels of functioning and any limitations, supported by evaluation criteria data
 •  Current report (within 3 years of enrollment date), dated and signed

Note: High School IEP, 504 Plan, and/or a letter from a physician or other professional will not be sufficient to document a learning disability.

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)
A comprehensive evaluation report from a physician, psychiatrist, clinical psychologist, neurologist, or neuropsychologist, including:
 •  Clear statement of presenting problem; diagnostic interview
 •  Evidence of early and current impairment in at least two different environments
    (comprehensive history)
 •  Alternative explanations and diagnoses are ruled out
 •  Relevant test data with standard scores are provided to support conclusions, including at
     least WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised, including Written
     Language, and Behavioral Assessment Instruments for ADD/ADHD on adults.
 •  Clearly stated diagnoses of ADD or ADHD based upon DSM-IV criteria
 •  Defined levels of functioning and any limitations, supported by evaluation data
 •  Current report (within 3 years of enrollment date), dated and signed

Note: High School IEP, 504 Plan, and/or a letter from a physician or other professional will not be sufficient to document ADD or ADHD. Medication cannot be used to imply a diagnosis.

Impairment and Disability Assessment Form
In order for Athens State University to provide disability-related services to you, it would be helpful to have an assessment completed by the appropriate health professional.

Download the assessment form here. If the form does not download, then proceed to download the free Adobe Acrobat Reader Software. Print and follow the assessment form instructions