Sufficient documentation must:
- State the specific disability, as diagnosed.
- Provide relevant educational, developmental, and medical history.
- Describe the comprehensive testing and techniques used to arrive at the diagnosis, including evaluation date[s] and test results with sub-test scores. For example, for a student with a learning disability, measures of cognitive ability, academic achievement, and information processing are usually necessary.
- Describe the functional limitations (how the disability impacts learning).
- Establish the professional credentials of the evaluator, including information about license or certification and area of specialization.
Northeastern has the right to deny any requests for accommodations, academic adjustments, and/or auxiliary services if the documentation demonstrates that they are not warranted or if a student fails to provide appropriate documentation.
Examples of possible accommodations:
- Extended time to take tests.
- Alternative testing area.
- Reader for tests.
- Note-taker for classes.
- Preferential seating in class.
(Specific accommodations depend on the disability, how an individual is affected by his/her disability and other regulations of current laws and legislation.)
Examples of modifications that are not typically offered at Northeastern:
- Changing assignment requirements.
- Alteration of grading scales.
- Variation of degree requirements.
- Any accommodation that will require a substantial change to course, activity, program, policy, or procedure.
|High schools are governed by the Individuals with Disabilities Act (IDEA).||Colleges are governed by the ADA and the Rehabilitation Act but not governed by IDEA.|
|In high school, parents are notified and required by law to give permission for any decisions regarding their son or daughter. The student does not need to give explicit permission.||The Family Educational Rights and Privacy Act (FERPA) mandates that the college cannot release any information concerning an adult over the age of 18 unless the students has given explicit written permission.|
|High schools are responsible for the right to education for all children.||The student is responsible to choose whether or not to attend college and to demonstrate qualification for college attendance.|
|High schools are responsible to provide free disability evaluations and documentation.||The student is responsible for providing current documentation of their disability to the college.|
|High schools are responsible for creating an Individual Education Plan (IEP) that determines placement and appropriate support services.||The student is responsible for planning his/her own education, identifying resources, and requesting reasonable accommodations.|
|High schools are responsible for implementing the IEP, making services available and including them in the schedule.||The student is responsible form implementing their own academic plan and requesting services each time they are needed.|
|The high school is responsible for fundamental curriculum alternation to allow individualized goals and objectives.||The student is responsible for meeting the unaltered fundamental college academic standards, standard course objectives, code of conduct and program requirements.|
|High schools are responsible to provide personal services such as transportation, mobility between classes or content tutoring beyond that offered by regular classes.||The student is responsible to provide their own personal services to assure their own independence and safety.|
|High school administrators, teacher and parents advocate for students.||The student is responsible to advocate for himself/herself in college.|
For more information, please refer to the US Department of Education.