Academic Accommodations

Furman University recognizes a student with a disability as anyone whose impairment substantially limits one or more major life activity. Students may receive a variety of services including classroom accommodations such as extended time on tests, test proctoring, note-taking assistance and access to assistive technology. However, receipt of reasonable accommodations cannot guarantee success–all students are responsible for meeting academic standards. Students with a diagnosed disability may be entitled to accommodations under the Americans with Disabilities Act (ADA).

Complete the Initial Contact Form to request accommodations.

Submit documentation.

  • Please note that an Individualized Education Plan (IEP) or Section 504 Plan often does not provide enough information to meet the above requirements. The Director of Student Accessibility Resources can answer questions and give detailed information about what documentation is acceptable.
  • Furman does not offer diagnostic testing for disabilities such as ADHD or learning disabilities. Referrals for testing in the Greenville area are available through the Student Office for Accessibility Resources. Students are responsible for the cost incurred for this evaluation.
  • Once the Initial Contact Form and the documentation have been received, a university designated professional with appropriate expertise and an outside consultant evaluate the documentation. Once the information is reviewed, the Director of Student Accessibility Resources will schedule a meeting with the student to determine reasonable accommodations and develop an accommodation plan. Students should be prepared to discuss the impact of their disability in the academic environment and their history of accommodations. This information along with the results of the documentation review will help determine reasonable accommodations for the student. Since each student and each disability is unique, we cannot determine appropriate accommodations before the initial meeting is conducted.

Attention Deficit/Hyperactivity Disorder Documentation

Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder

Furman University is committed to ensuring equal access for persons with disabilities in accordance with the Americans with Disabilities Act (ADA) as amended in 2009. Students who wish to obtain accommodations for a disability must submit documentation of the disability to the Student Office for Accessibility Resources. It is the responsibility of the student with a disability to obtain and pay for this documentation.

The purpose of the documentation is twofold. First, it must establish that the student is a person with a disability. The documentation must also provide a rationale for authorizing reasonable accommodations. The purpose of accommodations is to allow equal access for the student with a disability.

Accommodations should be appropriate to a student’s current level of functioning. In general, the evaluation should be conducted within three years of the date of request for services. Exceptions may be made in the case of a disability of a permanent and unchanging nature. If the disability is less stable, more frequent updates may be required. Although the underlying processes involved in AD/HD may be life long, there may be changes in functioning within an academic setting over time. As a general rule, it is appropriate to re-evaluate these conditions periodically in order to adjust the accommodations to current needs.

Documentation for AD/HD should consist of a written statement, evaluation report, or a detailed letter from a licensed psychologist or physician who diagnosed the disorder and/or is responsible for treatment of the disorder. The written statement must comply with the guidelines described below. Please note that an Individualized Education Plan (IEP) or Section 504 Plan does not generally provide enough information to meet these documentation guidelines. It will be accepted as supplemental information.

Students who are requesting more than minimal accommodations for AD/HD must follow the university’s guidelines for learning disabilities. Minimal accommodations are defined as extended time (up to time-and-a-half) for tests, option to take tests in a low-distraction environment, and note-taking assistance.

Criteria for Documentation of AD/HD

Documentation should:

  • reflect the student’s current level of functioning and should generally be within three to five years old.
  • be provided by a licensed psychologist or physician who is qualified to diagnose AD/HD. The practitioner should not be related to the person being evaluated.
  • be typed on letterhead, dated, and signed by the evaluator. Documentation on prescription pads will not be accepted.
  • include a clearly stated diagnosis of the disabling condition, the date of diagnosis, and the date of most recent contact with the individual.
  • include a description of observed symptoms that meet the DSM-IV diagnostic criteria for AD/HD.
  • present the individual’s history of AD/HD, including any history of previous accommodations.
  • include a clear description of the limitations in academic functioning resulting from AD/HD, as well as a description of the impact of medications or other treatments prescribed.
  • include recommendations concerning accommodations needed in an academic setting.

 

All documentation should be sent to:

Student Office for Accessibility Resources
Furman University
3300 Poinsett Highway
Greenville, SC 29613
Fax: 864.294.3044
Email: SOAR@furman.edu

Learning Disabilities Documentation

Guidelines for Documentation of Learning Disabilities

Furman University is committed to ensuring equal access for persons with disabilities in accordance with the Americans with Disabilities Act (ADA) as amended in 2009. Students who wish to obtain accommodations for a disability must submit documentation of the disability to the Student Office for Accessibility Resources. It is the responsibility of the student with a disability to obtain and pay for this documentation.

The purpose of the documentation is twofold. First, it must establish that the student is a person with a disability. The documentation must also provide a rationale for authorizing reasonable accommodations. The purpose of accommodations is to allow equal access for the student with a disability.

Accommodations should be appropriate to a student’s current level of functioning. In general, the evaluation should be conducted within three to five years of the date of request for services. Exceptions may be made in the case of a disability of a permanent and unchanging nature. If the disability is less stable, more frequent updates may be required. Although the underlying processes involved in learning disabilities may be life- long, there may be changes in functioning within an academic setting over time. As a general rule, it is appropriate to re-evaluate these conditions periodically in order to adjust the accommodations to current needs.

Documentation for learning disabilities must meet the following criteria. Please note that an Individualized Education Plan (IEP) or Section 504 Plan does not generally provide enough information to meet these documentation guidelines. It will be accepted as supplemental information.

Criteria for Documentation of Learning Disability
  • Documentation should reflect the student’s current level of functioning and should generally be within three to five years old.
  • Documentation should be provided by a licensed professional (e.g., psychologist or psycho-educational specialist) who is qualified to diagnose the type of condition for which accommodation is being requested. The practitioner should not be related to the person being evaluated.
  • Reports should be typed on letterhead, dated, and signed by the evaluator. Documentation on prescription pads will not be accepted.
  • Documentation must include a clearly stated diagnosis of the disabling condition.
  • Documentation must include a detailed description of the tests or procedures used to establish the diagnosis.
  • Documentation must include a psycho-educational evaluation that demonstrates current substantial limitations in learning.

The evaluation should include:

  • a summary of a comprehensive diagnostic interview, including a history of relevant medical, developmental, and educational events
  • comprehensive assessments of: general intellectual ability (IQ), specific components of information processing, and academic achievement
  • Screening instruments are not acceptable as the sole measure used in any area.
  • Test results should include all standard scores obtained and results for all subtests.
  • Report should provide evidence that the evaluator has ruled out alternative explanations such as poor motivation, inadequate study skills, ineffective instruction, cultural or language barriers, etc.
  • Documentation must include a clear description of the functional limitations resulting from the learning disability, as well as a description of the impact of medications or other treatments prescribed.
  • Documentation should include recommendations concerning accommodations needed in an academic setting.

All documentation should be sent to:

Student Office for Accessibility Resources
Furman University
3300 Poinsett Highway
Greenville, SC 29613
Fax: 864.294.3044
Email: SOAR@furman.edu

Physical/Medical Disabilities Documentation

Guidelines for Documentation of Physical/Medical Disabilities

Furman University is committed to ensuring equal access for persons with disabilities in accordance with the Americans with Disabilities Act (ADA) as amended in 2009. Students who wish to obtain accommodations for a disability must submit documentation of the disability to the Student Office for Accessibility Resources. It is the responsibility of the student with a disability to obtain and pay for this documentation.

The purpose of the documentation is twofold. First, it must establish that the student is a person with a disability. The documentation must also provide a rationale for authorizing reasonable accommodations. The purpose of accommodations is to allow equal access for the student with a disability.

Accommodations should be appropriate to a student’s current level of functioning. In general, the evaluation should be conducted within three to five years of the date of request for services. Exceptions may be made in the case of a disability of a permanent and unchanging nature. If the disability is less stable, more frequent updates may be required.

Documentation for a physical disability must meet the following criteria. Please note that an Individualized Education Plan (IEP) or Section 504 Plan does not generally provide enough information to meet these documentation guidelines. It will be accepted as supplemental information.

Criteria of Documentation of Physical/Medical Disabilities
  • Documentation should reflect the student’s current level of functioning and should generally be within three to five years old.
  • Documentation should be provided by a licensed professional who is qualified to diagnose the type of condition for which accommodation is being requested. The practitioner should not be related to the person being evaluated.
  • Reports should be typed on letterhead, dated, and signed by the evaluator. Documentation on prescription pads will not be accepted.
  • Documentation must include a clearly stated diagnosis of the disabling condition.
  • Documentation must include a detailed description of the tests or procedures used to establish the diagnosis.
  • Documentation must include a clear description of the functional limitations resulting from the disabling condition, as well as a description of the impact of medications or other treatments prescribed.
  • Documentation should include recommendations concerning accommodations needed in the classroom and the broader college environment.

All documentation should be sent to:

Student Office for Accessibility Resources
Furman University
3300 Poinsett Highway
Greenville, SC 29613
Fax: 864.294.3044
Email: SOAR@furman.edu

Psychiatric Disorders Documentation

Guidelines for Documentation of Psychiatric Disorders

Furman University is committed to ensuring equal access for persons with disabilities in accordance with the Americans with Disabilities Act (ADA) as amended in 2009. Students who wish to obtain accommodations for a disability must submit documentation of the disability to the Student Office for Accessibility Resources. It is the responsibility of the student with a disability to obtain and pay for this documentation.

The purpose of the documentation is twofold.  First, it must establish that the student is a person with a disability.  The documentation must also provide a rationale for authorizing reasonable accommodations.  The purpose of accommodations is to allow equal access for the student with a disability.

Accommodations should be appropriate to a student’s current level of functioning.  In general, the evaluation should be conducted within one year of the date of request for services.  Exceptions may be made in the case of a disability of a permanent and unchanging nature.  If the disability is less stable, more frequent updates may be required.

Documentation for a psychiatric disability should consist of a written statement, evaluation report, or a detailed letter from a licensed mental health practitioner or physician who diagnosed the disorder and/or is responsible for treatment of the disorder.  The written statement must comply with the guidelines described below. Please note that an Individualized Education Plan (IEP) or Section 504 Plan does not generally provide enough information to meet these documentation guidelines.  It will be accepted as supplemental information.

Criteria of Documentation of Psychiatric Disorders

Documentation should:

  • reflect the student’s current level of functioning and should generally be less than one year old.
  • be provided by a licensed mental health professional or physician who is qualified to diagnose the type of condition for which accommodation is being requested.The practitioner should not be related to the person being evaluated.
  • be typed on letterhead, dated, and signed by the practitioner. Documentation on prescription pads will not be accepted.
  • include a clearly stated diagnosis of the disabling condition, the date of diagnosis, and the date of most recent contact with the individual.
  • include a description of observed symptoms that meet the DSM-IV diagnostic criteria for the disorder.
  • present the history of the individual relevant to the disorder, including any history of previous accommodations.
  • include a clear description of the limitations in academic or social functioning resulting from the disabling condition, as well as a description of the impact of medications or other treatments prescribed.
  • include recommendations concerning accommodations needed in an academic setting.

All documentation should be sent to:

Student Office for Accessibility Resources
Furman University
3300 Poinsett Highway
Greenville, SC 29613
Fax: 864.294.3044
Email: SOAR@furman.edu