Eligibility and Registration for Services

Students may request services by completing the SDS Registration Form, and providing documentation of their disability in accordance with the Disability Documentation Requirements.

REGISTRATION Process

  1. Submit completed SDS Registration Form.
  2. Submit appropriate disability documentation.  (see Disability Documentation Guidelines below)
  3. Schedule an appointment with SDS to determine eligibility.

If eligible, reasonable accommodations are determined during the initial appointment with SDS.  Students are required to register with SDS at the beginning of each semester in order to be eligible to continue receiving classroom accommodations. Recommended accommodations are effective from the date of approval, apply only to the current school term and are not retroactive.

DISABILITY DOCUMENTATION Guidelines

SDS considers all information when evaluating student requests for accommodations; including but not limited to your personal description of your needs, records of past accommodations and services, formal psychological or medical evaluations, and/or letters from past health, education or service providers.

Students are encouraged to also submit documentation from an appropriate professional describing the barriers, impact and/or deficits caused by the disability. The guidelines below were developed to assist you and the professionals in your support network to prepare the information in order for SDS to evaluate your request and make recommendations.

If you are unable to obtain this type of information, you are encouraged to meet with SDS to discuss other ways to demonstrate a connection between your disability and any barriers you may be experiencing.

Evaluations must be conducted by a qualified impartial professional.  (Psychologist, psychiatrist or medical doctor who is not a family member)  Doctor’s excuses on prescription pads and handwritten notes are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license number, area of specialization, employment, address, phone and signature).
  • Dates of initial testing/diagnosis and current evaluation within the last 12 months.
  • A clear, specific diagnosis of the disability based on the DSM-V criteria.
  • A history of functional limitations of major life activities resulting from the disorder which may include but not be limited to:  communication or language skills; social interaction; restricted, repetitive and/or stereotypical patterns of behavior and activities; sensory functioning and sensitivity to environmental conditions and motor planning.
  • Comprehensive testing which may include measures of aptitude, achievement information, processing and social communication.
  • If applicable, medical information relating to the student’s needs must include impact of current medication (and compliance with if applicable) to meet the demands of the post-secondary environment.
  • Statement of the current functional impact or limitation of the disability on learning or other major life activities and how it impacts the individual in the learning environment.  Include the degree of the impact as compared to the average person i.e. mild, moderate or severe.

Evaluations must be conducted by a qualified impartial professional (psychologist, neuro-psychologist, or psychiatrist; not a family member). Doctor’s excuses on prescription pads and hand written notes are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license/certification/degree, area of specialization, employment address, phone and signature).
  • Assessment(s) results which meet diagnostic criteria, including evaluation instruments/procedures, cognitive and achievement measures, and standardized scores/percentiles.
  • A clear, specific diagnosis of ADHD based on the DSM-V criteria.
  • Statement of positive/negative effect of medication on the student’s functioning in the post-secondary academic environment.
  • Interpretive summary, including description of current residual symptoms and the degree of impact the ADHD has on learning in the post-secondary academic environment.

Evaluations must be conducted by a qualified impartial professional (ophthalmologist or optometrist; not a family member). Doctor’s excuses on prescription pads or hand written letters are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license/certification/degree, area of specialization, employment address, phone and signature).
  • A clear statement of vision-related disability with supporting numerical description that reflects the current impact the blindness or vision loss has on the student’s functioning (the age of acceptable documentation is dependent upon the disabling condition and the current status of the student’s vision).
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis.
  • A narrative summary of evaluation results including standardized scores.
  • Medical information relating to the student’s needs and the status of the student’s vision (static or changing). Case notes are not appropriate.
  • Narrative providing both quantitative and qualitative information about the student’s abilities to better understanding the student’s profile, including the use of corrective lenses and ongoing visual therapy.
  • Interpretive summary, including description of current residual symptoms and the degree of impact the low visions or blindness has on learning in the post-secondary environment.

Evaluations must be conducted by a qualified impartial professional (otorhinolaryngologist, otologist, and/or audiologist; not a family member). Doctor’s excuses on prescription pads and handwritten letters are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license/certification/degree, area of specialization, employment address, phone and signature).
  • A clear statement of deafness or hearing loss, with an audiogram that reflects the current impact the deafness or hearing loss has on the student’s functioning (the age of acceptable documentation is dependent upon the condition and the current status of the student’s hearing).
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis.
  • A narrative summary of evaluation results.
  • Medical information relating to the student’s needs and the status of the student’s hearing.
  • A statement regarding the use of hearing aids and/or cochlear implants.
  • A statement of the functional impacts or limitations of the disability on learning in the post-secondary academic environment.

Evaluations must be conducted by a qualified impartial professional (physicians, neurologists, licensed clinical rehabilitation psychologists, neurophysiologists, or psychiatrists; not a family member). Doctor’s excuses on prescription pads and handwritten letters are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license number, area of specialization, employment address, phone and signature).
  • Assessment(s) results which meet diagnostic criteria, including evaluation instruments/procedures, cognitive and achievement measures, and standardized scores/percentiles.
  • A clear, specific diagnosis of the disability/illness and degree of severity.

Interpretive summary, including description of current residual symptoms and the degree of impact the head injury/traumatic brain injury has on learning in the post-secondary academic

Evaluations must be conducted by a qualified impartial professional (clinical/educational psychologist, school psychologist, neuro-psychologist, psychiatrist, or learning disability specialist; not a family member). Doctor’s excuses on prescription pads and handwritten letters are not sufficient for documentation of a disability.

Documentation must include:

  • Letterhead (name, license/certification/degree, area of specialization, employment address, phone and signature).
  • Diagnostic interview (including the presenting problem; developmental, academic, family, and relevant medical history).
  • Assessment(s) (neuropsychological or psycho-educational assessment results which meet diagnostic criteria for learning disability, including evaluation instruments/procedures utilized in assessing aptitude/cognitive ability and academic achievement.
  • A clear, specific diagnosis of learning disability based on the DSM-V criteria.
  • Interpretive summary, including description of current residual symptoms and the degree of impact the learning disability has on learning in the post-secondary academic environment.

Evaluations must be conducted by a qualified impartial professional (licensed clinical social worker, licensed professional counselor, psychiatrist, psychologist, or neurologist; not a family member). Doctor’s excuses on prescription pads and handwritten letters are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license number, area of specialization, employment address, phone and signature).
  • Dates of initial testing/diagnosis and current evaluation within the last 12 months (disabilities/conditions that are sporadic, degenerative, or regenerative may require more frequent evaluation).
  • A clear, specific diagnosis of the disability/illness based on the DSM-V criteria.
  • Description of current symptoms, degree of severity and the impact the disability/illness has on learning in the post-secondary academic environment.
  • Statement of positive/negative effect of medication on the student’s functioning in the post-secondary academic environment.

Evaluations must be conducted by a qualified impartial professional (physician, neurologist, psychiatrist, or other medical specialist; not a family member). Doctor’s excuses on prescription pads and handwritten letters are not sufficient for documentation of a disability.

Documentation must include the following:

  • Letterhead (name, license/certification/degree, area of specialization, employment address phone and signature).
  • A clear, specific diagnosis of the disability/illness and degree of severity.
  • Description of current residual symptoms and the degree of impact on learning in the post-secondary academic environment.
  • Statement of positive/negative effect of medication on the student’s functioning in the post-secondary academic environment.
  • Description of functional limitations.