A PDF version of these guidelines is available here.
Students seeking support services from Student Disability Services (SDS) on the basis of a previously diagnosed Learning Disorder (LD) must submit documentation that verifies their eligibility under Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA) and the ADA Amendments Act. The documentation must describe a disabling condition, which is defined by the presence of substantial limitations in one or more major life activities. Merely submitting evidence of a diagnosis, and/or a discrepancy between ability and achievement on the basis of a single subtest score is not sufficient to warrant academic accommodations. Similarly, nonspecific diagnoses, such as individual “learning styles,” “learning differences,” “academic problems,” “attention problems,” and “test difficulty/anxiety” in and of themselves do not constitute a disability. The guidelines below are intended to provide guidance for the assessment process, including the areas that must be assessed in order for SDS staff to make appropriate decisions. Examples of specific tests that may be used within each area are available upon request. Please do not hesitate to contact SDS at (972) 721-5056 if you have any questions.
Students submitting documentation of a learning disorder must provide a copy of the comprehensive psychoeducational report in order for the student to be eligible for accommodations and/or modifications/ Such documentation should include:
The assessment must be current. Accommodations are based on an assessment of the current nature and impact of your disability. Evaluations must have been completed within the last three (3) years prior to accommodation requests.
Function limitations should be determined WITHOUT consideration of mitigating measures (i.e. medication, etc.). If condition is episodic in nature, level of functioning should be assessed based on active phase of symptoms.
The diagnostic report must be on letterhead, typed, dated, and signed, and otherwise legible. The name, title, and professional credentials of the evaluator, including information about license or certification as well as area of specialization, employment, and state in which the individual practices must be clearly stated. Use of diagnostic terminology indicating a specific disability by someone whose training and experience are not in these fields is not acceptable. Evaluators should not be related to the individual being assessed. Diagnoses written on prescription pads and/or parent’s notes indicating a disability are NOT considered appropriate documentation.
General Guidelines for all Disabilities
It is important to recognize that accommodation needs can change over time and are not always identified during the initial diagnostic process. A prior history of accommodation, without demonstration of current need, does not in and of itself warrant provision of a like accommodation.
SSD will make the final determination as to whether appropriate and reasonable accommodations are warranted and can be provided to the individual.
In addition to documentation as described above, transfer students should provide written verification of accommodations received (and dates served) from the previously attended school(s).
All documentation submitted to SDS is considered confidential.
Documentation should be sent to the following address:
University of Dallas
Student Disability Services, Academic Success Office
1845 East Northgate Drive
Irving, Texas 75062
Documentation may be faxed to (972) 265-5712, emailed to firstname.lastname@example.org, or delivered to Braniff 132.