TTUHSC complies with the American with Disabilities Act (ADA), Section 504 Rehabilitation Act of 1973, and state and local requirements regarding students with disabilities. Under these laws, no otherwise qualified and competitive individual with a disability shall be denied access to or participation in services, programs and activities of TTUHSC solely on the basis of the disability.
Students with grievances related to discrimination on the basis of a disability may contact the ADA Compliance Officer for Students in the Office of Student Services. Any student seeking remedy on the basis of disability must register as a disabled student with the ADA Compliance Office for Students and must provide all required documentation of disability.
Documentation Criteria Physical, Sensory, or Health-Related Disabilities
Documentation in the form of an evaluation performed by a qualified professional (such as a licensed physician or audiologist) should be provided to the ADA Compliance Officer for Students. Documentation of physical, sensory, or health-related disabilities (including, but not limited to, orthopedic, hearing, visual, systematic, or chronic illnesses) should include:
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- A diagnosis of the specific disability (including prognosis if appropriate); and
- An indication of the severity and manner in which the disability limits the student's activity, particularly as it relates to University life; and
- Recommendations for reasonable academic accommodations to equalize the student's opportunities at a post-secondary level.
Attention Deficit Disorders & Psychological Disorders
Diagnosis of an attention deficit disorder or psychological disorder should be made by a psychiatrist, licensed clinical or educational psychologist, neurologist, developmental or behavioral pediatrician, or a combination of such professionals. Because the provision of reasonable accommodations is based upon the current impact of the disability on the student's academic functioning, in most cases the ADA Compliance Officer for Students will request this evaluation to have been performed either within the past three calendar years or during adulthood (after eighteen years of age). All documentation will be reviewed on an individual basis. Documentation of an attention deficit disorder or psychological disorder should include:
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- A specific diagnosis, the date of diagnosis, and the specification of the diagnostic criteria on which the diagnosis is based (for example, DSM-IV); and
- Specific statements concerning the way(s) the student's diagnosed disability might have impacted academic performance in the past or might impact it in the future; and
- Recommendations regarding reasonable academic accommodations to equalize this student's educational opportunities at the post-secondary level; and
- Other information that is pertinent to the diagnosis such as:
- Description of the functional limitations which meet the criteria for this diagnosis with the approximate date of onset; and
- List of the measures (informal and formal) that were used to assess the educational impact of the attention deficit disorder or psychological disorder; and
- An evaluation of the effectiveness of past and current medications prescribed for relief of attention deficit disorder or psychological disorder's symptoms; and
- Complete developmental, educational, medical, and family histories as they relate to the attention deficit disorder or psychological disorder.
The diagnosis of a learning disability should be evidenced by a psychological/ educational evaluation performed by a qualified and licensed professional such as a clinical or educational psychologist, school psychologist, neuropsychologist, medical doctor, educational diagnostician or other qualified professional. Because the provision of reasonable accommodations is based upon assessment of the current impact of the disability on the student's academic functioning, in most cases the ADA Compliance Office for Students will request this evaluation to have been performed by an accredited professional either within the last three calendar years or during adulthood (after eighteen years of age). All documentation will be reviewed on an individual basis. Documentation of learning disabilities should include:
- A specific diagnosis of the learning disability; and
- An indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it impacts the individual in the learning context for which reasonable accommodations are being requested. A converted standard score of any subtest must be at least one standard deviation (15 points) below the full scale IQ score to constitute a substantial limitation; and
- Recommendations for reasonable academic accommodations to equalize this student's opportunities at a post- secondary level; and
- There should be evidence of the evaluator's having ruled out alternative explanations for academic problems such as a result of poor education, poor motivation and/or study skills, emotional, mental, or physical problems, attentional problems, and/or cultural/language differences; and
- An individualized history of the student's educational, medical and family histories that relate to the learning disability should be included; and
- Comprehensive testing which addresses the following domains:
- APTITUDE - A complete intellectual assessment with all subtests and standard scores reported. The Weschler Adult Intelligence Scale - Revised (WAIS-R) or the WIAS-III is the highly preferred instrument. The Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability, the Kaufman Adolescent and Adult Intelligence test, and the Stanford-Binet Intelligence Scale (4th ed.) are also acceptable.
- ACHIEVEMENT -A comprehensive academic achievement battery is essential with all subtests and standard scores reported for those subtests administered. Preferred instruments include the Woodcock- Johnson Psychoeducational Battery - Revised: Tests of Achievement; Weschler Individual Achievement Test (WAIT); Stanford Test of Academic Skills; Scholastic Abilities for Adults (SATA); or specific achievement tests such as the Test of Written Language (TOWL-3), Woodcock Reading Mastery Test - Revised, or the Stanford Diagnostic
- INFORMATION PROCESSING - Specific areas of information processing (i.e. short and long term memory, sequential memory, auditory and visual perception processing, processing speed, executive functioning an motor ability) should be addressed. Preferred instruments include the Detroit Tests of Learning Aptitude (DTLA-3), the Detroit tests of Learning Aptitude - Adult (DTLA-A), information from subtests on WAIS-R, and the Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability.
Standard scores and/or percentiles should be provided and interpreted for all normed measures. Grade equivalents are not useful unless standard scores and/or percentiles are also included.
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Disabled Student Services Application Instructions
TO OBTAIN SERVICES YOU MUST:
- Apply and be accepted for admission at Texas Tech University Health Sciences Center (TTUHSC) through the regular admissions procedures.
- Complete and return an Application for Accommodations form to the Office of Student Services. The deadline for application for services is normally 30 days prior to the beginning of the initial semester of enrollment to allow time to provide adequate coordination of services.
- Submit sufficient evidence of a physical or mental impairment which substantially limits one or more major life activity as defined by Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act of 1990.
A disabling condition may be either a temporary or permanent physical or mental impairment. The disability may include, but is not limited to, orthopedic, hearing, visual, learning, systemic, neurological or mental disorders. These conditions must be documented as substantially limiting a student's ability to perform one or more major life activity. Students must provide sufficient documentation in the form of an evaluation performed within the past three years by a qualified professional such as a licensed physician, psychologist or audiologist. It should include:
- A diagnosis of the specific disability (including prognosis, if temporary);
- An indication of the severity and manner in which the disability limits the student's activity, particularly as it relates to TTUHSC life; and
- Some recommendations for necessary accommodations to remove the barriers posed by the specific disability.
This information will be kept confidential and used solely for the purpose of assisting students in identifying and securing accommodations and services which will support their full participation at TTUHSC.
Documentation submitted will be reviewed by the medical and/or psychological consultant to the Office of Student Services as appropriate for determination of completeness and sufficiency to establish disability and for recommendations for appropriateness of accommodation based on disability.
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