Our Mission

Providing Equal Access to Educational Programs, Resources, and Support Services for Students with Disabilities.

Jessica Dimitch
Counselor/Disabilities Coordinator 
Jessica.L.Dimitch@lrsc.edu
701-662-1546

Disability Support Services and Accommodations Process

Students who plan to use accommodations must meet with the Disability Services Coordinator to set up an accommodations plan. In some cases, certain accommodations may not be immediately available. Students should meet with Disability Support Services before each semester to receive accommodations starting on the first day of class.

Documentation should include:

1. A clear statement that describes how the condition was diagnosed or information on the functional impact. Dates of the original and current diagnostic evaluations need to be included.
    
2. A description of the diagnostic process, including criteria, evaluation methods, procedures, tests used, and dates administered. Include the clinical narrative, observations, and specific results related to the disability.
   • Documentation for learning disabilities must include test scores and interpretation of aptitude, achievement, and when possible, information processing. Tests used should be current and appropriate for assessing adolescents and adults.
      
3. A description of the current functional limitations and how those limitations affect the student in major life activity. A "functional limitation" is defined as adverse effects on a major life activity caused by the disability. Functional limitations should described how severely the disability affects the activity and how often it occurs. They should also explain how pervasive the impact is on major life activities.
    
4. Provide a description of current and past accommodations and services. Explain their effectiveness in relation to the functional impact of the disability. Include information about any significant side effects from current treatment or medication. Explain how those side effects affect physical, perceptual, behavioral, and cognitive performance.
    
5. Provide a description of the expected progression or stability of the disability. Include anticipated changes over time. Note whether the disability is cyclical or episodic and identify any known or suspected environmental triggers.
    
6. The professional must be licensed or otherwise properly credentialed and have appropriate training and relevant experience. The professional must not have a personal relationship with the individual being evaluated or diagnosed.

Adopted: April 2001
Revised and approved by LRSC Council: October 2006