Part IX- Student Affairs
Services for Students with Disabilities
Prohibition Against Discrimination on the Basis of Disability (PO9.06.01)
The University of Alaska will provide a learning environment in which no student will be subjected to unlawful discrimination based on disability. No otherwise qualified individual will be denied reasonable access to, participation in, or the benefits of, any program or activity operated by the University of Alaska because of disability. Each qualified student with a disability will be eligible to receive appropriate academic adjustments and programmatic accommodations necessary for the student to access educational opportunities, programs, activities, or services in the most integrated setting possible.
For the full polcy please visit the Regents' Policy & University Regulation website.
Policy on Documentation of Learning Disabilities
In order to receive appropriate academic support services in the classroom, the student must have a clearly diagnosed and documented learning disability. It is the student's responsibility to secure documentation. The University of Alaska Southeast is not responsible for provision of diagnostic services to prospective or currently enrolled students. Recent and appropriate documentation, which addresses the student’s current level of functioning, is required. Documentation should be from a school psychologist, clinical or educational psychologist, neuropsychological, or other qualified professional who diagnosed the learning disability.
The documentation should include, but is not limited to, the following:
- A measure of Aptitude
A measure of intellectual assessment (e.g., Wechsler Adult Intelligence Scale-Revised [WAIS-R]; Woodcock-Johnson Psychoneurotic Battery - Revised: Tests of Cognitive Ability; Kaufman Adolescent and Adult Intelligence Test;
Stanford-Binet Intelligence Scale [4th ed.])
- A measure of Information Processing
A measure of information processing (e.g., Woodcock-Johnson Psychoneurotic Battery - Revised: Tests of Cognitive Ability; Detroit Tests of Learning Aptitude-3 [DTLA-3]; Detroit Tests of Learning Aptitude - Adult [DTLA-A]; information from subtests on WAIS-R)
- A measure of Academic Achievement
A measure of academic achievement (e.g., Scholastic Abilities Test for Adults [SATA]; Stanford Test of Academic Skills; Woodcock-Johnson Psychoneurotic Battery - Revised: Tests of Achievement; Wechsler Individual Achievement Test [WIAT]; or specific achievement tests such as: Nelson-Denny Reading Skills Test; Stanford Diagnostic Mathematics Test; Test of Written Language - 3 [TOWL-3]; Woodcock Reading Mastery Tests - Revised)
- Specific diagnosis
Description of assessment procedures, evaluation instruments, and a narrative summary, including all test scores, which support the diagnosis.
Acceptable and Unacceptable Documentation
Many people suspect they have some type of learning disability and may wish to be tested. As stated above, UAS is not responsible for providing diagnostic testing; however, DSS can provide names of qualified professionals who conduct appropriate testing.
Screening tests: Screening tests, such as Slingerland and Scotopic Sensitivity screenings, are not accepted by DSS as documentation of a learning disability. While these screening tools may indicate a person has some learning difficulties and needs further testing, screening tests are not considered documentation of a learning disability.