Requirements for Documentation

To ensure the provision of reasonable and appropriate accommodations, students must provide the required documentation materials, as outlined below. 

The earlier the information is received, the better prepared the college will be to address specific needs.



Please mail material to:
Antonia Messuri, Director
Office of Accessibility Services
Saint Michael's College
One Winooski Park, Box 389
Colchester, Vermont 05439

- or -

Fax material to:
802.654.2974



For students with physical and sensory disabilities, psychological disabilities, and chronic illnesses:

Contact the Office of Accessibility Services to discuss appropriate documentation specific to your individual needs.


For students with learning disabilities (LD) and attention deficit disorder (ADD):

A clear understanding of a student’s strengths and weaknesses in learning and the influence of the disability on current and past educational processes will afford a broader assessment of capabilities, challenges, and consonant needs. To ensure the provision of reasonable and appropriate accommodation, test scores must reflect a significant limitation in learning which substantiates requests for accommodations.  Those students seeking course accommodations and/or exam modifications must provide the following:

  1. A written diagnosis from a qualified professional stating the presence of a learning disability (LD) or a written confirmation of early and current impairment including information from a diagnostic interview along with an outline of current presenting problems and how they impact classroom learning (ADD).

  2. A psychoeducational or neuropsychological evaluation administered by a qualified professional or educational team within the last four to six years immediately prior to Saint Michael's enrollment.

    This evaluation must report subtest scores, standard scores, and percentile ranks, and include cognitive and achievement testing as follows:
  • Cognitive testing: comprehensive and reliable testing measures from one of the following aptitude tests:

    • Wechsler Adult Intelligence Scale-III
    • Woodcock Johnson Psychoeducational Battery: Tests of Cognitive Ability-III
    • Stanford-Binet Intelligence Scale: Fourth edition
  • Achievement testing: the test results from individualized achievement measures which describe current strengths and difficulties with reading, math, written expression, and, if applicable, modern language acquisition. Measures must be valid and reliable from one or more of the following:

    • Scholastic Abilities Test for Adults
    • Stanford Test of Academic Skills
    • Wechsler Individual Achievement Tests
    • Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement

      • Special achievement tests may include the following:
    • Stanford Diagnostic Mathematics Test
    • Test of Written Language – 3
    • Woodcock Reading Mastery Test – Revised
  • Additional Information: Informational processing must also be assessed to include memory, perception, processing, and processing speed.  A variety of instruments can be used including subtest scores from an aptitude test or the Detroit Tests of Learning Aptitude-Adult.
  • Professional Assessment and Recommendations: Also included in the report must be the certified professional’s assessment of how the learning difference or disorder will influence life activities and/or academic success on the college level and concomitant recommendations and support for academic accommodations.
  • Also helpful but not required: A letter from an educational support service provider who has recently worked with the student.  This letter should address the nature of the disability or disorder and the kinds of services that might be needed in college.



Note: An IEP or 504 Plan is insufficient material but can be included in the packet of comprehensive information.