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Eligibility Guidelines

In order to receive services as a student with a physical or psychological disability, the CSUB guidelines for eligibility must be met. These guidelines have been developed in compliance with the California State University Chancellor's Office and state and federal disability laws.

To be eligible for services with a learning disability, students must present appropriate documentation of their disability. CSUB, as well as most universities, follow the AHEAD (Association for Higher Education and the Disabled) guidelines to determine eligibility for services.

Physical or Psychological Disability

In order to receive services as a student with a physical or psychological disability, you must:

Be a currently enrolled CSUB student.

Return completed Intake Packet to the SSD Office, containing the following completed forms:

Application for Services
Consent for Release of Information
Confidential Intake Questionnaire
Verification of Disability Form, completed and meeting the following standards:
  • Documentation must be provided by a professional qualified to diagnose the nature and extent of the disability;
  • Documention from a professional must be no more than one year old; and
  • Documention must contain a specific diagnosis, state major life activities limited by the disability and resulting functional limitations, prescribed medications, and prognosis.

Schedule an appointment with an appropriate SSD staff member in order to discuss eligibility and accommodations.

Learning Disabililty

The following is a brief summary of guidelines generally followed throughout the California State University system.

The evaluation must be performed by an individual qualified to diagnose learning disabilities. Examples of such professionals include: Neurologist, Licensed Educational Psychologist, Licensed Clinical Psychologist, Psychiatrist, and Learning Disability Specialist.

Current Documentation
Documentation must be current, generally within the last five years.

Documentation List
Documentation must include: Date of assessment; Summary of procedures and assessment instruments used; Summary of assessment/test results, including standard scores and ALL subtest scores; and Narrative report including a clearly stated diagnosis, discussion of possible alternative explanations for results, a statement of strengths and functional limitations, and suggestions for reasonable accommodations which must be directly linked to the stated limitations (and supported by test scores).

Documentation must include: Tests of Aptitude/Cognitive Ability--the preferred instrument is the Wechsler Adult Intelligence Scale III. Woodcock-Johnson III Tests of Cognitive Abilities or Stanford-Binet Intelligence Scale IV are acceptable; Tests of Achievement--acceptable instruments include the WJ III Tests of Achievement, Wechsler Individual Achievement Test, Stanford Test of Academic Skills, Scholastic Abilities Test for Adults, or specific achievement tests such as the Test of Written Language 3, Woodcock Reading Mastery Tests-R, and the Stanford Diagnostic Mathematics test. The Wide Range Achievement Test 3 and the Mini-Battery of Achievement are NOT comprehensive measures of achievement and therefore are not suitable; Tests of Information Processing-- specific areas of information processing (e.g., short and long term memory, processing speed, auditory and visual processing, fluid reasoning) must be assessed. Information from subtests on the WAIS 3 or the WJ III Tests of Cognitive Ability, or the Detroit Tests of Learning Aptitude-Adult as well as other instruments relevant to the presenting learning problem(s) may be used to address these areas.

Additionally, test SCORES must meet the university's guidelines for a student to receive services related to the learning disability.