Students with documented disabilities may apply for accommodations that may enhance their experiences in and out of the classroom. The staff works with students to determine their needs and make recommendations for reasonable accommodations to advance academic and personal achievement.

Request for Accommodations

To declare a disability, a student must provide relevant documentation of the disability and list accommodations requested. Common accommodations include: permission to tape record lectures, extended time on quizzes and exams, quiet testing, use of a note taker in class.

Request for housing accommodations must be received by February 1st for returning students and June 1st for new students.

  1. Complete the the appropriate request form:

  2. After you have completed the form, please send related documentation to:
    Tania McDuffie
    Assistant Dean of Academic Support and Accommodations 
    Converse College
    580 E. Main St.
    Spartanburg, SC 29302
  3. If you have not received an email within one week of completing this form please schedule an intake appointment with the Assistant Dean of Academic Support and Accommodations 
  4. You will then receive a CAP card for Academic Accommodations (Certified Accommodation Plan) which will list your accommodations.
  5. Meet with Assistant Dean of Academic Support and Accommodations to learn how to use your CAP card and how your accommodations plan will be handled with each professor

While every effort will be made to complete your evaluation quickly, we ask that you allow a minimum of 30 days to complete the process.


Requesting Accommodations due to COVID-19

Physical/Motor Disabilities

Psychological Disabilities


Requirements for Attention Deficit Hyperactivity Disorder Documentation

Evaluations for ADHD should follow the Learning Disabilities Guidelines below and also provide the following information:

  • A list of instruments/procedures used to diagnose the disorder
  • A description of the symptoms which meet the criteria for this diagnosis with approximate date of onset
  • Information about past and/or current use of appropriate medications used to treat this disorder
  • Recommendations regarding the need for consultation by a physician if the student has not previously used medication as a part of the treatment program

Learning Disabilities

Requirements for Documentation:

1. All reports should be current (no more that three years old), on letterhead, typed, dated, signed, and otherwise legible.

2. Acceptable psychoeducational documentation will include:

    • A summary of a comprehensive interview
    • A comprehensive assessment of aptitude
    • A comprehensive academic achievement battery
    • An assessment of specific areas of information processing
    • Evidence that the evaluator has ruled out alternative explanations for academic problems such as poor educational background, poor motivation, poor study skills, emotional problems, etc.
    • A detailed description of how this impairment significantly limits a major life activity in an academic setting.

3. A licensed psychologist or appropriately credentialed psychoeducational professional should provide the current psychoeducational evaluation.

4. In order to make an informed decision about the student’s learning disorder and need for accommodation, the report should include the following:

    • The nature of the learning disorder and the specific diagnosis as delineated in the Diagnostic and Statistical Manual-IV (DSM-IV) or current edition
    • A description of the severity and longevity of the condition
    • Recommendations regarding treatment needs in the future and effective post- secondary compensatory strategies in order to accommodate the student’s specific learning deficits.


To be completed by a Qualified Licensed Provider: Converse College provides testing and classroom accommodations for students with a verified and substantially limiting disability. A student’s documentation must demonstrate the existence of a condition covered by the Americans with Disabilities Act (ADA: 1990). The ADA defines a disability as a physical or mental impairment that substantially limited one or more major life activities. Documentation of such impairment must be derived from a licensed provider who is not a relative of the student. Students must provide this document to their provider to be completed and and returned to Disability Services.

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To be completed by a Qualified Licensed Provider: A licensed clinical psychologist, clinical neuropsychologist, psychiatrist, or other appropriately trained medical professional with expertise in the field of adult psychological disorders must conduct a complete psychological assessment. Students must provide this document to their provider to be completed and and returned to Disability Services.

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To be completed by a Qualified License Provider: A learning disabilities assessment, which reflects the current impact of identified impairments on academic performance must be done by a licensed professional who is qualified to administer and interpret intelligence and achievement tests, and a diagnostic report based upon the assessment. This assessment must be done by a trained and certified and/or licensed psychologist, learning disabilities specialist, VR staff psychologist, school psychologist, or educational therapist. Students must provide this document to their provider to be completed and and returned to Disability Services.

(.pdf, 128K)

A full assessment for ADHD must be conducted by a licensed clinical psychologist, clinical neuropsychologist, psychiatrist, Vocational Rehabilitation psychologist or school psychologist with expertise in the differential diagnosis of adult psychological disorders.

(.pdf, 115K)

Documentation is required for review of requests for accommodations related to service and assistance animals and must be completed and submitted to the disability services office.

(.pdf, 190K)