Suffolk University - Course Substitution

Course Substitution - Math

Overview:

Suffolk University recognizes that some students with a diagnosed learning disability or neurological disorder, which significantly impairs academic performance in the quantitative area, may be eligible for a substitution of the University math requirement. In order to petition for substitution of the math requirement, a student must collect current, valid diagnostic evidence that the nature and severity of the disability or disorder precludes completion of the math requirement despite the provision of accommodations. Substitution is not an option if math is deemed essential to a program or course of study.

Policy:

The student must submit a complete case history to the Associate Dean of Students to petition for a substitution of the math requirement. Case history should include:

	A personal statement that addresses the student’s disability or disorder, previous “good faith” efforts made in the academic area under consideration, support services utilized in these efforts, and current or intended major.
	A diagnostic evaluation and/or assessment data that includes a review of the student’s difficulties in quantitative areas. Testing must be current (i.e., typically within the past three years) and provide clear and specific evidence and identification of a math-based learning disability.
	High school and/or college transcripts documenting a student’s experience in taking math. If math was not taken in high school, a history of difficulties in quantitative-related academic areas must be included in the student’s personal statement.

Documentation Requirements:

	Diagnostic reports must include the names and titles of the evaluators as well as the date(s) of testing.
	Professionals conducting assessment and rendering diagnoses of specific learning disabilities must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialists, and educational therapists are typically involved in the process of assessment.
	Actual test scores must be provided. Standard scores and/or percentiles are acceptable; grade equivalents are not acceptable unless standard scores and/or percentiles are also included.
	At a minimum, test data must be provided in the following areas:

Aptitude:

Acceptable instruments include, but are not limited to the following: Kaufman Adolescent and Adult Intelligence Test, Wechsler Adult Intelligence Scale (WAIS-III), Woodcock-Johnson Psycho-Educational Battery - Revised: Tests of Cognitive Ability Achievement Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include, but are not limited to, the following: Woodcock-Johnson Psychoeducational Battery-Revised: Test of Achievement, Stanford Diagnostic Mathematics Test, Woodcock Reading Mastery Tests-Revised Cognitive Processing Abilities Specific areas of information processing must be assessed. Acceptable instruments include, but are not limited to, the following: WAIS-III and Woodcock-Johnson, Psychoeducational Battery Revised: Test of Cognitive Ability, Wechsler Memory Scales-Revised.

Process:

Upon receipt of complete petition materials, the Associate Dean of Students will convene the Committee on Disability Services for deliberation. Once a decision has been reached, the student will be notified in writing as to the Committee’s recommendation. If the Committee feels clear and specific evidence exists to support a substitution to the math requirement, a recommendation will be forwarded to the appropriate Academic Dean for review. Final decision rests with the Academic Dean. If the Committee concludes that sufficient evidence was not present to support a substitution to the math requirement, the student has the option to appeal to the Dean of Students.

All documentation is confidential and should be submitted to:

Christopher Giordano, Associate Dean of Students, 73 Tremont Street, 12th fl., 617-573-8239