Course Substitution Policy

The college recognizes and is understanding of the nature and severity of documented specific learning disabilities that may preclude learning in the quantitative area even with reasonable accommodations. In some cases the institution will permit substitution of courses as an accommodation. Each case must be carefully considered on an individual basis.


The following procedure must be followed if a student with a documented learning disability is seeking a modification of a quantitative requirement.

The student is required to petition in writing to the Learning Disabilities Specialist that he/she will be unable to fulfill their requirement.

The student must provide the Learning Disabilities Specialist with current, relevant documentation and assessment data from certified professionals. Testing must be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, domains to be addressed must include (but not be limited to):

Aptitude: The Wechsler Adult Intelligence Scale (WAIS-IV) with subtest scores is the preferred instrument. The Woodcock-Johnson IV: Tests of Cognitive Ability is also acceptable. The Kaufman Brief Intelligence Test (KBIT) is not a comprehensive measure and therefore is not suitable. All instruments employed should be in the latest version.

Achievement: Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include the Woodcock-Johnson IV: Tests of Achievement; Wechsler Individual Achievement Test (WIAT III). The Wide Range Achievement Test 4 (WRAT-4) is not a comprehensive measure of achievement and therefore is not suitable.

Information Processing: Specific areas of information processing (e.g. short-term and long-term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Information from subtests on the WAIS-IV, the Woodcock-Johnson Tests of Cognitive Ability, or other instruments relevant to the presenting learning problem(s) may be used to address these areas.

Testing must be current. All reasonable accommodations and services are based upon assessment of the current impact of the student's disabilities on his/her academic performance.

Actual test scores must be provided. Standard scores are required; percentiles and grade equivalents are not acceptable unless standard scores are also included.

In addition to actual test scores, interpretation of results is required. Test protocol sheets or scores alone are not sufficient.

Professionals conducting assessment and rendering diagnoses of learning disabilities must be qualified to do so. Trained, certified and/or licensed school psychologists, neuropsychologists, clinical psychologists, learning disabilities specialists, and other professionals with training and experience relevant to adults and their evaluation are typically involved in the process of assessment.

Diagnostic reports must include the names, titles, and professional credentials (e.g., licensed psychologist) of the evaluators as well as the date(s) of testing. All reports must be typed. Handwritten scores or summary sheets are not acceptable.

The student must provide documentation that includes the specific diagnoses of a math disorder. If documentation does not specify the diagnoses of a math disorder, the student will be required to attempt the course for which the substitution is being requested. This attempt must be done while employing reasonable academic accommodations.

The course substitution must be reasonable and appropriate to the student's course of study.

Any reasonable substitution must be approved by the department chairperson and the appropriate dean. Appropriate substitutions for eligible persons for graduation and general education requirements are to be recommended by department chairpersons where there is reasonable opportunity for successful employment or meeting admissions requirements for transfer into four-year colleges and universities. Substitutions must not compromise the academic integrity of the programs.

The student's request will be reviewed by the Learning Disabilities Specialist. All documentation will be maintained confidentially by the Learning Disabilities Specialist. Recommendations will be submitted to the appropriate department chairperson.

Grievance Procedure

If a student has a grievance relating to this policy, he/she should refer to the procedures outlined under Student Grievance Procedure in the Springfield Technical Community College Catalog. If assistance is needed with the process, the student may contact the Dean of Student Services' Office, and help will be provided.