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Documentation

To receive academic accommodations and support services from Disability Services, you must first register with our office by providing current documentation submitted by a licensed or certified diagnostician or medical professional. This documentation must be a comprehensive assessment including recommendations, rationale for accommodations, and recommendations for treatment.

We reserve the right to request additional information, should the documentation provided be insufficient in diagnosing and describing the disability or in providing enough information to determine academic accommodations. We are not responsible for ensuring academic accommodations for students who identify themselves only to faculty and not directly through Disability Services.

Requirements and general guidelines for providing documentation are listed below.

In addition, we recommend that if you have a medical condition, you should contact the Center for Health and Wellness, where nurse practitioners and part-time physicians can help you maintain your health.

 

General Documentation Requirements 

Learning Disabilities and Attention Deficit/Hyperactivity Disorder  

 

General Documentation Requirements

These requirements are intended for but not limited to: psychiatric/psychological disabilities, physical disabilities (hearing and vision), mobility/orthopedic disabilities, systemic disorders and medical conditions, and temporary disabilities.

Your documentation must:

  • Be conducted by a qualified professional in the area of diagnosis
  • Clearly state the diagnosed disability or disabilities
  • Include complete educational, developmental and medical history relevant to the disability 
  • Describe the current impact and functional limitations resulting from the disability or disabilities
  • Be recent (date of documentation depends on diagnosis)
  • Include a list of all test instruments used in determining the diagnosis
  • A thorough interpreative summary of testing results
  • Describe the specific accommodations requested
  • Adequately support each of the requested accommodations
  • Be typed or printed on official letterhead and signed by an evaluator qualified to make the diagnosis (include information about license or certification and area of specialization)

These criteria are adapted from the Educational Testing Service (ETS). Copyright © 2010 by Educational Testing Service. All rights reserved.

 

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Documentation Requirements for Learning Disabilities and Attention Deficit/Hyperactivity Disorder (ADHD) 

The documentation for learning disabilities and ADHD is typically demonstrated in a full neuropsychological assessment. 

Documentation must meet the following criteria:

1. Conducted by a qualified professional. The following professionals would generally be considered qualified to conduct evaluations, provided that they have additional training and experience in evaluating adolescents and adults with learning disabilities and/or ADHD:

  • Clinical or educational psychologist
  • Psychiatrist
  • School psychologist
  • Neuropsychologists
  • Learning disabilities specialist
  • Medical doctor with demonstrated training and experience in the assessment of learning disabilities and/or ADHD in adolescents and adults

Use of diagnostic terminology indicating a diagnosis of a specific learning disability and/or ADHD by someone whose training and experience is not in these fields is not acceptable. It is not appropriate for professionals to evaluate members of their own families or children of close friends. All reports should be on letterhead, typed in English, dated, signed, and otherwise legible.

2. Current: We acknowledge that once a person is diagnosed as having a learning disability and/or ADHD that qualifies for protection under the Americans with Disabilities Act (ADA), the disability is normally viewed as lifelong. Although the learning disability and/or ADHD is ongoing, the severity and manifestations of the condition may change over time.

The provision of reasonable accommodations and services is based upon our assessment of the current impact of the individual's disabilities on his or her academic performance, particularly in testing situations. Generally, testing should have been completed within the past 3-4 years.

3. Comprehensive: To initially establish eligibility for protections under the ADA, documentation must be comprehensive. It must validate the need for accommodations based upon the student’s current level of functioning and, if relevant, how that level of functioning may impact test-taking. It should include:

  • Summary of a diagnostic/clinical interview
  • Assessment of the major domains of cognitive and academic functioning (ex. psychometric assessment- aptitude/cognitive ability, academic achievement, areas of cognitive and information processing, and  any other measure deemed appropriate by the evaluator)
  • List of tests administered, including all standard scores
  • Expert interpretation of the results including test scores
  • A clear diagnosis and statement of disability
  • Discussion of the functional limitations and academic functioning levels
  • Recommendations with a rationale

 

These learning disability documentation guidelines are adapted from the Educational Testing Service (ETS). Copyright © 2010 by Educational Testing Service. All rights reserved.

These ADHD documentation guidelines are adapted from the Educational Testing Service. Copyright © 1998, 1999 by Educational Testing Service. All rights reserved.

 

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