Documentation Guidelines

The University requests that students submit documentation to determine their eligibility for classroom accommodations. These guidelines are provided to assist the student in obtaining complete and accurate documentation.

All documentation is confidential and will be secured in the office of disability support services. 

ADD/ADHD

  1. Documentation must include a medical or clinical diagnosis of ADD/ADHD based on the DSM-IV criteria and a description of past and present symptoms.
  2. The documentation must include the qualified professional’s name, title, professional credentials and affiliation. Professionals who are qualified to diagnose ADD/ADHD include psychiatrists, psychologists, medical doctors and neurologists trained and experienced in this area.
  3. The documentation must reflect current symptoms and level of functioning.
  4. Documentation should include the following:
    • Quantitative and qualitative information to support the diagnosis;
    • Summary and interpretation of assessment instruments (clinical interviews, behavioral checklists, observations, etc.);
    • Recommendations for prescriptive treatment, including medication;
    • Recommendations for academic accommodations; and
    • Evaluation to determine possibility of a dual diagnosis.
  5. Please note that neither a 504 plan nor an individualized educational plan (IEP) constitute sufficient documentation but may be submitted in addition to a medical or clinical evaluation.
  6. The documentation must reflect the current status of the disability, and be as up-to-date as possible (within the last three years). If the documentation is older than this, the student may be required to submit updated information and/or documentation.

Learning Disabilities

  1. In order to receive accommodations for a specific learning disability, a psycho-educational or neuropsychological evaluation that provides a diagnosis as defined by the DSM-IV must be submitted. If there is a dual diagnosis (ADD/ADHD, mood disorder, etc.), this should be specified in the documentation.
  2. Learning disability evaluations must be performed by a professional licensed/ certified in the field of learning disabilities. Professionals who are qualified include psychiatrists, psychologists, neuropsychologists, and learning disabilities specialists.
  3. Evaluations used to diagnose a learning disability should be based on a full battery of tests including:
    • Cognitive Functioning/Intelligence Test: An individually administered intelligence test such as the WAIS-R or the WAIS-III. Sub-test scores should be included in the assessment report.
    • Academic Achievement: A comprehensive academic achievement battery such as the Woodcock-Johnson must document deficits relative to potential. This should include current levels of functioning in relevant areas.
    • Information Processing: Specific areas such as short and long term memory, auditory and visual perception/processing, and executive functioning should be assessed.
    • Social-Emotional Assessment: Assessment should be included that rules out a primary emotional basis for learning difficulties.
    • Clinical Summary: A diagnostic summary including specific recommendations for accommodations.
  4. Please note that neither a 504 plan nor an individualized educational plan constitute appropriate documentation, but may be submitted in addition to the above.
  5. The documentation must reflect the current status of the disability, and be as up-to-date as possible (within the last three years). If the documentation is older than this, the student may be required to submit updated information and/or documentation.

Physical & Sensory Disabilities

  1. The documents should include a medical diagnosis of the disability/condition.
  2. The diagnosis should be made by an appropriate medical provider or specialist in the specific field of disability. The evaluator’s name, title and professional credentials and affiliations should be included in the documents.
  3. The documentation should include the following information:
    • Duration of the disability: Is the disability temporary or permanent? If temporary, an estimate of how long the condition will persist.
    • Stability of the disability: Is the disability stable, progressive or fluctuating?
    • Impact of the disability or medication on academic functions such as the ability to concentrate, ability to attend classes regularly, stamina, mobility, etc.
  4. Recommendations for academic accommodations will be based on specific symptoms of the disability. The documentation must reflect the current status of the disability. If the documentation does not reflect the current status, students may be required to submit updated information and/or documentation.

Psychiatric Disabilities

  1. Documents must include a medical or clinical diagnosis of the psychiatric disabilities based on the DSM-IV criteria and a rationale for diagnosis.
  2. The evaluation must be performed by a licensed mental health professional which could include a psychiatrist, a clinical psychologist, a licensed clinical social worker or a licensed professional counselor. The diagnostician’s name, title, professional credentials and affiliation must be included in these documents.
  3. The documentation should include the following details:
    • Information about the severity of the disability;
    • Information about the specific academic functions affected by the disability or medication (ability to concentrate, ability to attend class regularly, stamina, ability to interact with others, etc.);
    • Recommendations for academic accommodations.
  4. The current status of the disabilities must be reflected in the documents. If the documents do not reflect the current status, then the students may be required to submit updated information and/or documentation.