The Office of Accessibility Resources (OAR) requires self-identified students to submit documentation written by an appropriately licensed professional, both to verify the existence of the disclosed disabling condition and, in the case of course accommodations, to determine reasonable accommodations that do not compromise the essential nature of the course. If the documentation submitted is judged to be inadequate or incomplete to determine the extent of the disability and/or reasonable accommodations, additional documentation may be requested at the discretion of OAR. The student is responsible for any and all costs associated with obtaining documentation.
The following should be considered when submitting documentation:
- Documentation must be from a licensed professional, qualified in the specialty area of the disclosed disability.
- Current information offers the greatest assistance in determining current student needs. Documentation must be less than three years old. However, the University may use discretion in the following cases: (a) documentation greater than three years old when it involves a permanent, unchanging condition, or (b) less than three years old for changing chronic conditions that impact the student in different ways over time.
- Documentation must include specific diagnostic information (e.g., DSM – V diagnosis)
- Documentation must provide clear explanation of the current impact of disability on the student’s ability to function in an academic environment. All functional limitations in such an environment must be clearly stated.
- Documentation must clearly state the reasonable accommodations being requested. In addition, a clear rationale for each requested accommodation must be included. All accommodations are approved based upon the impact of disability on a student’s academic performance.
- Documentation, as appropriate, should indicate dual diagnoses.
- As indicated, the impact of medication on the student’s ability to function in an academic environment should be addressed.
- In some circumstances provisional or temporary accommodations may be approved: for example, if adequate documentation has not been received and it has been established that a student has a disability but more current information on functioning is needed. Such decisions are made at the discretion of OAR on a case-by-case basis.
See below for specific documentation requirements for each disability category:
ADD/ADHD DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
Documentation for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) must be from an appropriate professional with comprehensive training in differential diagnosis, as well as direct experience working with adolescents and adults with ADD/ADHD. The evaluator may not be a relative. Professionals considered qualified to evaluate and diagnose ADD/ADHD include clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors, such as neurologists. The diagnostic report should be typed and submitted on official letterhead with name, title, professional credentials, address, and phone/fax numbers of the evaluator. The documentation must include:
- A specific diagnosis of ADD or ADHD based on DSM-IV diagnostic criteria, date of the current diagnostic evaluation, and the date of the original diagnosis.
- Evidence of current impairment. An assessment of the individual’s presenting symptoms and evidence of current hyperactive or inattentive behaviors that significantly impair functioning must be provided.
- Relevant developmental, medical and medication history, a thorough academic history, and a review of prior psycho-educational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems should be included.
- A summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. Diagnostic assessment must consist of more than a self-report. Possible data sources include results from the Continuous Performance Test, the T.O.V.A., Trail Making Test, or a neuropsychological evaluation. Assessments such as checklists and rating scales are valuable, but should not be used as the sole criterion for a diagnosis of ADD/ADHD.
- Evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the ADD/ADHD diagnosis.
- Neurological or psycho-educational assessment may be necessary in order to determine the current impact of the disorder on the individual’s ability to function in an academic setting and to establish eligibility for classroom accommodations, including alternative testing, note-takers, etc. Such data should include subtest and standard scores.
- An indication of whether or not the student was evaluated while on medication and the degree to which the prescribed treatment reduces the level or degree of impairment.
- A clinical summary which: (a) indicates the substantial limitation to a major life activity posed by the disability, (b) describes the extent to which these limitations would impact the student in an academic setting, (c) suggests how the specific effects of the disability may be accommodated, and (d) states how the effects of the ADD/ADHD are mediated by the recommended accommodations.
AUTISM SPECTRUM DISORDER DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
Documentation of an Autism Spectrum Disorder (Asperger’s Syndrome and other pervasive developmental disorders) should be current. In most cases, this means completed within the past three years. The evaluation must be performed by a professional who has training and direct experience working with adults on the autism spectrum. This would include psychiatrists, neurologists, clinical psychologists, neuropsychologists, etc. Diagnostic reports must be on official letterhead and include the name, title, and professional credentials of the evaluator. All reports must be signed and dated.
The diagnosis of an Autism Spectrum Disorder does not rely on one test or a specific battery of tests. As a result, it requires a multi-faceted approach. The guidelines that follow are provided to assure that evaluation reports are fair and appropriate to determine eligibility.
Documentation must include the following information:
- Diagnosis – a complete DSM-IV diagnosis with an accompanying description of the specific symptoms experienced by the student and their impact on academic, social, behavioral and emotional functioning. The diagnosis should be based upon a comprehensive clinical interview and, where clinically appropriate, psychological testing.
- Current Treatment – Identification of treatment, medications, or other services and/or interventions currently prescribed or in use.
- Evaluation of Impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
- Specific Recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access. Diagnostic information must support the need for the recommended accommodations.
NEUROLOGICAL DISABILITY DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
Documentation of a neurological disability must be provided by a neurologist, neuropsychologist, neurosurgeon, or other appropriately trained medical doctor with expertise related to the particular medical condition identified. The diagnostic report must be submitted on official letterhead with name(s), title(s), professional credentials, address, and telephone number of the person providing the documentation. All reports must be signed and dated. These guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and support requests for reasonable accommodations, academic adjustments, auxiliary aids and/or services at the postsecondary level. A documentation verification form has been developed as an alternative to a traditional diagnostic report.
Documentation must include the following information:
- Diagnosis – A current medical diagnosis including appropriate medical reports, relevant medical history, and a clinical summary.
- Current Treatment – Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
- Evaluation of Impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
- Specific Recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.
PHYSICAL, MOBILITY AND CHRONIC MEDICAL DISABILITY DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
Documentation of a physical, mobility, or chronic medical disability must be provided by a doctor with training and expertise related to the particular medical condition identified, such as an internist, orthopedist, or endocrinologist. The diagnostic report must be submitted on official letterhead with name(s), title(s), professional credentials, address, and telephone number of the person providing the documentation. All reports must be signed and dated.
Documentation must include the following information:
- Diagnosis – A current medical diagnosis including appropriate medical reports, relevant medical history, and a clinical summary.
- Current Treatment – Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
- Evaluation of Impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
- Specific Recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.
PSYCHOLOGICAL DISABILITY DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
Documentation of a psychological disability must be provided by a doctor with training and expertise related to the particular psychological condition identified, such as a psychologist, psychiatrist, or certified social worker. The diagnostic report must be submitted on official letterhead with name(s), title(s), professional credentials, address, and telephone number of the person providing the documentation. All reports must be signed and dated. These guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and support requests for reasonable accommodations, academic adjustments, auxiliary aids and/or services at the postsecondary level. A documentation verification form has been developed as an alternative to a traditional diagnostic report.
Documentation must include the following information:
- Diagnosis – A current medical diagnosis including appropriate medical reports, relevant medical history, and a clinical summary.
- Current Treatment – Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
- Evaluation of Impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
- Specific Recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.
SENSORY DISABILITY DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
Documentation for a sensory disability must be provided by a licensed medical professional, specializing in the disclosed disabling condition. An audiologist, certified by the American Speech and Hearing Association and/or a physician with a specialization in otolaryngology or otology would be appropriate professional sources for documentation. Documentation of this disability should include:
- Current medical diagnosis including appropriate medical reports (audiogram) with a clinical summary specifying the level of hearing loss.
- Current treatment, specifying assistive devices or services required for full participation in an academic setting must be included.
- Social Impact -Safety issues related to the hearing impairment should be identified.
- Educational Impact – a description of the functional impact in a college setting should be identified.
- Recommended accommodations, including the use of assistive technology and other devices, should be specified.
- Registration with support services, (Division of Deaf and Hard of Hearing) should be identified if services are obtained through such services.
- No accommodation can be implemented retroactively.
LEARNING DISABILITY DOCUMENTATION GUIDELINES
Each student requesting accommodations through the Office of Accessibility Resources is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services.
In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive and clearly specifies the presence of a disability and is appropriate to the post-secondary setting.
Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) is not sufficient documentation of a disability.
The term learning disabilities refers to a heterogeneous group of disorders characterized by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Adults with a diagnosis of LD must be of at least average intellectual functioning and exhibit a deficit in one or more of the following areas of neuropsychological functioning: auditory processing, visual processing, information processing speed, memory, spoken and written language skills, reading skills, mathematical skills, spatial skills, motor skills, abstract or general reasoning or executive functioning.
Qualifications of the Evaluator
Professionals conducting assessments, rendering diagnoses of learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Training and experiencing in working with an adult population is essential. The following professionals would generally be considered qualified to evaluate specific learning disabilities: trained and certified and/or licensed psychologists, educational psychologists, learning disabilities specialists (LDTCs), and other professionals.
Documentation
Testing needs to be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, the domains addressed must include, but are not limited to, the following:
- Aptitude: A complete intellectual assessment with all subtests and standard scores reported. The preferred instrument is the Wechsler Adult Intelligence Scale III.
- Achievement: Current levels of functioning in reading, mathematics, and written language are required. A comprehensive academic achievement battery, with all subtests and standard scores reported, is essential. The Woodcock-Johnson III is preferred.
- Information Processing: Specific areas of information processing (e.g., short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed) should be assessed. Information from the Woodcock-Johnson III may be used to address these areas.
This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas, such as vocational interests and aptitudes. A complete WJ-III is also acceptable providing that it covers all of the above domains.
Testing must be current. Because the provision of reasonable accommodations and services is based upon assessment of the current impact of the student’s disabilities on her/his academic performance at the postsecondary level, it is in the student’s best interest to provide recent and appropriate documentation.
Substantiation of the Learning Disability
Documentation should validate the need for services based on an individual’s current level of functioning. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing, and a diagnosis.
The evaluation must provide clear and specific evidence that a learning disability does or does not exist. Individual “learning styles” and “learning differences,” in and of themselves, do not constitute a learning disability. It is important to rule out alternative explanations for problems in learning such as emotional, attention or motivational problems that may be interfering with learning but do not constitute a learning disability. The diagnostician is expected to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of terms such as “suggests” or “is indicative of.” If the data indicate that a learning disability is not present, the evaluator should state that conclusion in the report.
A well-written diagnostic summary based on a comprehensive evaluation is also a necessary component of the report. The clinical summary should include:
- A written summary of background information about the student’s educational, medical, and family histories that relate to the learning disability.
- Demonstration that the evaluator has ruled out alternative explanations for academic problems as a result of poor education, poor motivation and/or study skills, emotional problems, attention problems, and cultural or language differences.
- Indication of how patterns in the student’s cognitive ability, achievement and information processing reflect the presence of a learning disability.
- Indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it impacts the individual at the postsecondary level for which the accommodations are being requested.
- Indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated.
- An addendum of scores.
The report should be printed on letterhead, signed and dated. Credentials of the evaluator should be included.
Recommendations for Accommodations
The diagnostic report should include specific recommendations for accommodations, as well as an explanation as to why each accommodation is recommended. A description of any accommodation or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student’s current need for accommodations must be provided.
It is important to recognize that accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of an accommodation does not, in and of itself, warrant the provision of a similar accommodation at the postsecondary level. Final determination for providing appropriate and reasonable accommodations rests with the institution.