The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment.
The diagnosis of ADD or ADHD is generally accepted to be a medical diagnosis. Professionals qualified to assess and diagnose ADD and ADHD include clinical psychologists, neurologists, neuropsychologists, psychiatrists and other trained medical professionals.
The documentation should be written on professional letterhead (not a prescription pad) and should include the following:
- A clear statement of diagnosis, including diagnostic criteria
- If possible, the original date of the diagnosis should be included
- Appropriate medical and educational history accompanied by the student’s most recent Educational and Psychological Evaluations
- Observations of the ways in which this disability impacts the student in the academic setting
- Some suggested accommodations that relate directly to the impact of the disability
- Comments on the current treatment plan, which may include medication, should be made as well as the student’s compliance with that plan.
- No accommodation can be implemented retroactively.
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment.
The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5), now identifies Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder as Autism Spectrum Disorders.
Accommodations requests based on the diagnosis of an Autism Spectrum Disorder must be accompanied by appropriate supporting documentation . This documentation must meet the following criteria:
- It must be written by a professional (neurologist; neuropsychologist; psychologist; psychiatrist; development pediatrician, speech and language therapist) qualified and practicing in the field of developmental disabilities.
- It must contain descriptions of the way this diagnosis functionally limits the student especially in the academic and social environment of a university.
- It should suggest reasonable accommodations in the academic setting that are based on the observations/assertions made as a result of comprehensive evaluation.
- Documentation should also comment on the way this disability impacts overall independent living skills, where appropriate.
- No accommodation can be implemented retroactively.
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their disabling condition.
Documentation of a medical condition or chronic illness should meet the following requirements:
- Documentation should be in the form of a practitioner’s letter (written on professional letterhead ) or full report.
- Documentation should include the evaluator’s credentials , signature and date.
- The healthcare professional should be qualified to make the diagnosis in question.
- The letter or report should include functional limitations as they apply to full participation in the University both academically and socially, and should clearly connect the requested accommodations to those functional limitations.
- A list of current medication and an explanation of impacts of medication on daily academic functioning should be provided.
- Specific recommendations about accommodations in the classroom as well as housing accommodations, if applicable , should be included.
- Recommendations for safety (e.g. emergency evacuation) should also be included if applicable.
- No accommodation can be implemented retroactively.
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
Documentation for a physical disability or mobility impairment must be provided by a licensed medical professional, specializing in the disclosed disabling condition. Doctors of Internal Medicine, Orthopedists, and Endocrinologists are some medical professionals qualified to diagnose and treat physical and mobility impairments.
Documentation should:
- Be written on professional letterhead which identifies the type and location of the medical practice and which includes a clinical summary;
- Identify the functional limitations of the disabling condition, especially as they pertain to full participation in the academic and social life of a university student;
- Identify safety considerations, such as emergency evacuation;
- Identify auxiliary aids and services for which the student is registered and receiving assistance;
- Identify specific recommendations including suggested accommodations that are supported by the clinical summary or report;
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their disabling condition.
Documentation of a psychological or psychiatric disability should meet the following requirements:
- It should be written by professionals who are qualified to make psychological or psychiatric diagnoses, referring to the Diagnostic and Statistical Manual – 5 of the APA . Generally, clinical psychologists, psychiatrists or clinical social workers are considered qualified to render a differential diagnosis
- Documentation should be in the form of a practitioner’s letter (written on professional letterhead ) , clinical summary or full clinical report.
- Documentation should include the evaluator’s credentials , signature and date.
- Evaluation and report by a family member or close associate to the student is not acceptable.
- The letter or report should include functional limitations as they apply to full participation in the University both academically and socially.
- A list of current medication and an explanation of impacts of medication on daily academic functioning should be provided.
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
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.
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
Documentation for a sensory disability must be provided by a licensed medical professional, specializing in the disclosed disabling condition. For visual disabilities, licensed doctors of optometry or ophthalmology are appropriate sources of documentation. Documentation of a visual disability should include information helpful in determining access to visually presented information in a college classroom:
- Current diagnosis, including the date of the most recent medical examination , name of provider and scope of impairment
- Specific functional limitations of the vision impairment, especially with respect to full participation in a college classroom, library and science laboratories
- A description of treatment, assistive devices and augmentative services that minimize the impact of the visual impairment (prescriptive lenses, magnification, technology used for computer access)
- Registration with support services, such as the Commission for the Blind, and types of services received from the agency
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
In the case of Specific Learning Disabilities, the diagnosis alone is insufficient to support requests for accommodations. “Comprehensive documentation” includes a complete battery of aptitude or intelligence testing (e.g. the Wechsler Adult Intelligence Scale) and academic achievement testing , which describes current levels of academic functioning in reading, written language, math , academic fluency and other important processes of learning. Some examples of these standardized test batteries are the Woodcock-Johnson Tests of Achievement and the Wechsler Individual Achievement Test.
Information that is helpful in determining accommodations for students with diagnosed learning disabilities includes:
- Standard scores based on age, not just summaries of evaluator’s impressions (i.e WJ or WIAT Compuscore Report)
- Suggested accommodations that relate directly to the submitted score reports
- History of successful accommodations or learning strategies
- Identification of learning strengths as well as learning challenges.
