Breadcrumb
Disability Guidelines
Click on the titles below to expand information about our guidelines.
A medical diagnosis.
Documentation should include the following information:
- Stability of the disability (stable, progressive, fluctuating).
- Description of present symptoms, which meet the criteria for diagnosis and the impact they have on the substantial limitations to this student’s major life activities.
- List of any medications currently being used. Medical information relating to the student’s needs, including the impact of any medication on the student’s ability to meet the demands of a college academic program and, when applicable, clinical requirements.
- Information regarding the specific academic functions affected by the disability.
- Recommendations for academic accommodations based on specific characteristics/symptoms of the disability.
- List of any adaptive equipment currently being used. If special disability related transportation/parking is requested, medical providers must provide the following information: (1) Maximum walking distance in feet. (2) Does the student have difficulty negotiating stairs? (3) Does the student have a valid, state issued handicapped parking placard or plate?
Documentation must reflect the current (within the past year) array of symptoms/characteristics
and level of functioning. If the documentation does not, students may be required
to submit updated documentation.
A medical or clinical diagnosis of a psychiatric disorder based on the Diagnostic
and Statistical Manual (DSM-IV-TR or DSM-V) criteria and a rationale for diagnosis.
Due to the changing nature of psychiatric disorders, it is essential that a student
provide current and appropriate documentation from a qualified evaluator (e.g., psychologist,
neuro-psychologist, psychiatrist, and other doctors trained in psychology/psychiatry).
Since reasonable accommodations are based upon the current impact of the disorder,
the documentation must address the individual’s current level of functioning and the
need for accommodations. On a case-by-case basis, a student may be asked to submit
updated information from a qualified professional on a semester-by-semester or yearly
basis.
Documentation must include the following:
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Information regarding the severity of the disability and the specific academic functions affected by the disability and/or medication
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Recommendations for and compliance to prescriptive treatment, including medication. Information on current medication regimens and side effects is particularly important since psychotropic medications may have a substantial impact on concentration and cognitive functioning.
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Recommendations for academic accommodations based on specificcharacteristics/symptoms of the disability.
A current (within the last three years), complete psychoeducational report conducted by a professional who is certified/licensed
to diagnose learning disabilities (e.g., psychologist, neuro-psychologist, psychiatrist,
and other doctors trained in psychology/psychiatry).
Assessment of Aptitude / Cognitive ability:
- Wechsler Adult Intelligence Scales (WAIS-IV) with all subtest standard scores provided and standard scores for Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed Indices.
- Kaufman Adult Intelligence Test (KAIT)
- Woodcock Johnson Psycho-Educational Battery Tests of Cognitive Battery- Revised (WJ-R)
Academic Achievement in the areas of reading, mathematics, and written language. Suitable
tests include, but are not limited to:
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Woodcock-Johnson Tests of Educational Achievement (WJ-III)
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Wechsler Individual Achievement Test (WIAT)
A statement indicating diagnosis of a specific learning disability. Diagnoses based
on the Diagnostic and Statistical Manual (DSM-IV-TR or DSM - V) are preferred. A discrepancy
between ability and achievement does not, in and of itself, constitute a learning
disability; information on processing ability must be included.
A narrative indicating the current status and impact of the learning disability in
an academic setting.
Copy of the most recent IEP.
A current, complete report conducted by a professional who is certified/licensed to diagnose attention-deficit/hyperactivity
disorder (e.g., psychologist, neuro-psychologist, psychiatrist, and other doctors
trained in psychology/psychiatry).
The evaluation (current within the last three years) must include:
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A description of the evaluation(s) administered as well as observations and evaluation results.
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A statement indicating diagnosis of attention deficit/hyperactivity disorder, including the subtype of ADHD. Diagnoses based on the Diagnostic and Statistical Manual IV TR (DSM-IV-TR) or the DSM-V are preferred.
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A narrative indicating the current status and impact of the attention deficit/hyperactivity disorder in an academic setting.
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Copy of the most recent 504 plan, if applicable.
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Individualized assessments of current cognitive processing and educational achievement are necessary.
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The ADHD Documentation Verification Form should facilitate the information gathering.