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:
  • Information regarding the severity of the disability and the specific academic functions affected by the disability and/or medication
  • 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.
  • Recommendations for academic accommodations based on specific
     
    characteristics/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:
  • Woodcock-Johnson Tests of Educational Achievement (WJ-III)
  • 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.
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:
  • A description of the evaluation(s) administered as well as observations and evaluation results.
  • 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.
  • A narrative indicating the current status and impact of the attention deficit/hyperactivity disorder in an academic setting.
  • Copy of the most recent 504 plan, if applicable.
  • Individualized assessments of current cognitive processing and educational achievement are necessary.
  • The ADHD Documentation Verification Form should facilitate the information gathering.