Disability Guidelines

Click on the titles below to expand information about our guidelines.

Physical Disability Documentation Guidelines

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.

Psychological Disorder (Including Autism Spectrum) Documentation Guidelines

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.

Learning Disability Documentation Guidelines

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.

ADHD Documentation Guidelines

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:

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.
The ADHD Documentation Verification Form, attached below, should facilitate the information gathering.

ADHD Documentation Verification Form [within above category]