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Documentation Guidelines

 What documentation do I need to provide?

A student must satisfy the definition of a disability as established by the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. Section 504 defines a disability as a condition which substantially limits one or more major life activities, such as learning, walking, seeing, hearing, breathing, caring for oneself, and working. To be eligible for accommodations, a student must provide appropriate documentation of each disability that demonstrates an accompanying substantial limitation to one or more major life activities.
 
Attention Deficit/Hyperactive Disorder


Documentation must be in the form of a psychological report. The diagnostician must address all of the following six criteria in diagnosing AD/HD:
 
  1. Evidence that anxiety disorders, disorders of depression, mood disorder, schizophrenia, borderline personality disorder, disassociative disorder or substance-related disorders are not the primary disability and are not the primary cause of AD/HD.
  2. Standardized assessment measures are utilized in the diagnosis of AD/HD, such as Test of Variables of Attention (T.O.V.A.), Continuous Performance Test (CPT) and neuropsychological evaluation (NPE).
  3. Reported history of AD/HD symptoms by the age of seven, corroborated by another independent source.
  4. Corroboration of current AD/HD symptoms across multiple settings by one or more adults with knowledge of the client’s functioning.
  5. Documentation on two rating scales of AD/HD behaviors/symptoms that have appropriate age norms (i.e., rating scales for childhood and adult behavior).
  6. Evidence of interference of AD/HD with appropriate academic or social functioning.
 

If diagnosis is associated with a learning disability, this should be identified, and a current, appropriate psycho-educational evaluation should be attached. This should include:

 
  • The type of AD/HD needs to be diagnosed per the DSM-IV Diagnostic Code.
  • Level of severity of AD/HD needs to be addressed, such as; i.e., mild, moderate, severe.
  • Symptoms meeting diagnosis must be addressed.
  • Functional limitations must be addressed.
  • Medication, including dosage, side effects and other treatments should be included.
  • Summaries of questionnaires, measures, or other clinical data should also be included.

ADHD Verification Form

ADHD Letter


Autism Spectrum Disorder

___________________________________________________________________________

  • Summary of assessment procedures and evaluation instruments used to determine the diagnosis. A summary from a professional practitioner who has been treating the student is also acceptable 
  •  Information regarding medications prescribed and possible side effects that may impact academic performance.
  • Information regarding functional limitations or barriers connected to Asperger’s Syndrome or Autism Spectrum Disorder in the academic environment is crucial; i.e. “How does the Asperger’s or Autism Spectrum disorder impair the student’s ability to learn?”
  • Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Verification Form For Autism Spectrum Disorder.pdf

 

  
 Hearing Impairment and Deafness
 

  • Medical Diagnosis should be done by an audiologist or an appropriate medical physician. 

Verification for Physical Disorder

 

 

 Medical Conditions and Physical Impairments

 

  • Documentation must be in the form of either a medical report or physician’s letter.
  • Medical diagnosis must be made by an appropriate physician qualified to make the diagnosis.

Verification for Physical Disorder


 

 Psychiatric Disabilities

 

  • Documentation must be in the form of a psychological report, a neuro-psychological report, or a psychiatric evaluation.
  • Diagnosis should be made by a clinical psychologist or psychiatrist.
  • There must be a specific diagnosis which is consistent with the diagnostic criteria found in the American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 4th edition. Report must include information as to whether or not the student may be a danger to himself or others.

Verification Form of Psychiatric Disorders



 

 Specific Learning Disabilities

 

  • Documentation must be in the form of a psychological report
  • Professionals conducting the assessment must be qualified to do so. It is essential that they have experience in working with the adult population. Licensure/Certificate information, area of specialization, and employment in which province or states should be included.
  • The specific diagnosis of the disability must be clearly stated and explained.
  • Current symptoms meeting diagnosis must be addressed.
  • The diagnostic report must specify the degree of current functional loss and/or the functional limitations of the disability.
  • The diagnostic report must include anticipated effects of the functional limitations within the academic setting.
  • The diagnostic report must include suggested recommendation(s) of accommodation(s) or auxiliary aid(s) for the student, including information about the conditions under which they might be used.
  • If medications are taken, these should be listed, as well as their potential side effects.

LD Diagnostic Letter

ETS-LD Documentation Guidelines

 

 Speech Impairments

 

  • Documentation must be in the form of a report or physician’s letter.
  • Diagnosis should be done by a speech pathologist or an appropriate medical physician.

 

 Visual Impairments and Blindness

 

  • Documentation must be in the form of a report or physician’s letter.
  • Diagnosis should be done by an ophthalmologist or an appropriate medical physician.

Verification for Physical Disorder

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