Disabilities Services

The name, title and professional credentials of the evaluator should be clearly stated in the documentation. All reports should be on letterhead, typed, dated and signed.

Documentation should be recent (within 3 years) and validate the need for services based on the individual's current level of functioning in the educational setting.

Validation of a substantial limitation to learning or other major life activity must be provided. A comprehensive assessment battery and the resulting diagnostic report should include:

•  Diagnostic Interview Summary
•  Assessment
•  Specific Diagnosis
•  Test Scores
•  Clinical Summary
•  Aptitude – A complete intellectual assessment with all subtests and standard scores reported.
•  Academic Achievement – A comprehensive academic achievement battery is essential. The battery should include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language.
•  Information Processing – Specific areas of information processing (e.g., short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor ability) should be assessed.

The data should logically reflect a substantial limitation to learning for which the student is requesting the accommodation. The particular profile of the student's strengths and weaknesses must be shown to relate to functional limitations that may necessitate accommodations.

A well written diagnostic summary base on a comprehensive evaluation process is a necessary component of the report. The diagnostic report should include specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended. The evaluators should describe the impact the diagnosed learning disability has on a specific major life activity as well as the degree of significance of this impact on the individual. The evaluator should support recommendations with specific test results or clinical observations.

If accommodations are not clearly identified in a diagnostic report the student will be asked to seek clarification and, if necessary, more information. The final determination for providing appropriate and reasonable accommodations rests with the institution.

An audiogram from a certified otologist indication air and bone conduction thresholds.

A statement of disability including any recommended accommodations signed by a physician or licensed psychologist.

Documentation for a psychiatric disability should include the following components:

•  A diagnosis by a licensed professional, qualified in the appropriate specialty area and not related to the student;
•  The report should be on letterhead, dated and signed.
•  A clear statement of the student's illness, including the DSM-IV diagnosis, summary of the present symptoms and prognosis. (Must be coded on Axis I or II).
•  Documentation must be current, and describe how the student's psychiatric condition interferes with, or impacts, ability to participate in the educational process. (Generally documentation which is less than five years old is adequate, although the age of the documentation is dependent upon the psychiatric condition, the current status of the student and the student's request for accommodations).
•  Medical information relating to the impact of medication and/or treatment on the student's ability to participate in all aspects of the academic environment.
•  Suggestions of academic accommodations which might be appropriate in an educational environment, supported by disability related rationale.

A medical eye report from a certified ophthalmologist.