• Hartwick students giving a presentation in front of the class.
  • A Hartwick student using a microscope for research.
  • A Hartwick professor helping a student during class.
  • A Hartwick professor discussing Botany with a student.

Disability Documentation

Your documentation should...

  • be current - older documentation, up to 5 years old, may be considered at the discretion of the Dean of Student Success
  • clearly state the diagnosed disability
  • describe the functional limitations resulting from the disability
  • include complete educational, developmental, and medical history relevant to the disability
  • include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability
  • describe the specific accommodations requested and why they are needed
  • state why the disability qualifies the applicant for the testing accommodations requested
  • be typed or printed on official letterhead and signed by an evaluator qualified to make the diagnosis

RELATED INFORMATION: A school plan such as an Individualized Education Program (IEP) or a 504 plan summary is not automatically sufficient to determine reasonable accommodations. If either of these documents include test results or other professional findings that establish a basis for services or accommodations, they may be submitted as part of a more comprehensive evaluative report.

Learning Disabilities
Attention Deficit/Hyperactivity Disorder-ADHD or ADD
Psychiatric Disabilities
Physical or Sensory Disabilities

Learning Disabilities
The neuropsychological or psycho-educational evaluation for the diagnosis of a specific learning disability must provide clear and specific evidence that a learning disability does or doesn't exist. Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. Therefore, we would like assessments that provide information about the student's aptitude, academic achievement, and information processing.

The following tests are acceptable as a complete psychoeducational evaluation that includes a comprehensive aptitude or cognitive assessment.

  • Wechsler Adult Intelligence Scale III (WAIS-III)
  • Stanford Binet Intelligence Scale: Fourth Edition
  • Woodcock Johnson Psycho-Educational Battery R: Tests of Cognitive Ability/Tests of Achievement

The following tests are acceptable measures of current functioning in academic areas such as reading, math, and written expression.

  • Scholastic Ability Test for Adults
  • Woodcock-Johnson Psychoeducational Battery Revised: Tests of Achievement
  • Wechsler Individual Achievement Test
  • Test of Written Language-3 (TOWL-3)
  • Nelson-Denny Reading Test
  • Woodcock Reading Mastery Test-R
  • Stanford Diagnostic Mathematics Test

The following tests help to evaluate long-term and short-term information processing, sequential memory, auditory and visual perception/processing, and speed of processing, executive functioning and motor abilities.

  • Detroit Test of Learning Aptitude 3 (DTLA-3) or
  • Detroit Tests of Learning Aptitude- Adult (DTLA-A)
  • Information from subtests of the WAIS-R or Woodcock Johnson

Attention Deficit/ Hyperactivity Disorder- ADHD or ADD
The following evaluative procedures are recommended:

  • Evidence of childhood history of inattention, hyperactivity, impulsivity, underachievement or behavioral problems
  • Interview that includes a self-report as well as information gathered from family, school or prior psychoeductional evaluation
  • Assessment instruments sensitive to ADHD issues (e.g. Wender Utah, Brown Attention-Activation Disorder scale, Conners teacher/parent rating scale)
  • Specific diagnosis based on DSM-IV Criteria
  • Discussion of current impact of ADHD in an educational setting
  • Current treatment and medication prescribed

Psychiatric Disabilities

  • Clinical interview/summary that supports the presence of functional limitations and rationale for requested accommodation
  • Rating Scales such as: Beck Anxiety/ Beck Depression Inventory, Burns Inventory, Hamilton Rating Scale, Personality Tests
  • Neuropsychological and psychoeducational testing

Students requesting academic accommodations based on a mental health impairment are required to meet with one of the counselors in the Counseling Center in Perrella upon arrival to the campus. It is important that psychological assessments be sent to Perrella Wellness Center prior to this meeting. After meeting with a counselor, students are responsible for making an appointment with the Learning Support Specialist to request academic accommodations. Students are strongly encouraged to meet with the counseling staff to obtain additional support throughout the semester.

Physical or sensory disabilities

  • Documentation should provide a discussion of a individual’s current status and functional limitations
  • Evaluation and diagnosis support the recommended academic accommodation and/or services