Disability Documentation

Your documentation should…

  • be current; older documentation up to five years old may be considered at the discretion of AccessAbility Services Staff;
  • 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 academic adjustments requested and why they are needed;
  • state why the disability qualifies the applicant for the academic adjustments requested; and
  • be signed by an evaluator qualified to make the diagnosis and recommendations.

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

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 does not 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 prefer assessments that provide information about the student’s aptitude, academic achievement, and information processing.

Attention Deficit/ Hyperactivity Disorder- ADHD or ADD

  •  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 psychoeducational evaluation
  • Assessment instruments sensitive to ADHD issues
  • Specific diagnosis based on DSM-V Criteria
  • Discussion of current impact of ADHD in an educational setting
  • Current treatment and medication prescribed

Psychological Disabilities

  • Clinical interview/summary that supports the presence of functional limitations and rationale for requested accommodation
  • Appropriate Rating Scales
  • Neuropsychological and psychoeducational testing

Students requesting services based on a mental health impairment are strongly encouraged to meet with one of the counselors in the College’s Counseling Center upon arrival on campus to obtain additional support throughout the semester.

Physical or sensory disabilities

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