Documentation Guidelines

1.    Testing submitted must be completed by qualified personnel:
Qualifications of the evaluator professionals conducting assessments, rendering diagnoses of specific learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialists (LDT-Cs), and educational therapists are typically involved in the process of assessment.

2.    Testing documents submitted should represent the most recent evaluation available.
In certain circumstances, additional information may be required in order to establish the presence of a learning disability, or need for accommodations.  In such instances, the office of Accessibility Services may request additional information directly from the applicant, not from the sending district or school.

3.    Testing documents should be comprehensive in nature and include both a full cognitive (psychological) evaluation along with a learning (educational) evaluation.

• Cognitive: The Wechsler Adult Intelligence Scale-IV (WAIS-IV) is preferred. The Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Cognitive Ability and the Stanford- Binet  Intelligence Scale: Fourth Edition are also acceptable. Note: The Slosson Intelligence Test, Weschler Abbreviated Scale of Intelligence (WASI) and the Kaufman Brief Intelligence Test (KBIT) are not appropriate.
• Achievement: Current levels of functioning in reading, mathematics, and written language are required. Acceptable instruments include the Woodcock-Johnson Psycho-Educational Battery- Revised: Tests of Achievement or the Wechsler Individual Achievement Test (WlAT). Note: The Wide Range Achievement Test is not acceptable.
• Indication of how patterns in the student’s cognitive ability, achievement, and information processing reflect the presence of a learning disability;
• Indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it affects the individual at the post-secondary level in the learning context for which the accommodations are being requested;
• Indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated;
• An addendum of scores.

1. Diagnosis – A medical/psychological/sensory diagnosis including all reports, relevant medical/psychological history, and a clinical summary.
Documentation must be provided by a medical or licensed mental health provider with training and expertise related to the individual disability(ies). The diagnostic report must be submitted on official letterhead with name(s), title(s), professional credentials, address, and telephone/number of the person providing the documentation. All reports must be signed and dated. Handwritten notes on prescription pads or handwritten treatment records will not be accepted.

2. Treatment plan– It is helpful to include identification of treatment, medications, assistive devices, or other services currently prescribed or in use.

3. Evaluation of impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting.

4. Specific recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.

1. Diagnosis – A diagnosis of blind/visually impaired including appropriate medical reports, relevant medical history, and a clinical summary.

Documentation of a visual impairment can include a report from an optometrist or ophthalmologist. To assist in our understanding of the disability, reports can include:

• Diagnosis
• Visual acuity
• Duration (chronic, episodic, or short term) of the impairment
• History of the impairment and the symptoms related to the impairment

2. Current treatment – as related to the individual’s needs and the status of vision (static or changing) including the use of corrective lenses and ongoing visual therapy (if appropriate).

3. Evaluation of impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting.

4. Specific recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.

1. Diagnosis – A diagnosis of deaf/hard of hearing impaired including appropriate medical reports, relevant medical history, and a clinical summary.

Documentation of a hearing disability can include a report from otorhinolaryngologists and otologists. Audiologists may also provide current audiograms.

2. Current treatment – It is helpful to include identification of treatment, medications, assistive devices, or other services currently prescribed or in use.

3. Evaluation of impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting.

4. Specific recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.

Any specific recommendations for accommodations could be based on functional limitations and must be supported by the diagnostic assessment. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) or a 504 Plan is not always sufficient documentation of a disability. This will be discussed during the individualized interactive intake meeting.