The documentation must be on official letterhead and clearly state the diagnostician’s name, title, professional credentials, place of employment, and contact information.
The diagnostician’s signature must be in ink. Documentation must be no more than three years old.
The documentation must provide a specific diagnosis with clear evidence to the nature of the impairment/disability, its expected duration, and appropriate accommodations. Vague terminology, such as “learning differences” or "anxiety symptoms," does not constitute a diagnosis.
Professionals that may provide supporting documentation include clinical/school/neuro- psychologists, psychiatrists, physicians, and learning disability specialists. The diagnostician must not be a family member.
DSM-IV stands for the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition.
Submission of documentation is not the same as a request for services.
Learning Disabilities Documentation
The diagnostician should have comprehensive training and direct work experience in the assessment and treatment of learning disabilities.
Diagnostic Tools
Assessments must include a measure of both aptitude and academic achievement. Documentation must include test dates. The College will make the final determination of reasonable accommodations. Acceptable tests include the following:
-
Aptitude Testing (IQ and Information Processing Testing)
Accepted testing instruments include, but are not limited to Wechsler Adult Intelligence Scale, 3rd edition (WAIS-III) Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability (WJ-R) Academic Achievement Testing Accepted testing instruments include, but are not limited to
-
Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement (WJ-R)
-
Wechsler Individual Achievement Test (WIAT)
Diagnostic Report and Summary
The diagnostic report must include the following:
-
Specific diagnosis of a learning disability based on DSM-IV criteria.
-
Examples of how the learning disability substantially limits living and learning functions.
-
Summary of assessment procedures and evaluation instruments used to make the diagnosis.
-
Summary of evaluation results; quantitative information must be in standardized scores or percentiles.
-
All relevant family, medical (medication history), psychological, behavioral, and academic information. How the medication impacts the student’s academic/personal functioning should be included.
-
Specific recommendations for reasonable accommodations. Recommendations must be based on significant functional limitations and supported by the diagnostic assessment.
-
Attention Deficit/Hyperactivity Disorder (ADD/ADHD) Documentation
Professionals rendering a diagnosis of ADD/ADHD must have comprehensive training and direct experience working with adolescents and adults with these conditions. The College will make the final determination of reasonable accommodations.
Diagnostic Report and Summary
The diagnostic report must include the following:
-
Specific diagnosis of ADD/ADHD based on DSM-IV criteria.
-
Examples of how the ADD/ADHD substantially limits living and learning functions.
-
Summary of assessment procedures and evaluation instruments used to make the diagnosis.
-
Summary of evaluation results; quantitative information must be in standardized scores or percentiles.
-
All relevant family, medical (medication history), psychological, behavioral, and academic information. How the medication impacts the student’s academic/personal functioning should be included.
-
Specific recommendations for reasonable accommodations. Recommendations must be based on significant functional limitations and supported by the diagnostic assessment.
-
Physical Disabilities Documentation
Documentation must be submitted by a physician. The College will make the final determination of reasonable accommodations.
Diagnostic Report and Summary
The diagnostic report must include the following:
-
Clear statement of the medical diagnosis, time of onset, and expected duration.
-
Summary of present symptoms.
-
Examples of how the condition substantially limits living and learning functions.
-
All relevant family, medical (medication history), psychological, behavioral, and academic information. How the medication impacts the student’s academic/personal functioning should be included.
-
Specific recommendations for reasonable accommodations. Recommendations must be based on significant functional limitations and supported by the diagnostic assessment.
-
Psychological Disabilities Documentation
Documentation must be submitted by a psychiatrist or psychologist. The College will make the final determination of reasonable accommodations.
Diagnostic Report and Summary
The diagnostic report must include the following:
-
Specific diagnosis of a psychological/mental disorder based on DSM-IV criteria.
-
Summary of present symptoms.
-
Examples of how the condition substantially limits living and learning functions.
-
Summary of assessment procedures and evaluation instruments used to make the diagnosis.
-
Summary of evaluation results; quantitative information must be in standardized scores or percentiles.
-
All relevant family, medical (medication history), psychological, behavioral, and academic information. How the medication impacts the student’s academic/ personal functioning should be included.
-
Summary of current treatment plan.
-
Specific recommendations for reasonable accommodations. Recommendations must be based on significant functional limitations and supported by the diagnostic assessment.
-
Head/Traumatic Brain Injury Documentation
Documentation must be submitted by a physician, neurologist, psychologist, or psychiatrist. The College will make the final determination of reasonable accommodations.
Diagnostic Report and Summary
The diagnostic report must include the following:
-
Clear statement of the head/traumatic brain injury diagnosis, date of accident, expected duration of disability, and present symptoms.
-
Examples of how the injury substantially limits living and learning functions.
-
Summary of assessment procedures and evaluation instruments used to make the diagnosis.
-
Summary of evaluation results; quantitative information must be in standardized scores or percentiles.
-
All relevant family, medical (medication history), psychological, behavioral, and academic information. How the medication impacts the student’s academic/ personal functioning should be included.
-
Summary of current treatment plan.
-
Specific recommendations for reasonable accommodations. Recommendations must be based on significant functional limitations and supported by the diagnostic assessment.
