Documentation Guidelines

Learning Disability

Students with a learning disability must submit a comprehensive report of a psychoeducational assessment performed by a qualified professional (e.g., licensed psychologist, school psychologist, neuropsychologist, learning disabilities specialist, or psychometrist). The assessment should be current (within the past three years).

The assessment should include:

• Aptitude – a complete intellectual assessment such as the Wechsler Adult Intelligence Scale (WAIS-3) with scaled scores and percentiles and/or the Woodcock-Johnson III Tests of Achievement with standard scores and percentiles.
• Academic Achievement – a comprehensive academic achieve battery which includes current levels of functioning in reading, mathematics, oral and written language. Acceptable instruments include the Wechsler Individual Achievement Test (WIAT), the Nelson-Denny Reading Test, or the Woodcock Reading Master Tests Revised.
• Information Processing – specific areas of information processing (e.g., short and long term memory, sequential memory, auditory and visual processing, processing speed, executive functioning, and motor ability). Use of subtests from the WAIS-3, Woodcock-Johnson III Tests of Achievement, Wechsler Memory Scale (WMS-3) are acceptable.
• Conclusions – the report should conclude with a clinical summary with a diagnosis and suggested accommodations appropriate to the learning deficits and strengths of the student.

Documentation must be printed on the professional’s letterhead and signed by the professional.

Attention Deficit/Hyperactivity Disorder

Students who desire services and accommodations on the basis of ADD/ADHD must submit a comprehensive assessment completed by a qualified professional who has experience diagnosing and treating this condition (e.g., licensed psychologists, psychiatrists, neurologists, family physicians).

This assessment must include measurements of aptitude, achievement, information processing, and measures specific to ADD/ADHD. A minimum of two assessments must be administered.

Examples of such assessments include:

• Wechsler Adult Intelligence Scale (WAIS-3)
• Woodcock-Johnson III Tests of Cognitive Ability
• Connors AD/HD Rating Scale
• Connors Continuous Performance Test III
• Minnesota Multiphasic Personality Inventory (MMPI

The assessment should be current (within the past three years) and include:

• DSM-IV diagnosis and description of past and current symptoms;
• Narrative summary of assessment procedures including all scores;
• Description of present symptoms;
• Medication needs and side effects of how the medication will affect the student’s academic performance;
• Recommendations for reasonable accommodations supported by the diagnosis and functional impact of the disability.

Documentation must be printed on the professional’s letterhead and signed by the professional.

Psychiatric/Psychological Disability

Students who desire services and accommodations on the basis of psychiatric/psychological disabilities must submit documentation completed by a psychiatrist or licensed psychologist who has experience in treating the condition and must include:

• DSM-IV diagnosis and a description of past and present symptoms;
• Psychological tests used to make the diagnosis;
• Current medications, side affects and compliance issues;
• Therapeutic interventions and compliance to ensure accommodations do not interfere.

Documentation must be printed on the professional’s letterhead and signed by the professional.

Low Vision or Blindness

Students requesting services and accommodations based on a visual impairment must provide current documentation (within the past three years) including:

• Ocular assessment from licensed ophthalmologist.
• Low vision evaluation of residual functioning, if appropriate;
• Functional impact of the visual disability and recommendations for accommodations;
• A narrative report from an ophthalmologist including diagnosis and progression.

Documentation must be printed on the professional’s letterhead and signed by the professional.

Deafness or Hard of Hearing

Students requesting services and accommodations based on hearing loss or deafness must provide the following current documentation (within the past three years) to receive services:

• An audiological evaluation/exam and/or audiogram;
• An interpretation of the functional impact of the hearing impairment/deafness;
• A narrative report from the audiologist including diagnosis, profession, and recommendations for accommodations.

Documentation must be printed on the professional’s letterhead and signed by the professional.

Health/Medical/Mobility

Students requesting services or accommodation on the basis of a health/medical/mobility impairment must provide current documentation (within the past three years) including:

• Clear statement of diagnosis of health/medical/mobility impairment
• Date of diagnosis along with prognosis if the condition is expected to change over time
• Medical information including the impact of medication and side affects, if appropriate
• Recommendations for reasonable accommodation that are supported by the diagnosis and functional impact of the disability

Documentation must be printed on the professional’s letterhead and signed by the professional.