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Documentation Guidelines

As indicated in the documentation policy, documentation must be provided by a qualified professional that is comprehensive and addresses current functional limitations.

A qualified professional must have appropriate training, credentials, and experience to assess the specific disability. Therefore, the documentation must include credentials, licensure/certification information, and address/phone number of the evaluator. Evaluations and reports should be signed and on professional letterhead.

A reasonable time frame for a current evaluation will vary based on the condition being documented, depending on the degree of change associated with a diagnosed condition. Reports must address the current impact of the condition and any mitigating factors (e.g. auxiliary aids, medications). In some instances this may require a supplemental report prepared by a current health care provider.

A comprehensive evaluation/report will include:

  • Relevant educational, developmental, psychiatric/psychological and/or medical history.
  • Specific diagnoses; in the case of psychiatric disabilities, attention deficit disorder, and/or learning disabilities:  this will be a Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnosis.
  • Information to substantiate the diagnosis.
  • A description of the functional limitations resulting from the disability, that is, whether current symptoms substantially limit a major life activity.
  • Recommendations for accommodations that are directly related to the functional limitations. These should be specific to an adult, residential, educational setting.

While an IEP may provide useful information about accommodations the student currently receives, it should be considered a supplement to documentation.
The coordinator of disability services will contact the student for additional information if documentation is not adequate.

Securing documentation to diagnose learning disabilities can be a costly and lengthy process. The university does not pay for or offer assessments for learning disabilities. However, the coordinator may be able to offer referrals or guidance in selecting an evaluator.



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