To qualify for accommodations, a student must provide appropriate documentation from a qualified health services provider (i.e., physician, licensed psychologist). Psycho-educational evaluations for Learning Disabilities and for Attention-Deficit/Hyperactivity Disorder (ADHD) should be current, usually within the last three years. If a student has a Summary of Performance (SOP) from high school, it should be included with the primary documentation. An Individual Education Plan (IEP) or 504 plan from high school cannot serve as the primary documentation. It does not typically provide adequate information. A physician’s letter is not sufficient to document ADHD, nor can medication be used to document a disability.
Documentation should include a diagnosis, an explanation of the disability's effect in an academic setting, and recommendations regarding accommodations. Quality documentation will include the following:
- The credentials of the evaluator(s).
- A diagnostic statement identifying the disability.
- A description of the diagnostic methodology used.
For learning disabilities, methodology should include a test battery with standard scores and/or percentiles reported. The battery should include the following (no brief or screening tests):
Measure of intelligence (e.g., WAIS).
Measure of achievement (e.g., WJ-R-ACH).
For ADHD, methodology should include a continuous performance test (CPT) or set of norm-referenced behavior ratings from the student, and preferably a parent, spouse, teacher, or significant other.
A description of current functional limitations.
- A description of the expected progression or stability of the disability
- A description of current and past accommodations, services and/or medications.
- Recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services.