The following information may serve as a guide to help you gather the documents to facilitate your request.
Accommodation requests are evaluated on an individual basis.
Accommodation Request Guidelines:
Students must provide documentation of their disability as it relates to the accommodations they are requesting. This documentation can only be prepared by a person who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. All documentation is confidential and is on file with the ADA Compliance Office. Students applying for services and accommodations on the basis of ADD/ADHD must submit a comprehensive report of a psycho-educational assessment completed by a psychiatrist, licensed psychologist, or licensed medical doctor who has experience diagnosing and treating this condition and must address the following criteria:
Typically this means that the testing was conducted in the junior or senior year of high school or as an adult. All documentation is confidential and is on file with the ADA Compliance Officer. In accordance with the guidelines developed by the Association on Higher Education and Disability (AHEAD), the psycho-educational assessment should contain:
- Aptitude – a complete intellectual assessment with all subtests and standard scores reported. The Wechsler Adult Intelligence Scale (WAIS-3) with scaled scores and percentiles and/or the Woodcock-Johnson Psycho-Educational Battery-Revised (WJPEB-R): Part 1, Tests of Cognitive Ability with standard scores and percentiles) are the preferred instruments.
- Academic Achievement – a comprehensive academic achievement battery with all subtests and standard scores reported for those subtests administered. The battery should include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language. Acceptable instruments include the Wechsler Individual.
- Achievement Test (WIAT) -- or specific achievement tests like the Nelson-Denny Reading Test and the Woodcock Reading Mastery 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, and /or the cognitive portion of the Woodcock-Johnson Psycho-Educational Battery-Revised is acceptable. Additional testing such as the Wechsler Memory Scale (WMS-3) designed to assist in corroborating the existence of processing disorders as identified by the WAIS-3 or the WJPEBR Part 1 is recommended.
- Conclusions – the report should conclude with a clinical summary which brings the supported judgment of the person conducting the assessment to bear in stating a diagnosis. Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations should be supported by the diagnosis. Please note that Disability Support Services will make the final determination of eligibility for accommodations and the type of accommodations required.
Note: The ADA Compliance Office reserves the right to deny services or reasonable accommodations while the receipt of appropriate documentation is pending. Students must complete the application process, submit disability documentation and bring a current detailed schedule before they can receive accommodations and services.
Note: A student’s Individualized Educational Plan (IEP) is not sufficient documentation. An IEP is the plan that the student’s high school team developed to promote his or her academic success.
For more information, return to Student Disability Services.