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Documentation Requirements

Students requesting accommodations and/or support services under the Americans with Disabilities Act (ADA) and/or Section 504 of the Rehabilitation Act of 1973 must provide documentation of the existence of a disability which substantially limits a major life activity. In order to accurately determine the appropriate accommodations, the documentation should be current on letter head including the contact information of the medical professional. In, in the case of a learning disability current is typically considered within 3 years and/or since the student turned sixteen. It may be appropriate to extend this regulation based upon the diagnosis and accommodation requested. Please see below for examples of some documentation requirements based upon the diagnosis:

Learning Disability

Documentation should include a clear statement of the diagnosis including the DSM-IV code, A summary of functional limitations resulting from the disorder which may include but not be limited to: communication or language skills; social interaction; restricted, repetitive and/or stereotypical patterns of behavior and activities; sensory functioning and sensitivity to environmental conditions. Comprehensive testing based on adult norms where applicable and should include the following:

  1. Qualifications of the evaluator - Name and professional credentials of the evaluator must be present in the documentation. The evaluations must be performed by a licensed psychologist with training and experience in the evaluation of the adolescent/adult psychiatric disorders. Specifically, their expertise should be in the area of the diagnosis, ADD - ADHD, educational assessments, etc. The name, title, and professional credentials of the evaluator, including information about license or certification as well as the area of specialization, employment, and state/province.
  2. Comprehensive assessment - An explanation of the evaluative instruments used to reach the diagnosis must be provided and typically include
    • Cognitive Assessments - A complete battery, appropriate for an adult population, with all subtest and standard scores reported. One of the following would be required: Wechsler Adult Intelligence Scale-Revised (WAIS-R), Woodcock-Johnson Psychoeducational Battery-Revised, Test of Cognitive Ability, Kaufman Adolescent and Adult Intelligence Tests.
    • Achievement - A complete battery relevant to area(s) of suspected disability(s), often to include a reading assessment, with all subtests and standard scores reported. Examples of commonly used tools are: Woodcock-Johnson Psychoeducational Battery- revised. Tests of Achievement, Stanford Test of Academic Skills (TASK), Wechsler Individual Achievement Test (WIAT), and
  3. Impact on educational functioning - A complete description of the impact of the diagnosis on the student's academic functioning must be provided. Examples of academic functioning would include the impact upon study skills, classroom behavior, test-taking and organizing research.
  4. Recommended accommodations - Any requested accommodations should be consistent with the information provided in sections described above.

The provided test information should include an educational, developmental, and mental history relevant to the disability. It must include a list of all tests administered in the evaluation report and must include all relevant subtest scores used to document the disability. The report must include a diagnosis of the disability. It should describe how the disability affects one or more of life's activities and should describe the specific accommodations required. Again, the documentation should adequately support each of the requested accommodations. The documentation should be typed or printed on official letterhead and be signed by an evaluator qualified to make the diagnosis. This report should include information about the license or certification and area of organization. Demonstration of the evaluator's having ruled out alternative explanations for academic problems as a result of poor education, poor motivation, and/or study skills, emotional problems, attention problems, and cultural language differences.

Psychiatric Impairment

At a minimum, the documentation should address the following items:

  1. A clear statement of the diagnosis including the DSM-IV code.
  2. A summary of all tests conducted and their results. Reference should be made to scores and rating scales/testing instruments used to support the diagnosis. Neuropsychological and psychoeducational testing is recommended in order to determine the effects of the impairment on a student in an academic setting.
  3. A statement of the psychiatric impairment with a description of symptoms that support the DSM-IV criteria. The date of original diagnosis and the date of last contact with the student should be included. Documentation older than three years will not be accepted.
  4. A statement of the degree of the psychiatric impairment affects a student in an academic setting as well as any functional impact on the student's daily life.
  5. A description of any referrals for testing/evaluation or other treatment
  6. A description of any prescribed medication and potential side effects.
  7. A summary of suggested accommodations based on the diagnosed disability

Traumatic Brain Injury

Students submitting documentation of a traumatic brain injury (e.g., head trauma, CVA's, tumors, other medical conditions) must submit evidence of a disability condition in addition to a summary of functional impacts of the disability.

  1. A clear statement of the traumatic brain injury, including historical information regarding the injury and the probable site that is affected
  2. The documentation of the injury must be at least three years current to be accepted. Thomas More College reserves the right to require additional documentation if deemed necessary.
  3. Any additional medical information including but not limited to medications and their side effects.
  4. A summary of suggested accommodations based on the diagnosed disability

Deaf & Hard of Hearing

  1. A current audiogram with a clear statement of deafness or hearing loss.
  2. A summary of assessment, procedures, and evaluation instruments used to make the diagnosis and a description of the results
  3. The status of the student's hearing (static or changing) and its impact on the student in an academic setting
  4. A statement regarding the use of hearing aids or cochlear implants.
  5. A summary of suggested accommodations based on the diagnosed disability

Visual Impairments

  1. The clear statement of the specific medical condition which causes the visual impairment
  2. The degree of visual acuity and extent of the visual fields, including with corrective lenses
  3. Whether the condition is temporary or permanent, and if it is stable or progressive
  4. A description of any medications taken for the condition and their side effects
  5. A description of the functional limitations of the visual impairment
  6. A summary of suggested accommodations based on the diagnosed disability

Other Medical Conditions

  1. Clear statement of the medical condition
  2. The procedures and evaluation instruments used to determine the diagnosis and a summary of the results
  3. A statement of the current functional impact on learning and how it affects the individual in an academic setting
  4. A summary of suggested accommodations for the student based upon the diagnosed disability

Temporary Disabilities

To receive accommodations for a temporary disability, the student must submit documentation to Academic Support Services indicating the type of disability, severity, limitations, prognosis, and estimated duration. A list of any medications the student is taking and how these may affect their academic performance. The documentation must be current in order to accepted and reviewed. Thomas More College reserves the right to request additional documentation before providing accommodations.

Any questions related to accommodations and documentations should be directed to