Students who require consideration for protection under the law and/or accommodation on the basis of disability must provide comprehensive, written documentation of the disability, on professional letterhead. Documentation must be current or recent enough to determine the impact of the disability on the student's functioning in the higher education environment.
- Diagnostic statement: For a clear statement of diagnosis, the disability must be identified using the diagnostic classifications of such entities as the Department of Education, state Department of Rehabilitation Services, the World Health Organization's International Statistical Classification of Diseases and Related Health Problems (ICD), and the Diagnostic and Statistical Manual (DSM V) of the American Psychiatric Association. The date of initial diagnosis and the date of the current evaluation must be included. The diagnostic evaluation must establish the student as a member of the protected class and confirm that there is a substantial limitation to one or more major life activities.
- Diagnostic criteria: Specific results and/or scores should be included for all diagnostic procedures and tests, as appropriate, along with a summary of the diagnostic interview, testing and findings. For students with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder, scores for standardized tests of inattention, impulsivity and hyperactivity, as outlined by DSM V, should be included. For students with specific learning disabilities and traumatic brain injury the evaluation should include standardized testing that measures aptitude, achievement, and information processing.
- The current functional impact of the disability should be identified. This part of the evaluation should address the usual progression of the disability, its effects on the student's development along the lifespan, the impact, if any, of significant events on functioning since the original diagnosis, and the applicability of the information to the student's request for accommodation within the context of post-secondary education (i.e. how equal access is affected). Any information regarding the effects of the disability on the student's academic performance, academic environment and his/her overall university program will be taken into consideration.
- Medications, procedures/treatments, assistive devices, and services currently used by the student: The evaluator should include a description of the intended/estimated effects on the impact of the disability. Side effects that may challenge the student physically, behaviorally, perceptually, or cognitively should be included.
- Expected progression of the disability or its stability: This statement should address the functional impact of the disability across time and indicate potential need for reevaluation.
- Credentials of the diagnostician(s): Certification, licensure and professional training/ experience must be provided.
Disability Support Services cannot make an accurate consideration of necessary accommodations until the student’s documentation is complete. The university reserves the right to request additional or updated evaluation of students who provide documentation that is determined to be out of date or incomplete. Students are responsible for all costs associated with documentation of their disability.