Introduction
Printable (PDF) Files
Guidelines for documenting a Learning Disability
Guidelines for documenting an Attention Deficit Disorder
Guidelines for documenting a Psychological Disability
Guidelines for documenting a Physical/Sensory Disability

PRINTABLE (PDF) FILES

• Guidelines for documenting a Learning Disability
• Guidelines for documenting an Attention Deficit Disorder
• Guidelines for documenting a Psychological Disability
• Guidelines for documenting a Physical/Sensory Disability

INTRODUCTION

Documentation of a student’s disability should be from an appropriate qualified professional and should validate the need for services based on an individual’s current level of functioning in the educational setting. Medical information should also include the impact of any medication on the student’s ability to meet the demands in the post-secondary environment. For your convenience, the following guidelines may be helpful to both you and the professional evaluator when deciding what documentation to share with our office. If you have recently sent your documentation to our Office, you may wish to contact us and confirm its receipt. Disability related information will be treated in a confidential manner in accordance with federal and state regulations.

GUIDELINES FOR DOCUMENTING A LEARNING DISABILITY**

Policy

Syracuse University is committed to compliance with all applicable federal laws and regulations regarding the accommodations needed to provide equal opportunity to qualified individuals with disabilities. Final determination as to the appropriateness of an accommodation to the University setting is evaluated on a case by case basis. Disability related information will be treated in a confidential manner in accordance with federal and state regulations.

Procedure

A student is responsible for providing documentation that supports his/her request for accommodation. It is important that the documentation clearly establish that the student has a disability as defined by federal regulations and that the documentation clearly supports the individual’s request for accommodation. The following documentation guidelines are provided in the interest of ensuring that documentation of a Learning Disability demonstrates a significant impact on a major life activity and supports the individual’s request for accommodation.

1. A qualified professional must conduct the evaluation

   It is important that the evaluator have comprehensive training and direct experience with adolescents and adults with learning disabilities. The name, title and professional credentials of the evaluator, including information about license or certification, employment, and state/province should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed and otherwise legible.

2. Documentation should be current

   The provision of accommodations is based upon assessment of the current impact of the student’s disabilities on his or her academic performance. Documentation that is outdated or inadequate in scope or content; does not address the student’s current level of functioning; or does not address changes in the student’s performance since the previous assessment was conducted may not support requested accommodations. When appropriate additional supportive documentation will be requested.

3. Diagnosis of a Learning Disability

   An IEP or 504 Plan in and of itself may be insufficient documentation but can be included as part of a comprehensive evaluation. A comprehensive assessment battery and report typically includes:

   1. Diagnostic Interview

      Presenting problems, medical, developmental, psychosocial, etc. and a discussion of dual diagnosis where indicated.

   2. Assessment of Aptitude

      A complete intellectual assessment with all sub-tests and standard scores reported.

   3. Academic Achievement

      A comprehensive academic achievement battery should include current levels of functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language.

   4. Information Processing

      Specific areas of information processing (e.g., short and long term memory, sequential memory, auditory and visual perception/processing, processing speed, executive function, and motor ability) should be evaluated and diagnosed as appropriate.

   5. Specific diagnosis

      It is important to rule out alternative explanations for problems in learning such as emotional, attentional or motivational problems that may be interfering with learning but do not constitute a learning disability. The diagnostician is encouraged to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of terms such as “suggests” or “is indicative of” a learning disability.

   6. Test Scores

      The test findings should document the nature and severity of the learning disability and data should logically reflect a substantial limitation to learning. Standard scores and/or percentiles should be included and are expected to correlate with identified functional limitations and recommendations for accommodation.

4. Interpretative summary based on a comprehensive evaluative process should include:
   1. demonstration of evaluator’s having ruled out alternative explanations for academic problems (e.g., poor education, poor motivation, emotional problems, attentional problems and cultural/language differences);
   2. indication of how patterns in the student’s cognitive ability, achievement, and and/or information processing reflect the presence of a learning disability;
   3. indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it impacts the individual in the learning context;
   4. indication as to why specific accommodations are needed and how the effects of the specific disability may be accommodated;
   5. any record of prior accommodation or auxiliary aids and specific conditions under which accommodations were used;
   6. medical information, as appropriate, should include the impact of medication on the student’s ability to meet the demands in a post-secondary environment.
5. Recommendations for Accommodations
   1. Include specific recommendations and rationale for accommodations.
   2. Include a description of the impact of diagnosed LD on specific major life activity.
   3. Recommendations should be supported by specific test results and/or clinical observations.

** These guidelines were adapted from the Association on Higher Education And Disability, Guidelines for Documentation of a Learning Disability in Adolescents and Adults, July l997, Columbus, OH. These guidelines are not meant to be used exclusively or as a replacement for direct communication with the Office of Disability Services regarding the individual nature of a disability. While submitted documentation meeting the above guidelines may be acceptable to Syracuse University it is important to be mindful that they may/may not meet the documentation guidelines required in other academic or testing organizations (e.g., special certifications, Board examinations, standardized tests for admission to graduate schools, law schools, etc.).

GUIDELINES FOR DOCUMENTING ATTENTION DEFICIT DISORDER **

Policy

Syracuse University is committed to compliance with all applicable federal laws and regulations regarding the accommodations needed to provide equal opportunity to qualified individuals with disabilities. Final determination as to the appropriateness of an accommodation to the University setting is evaluated on a case by case basis. Disability related information will be treated in a confidential manner in accordance with federal and state regulations.

Procedure

A student is responsible for providing documentation that supports his/her request for accommodation. It is important that the documentation clearly establish that the student has a disability as defined by federal regulations and that the documentation clearly supports the individual’s request for accommodation. The following documentation guidelines are provided in the interest of ensuring that documentation of Attention Deficit Disorder demonstrates a significant impact on a major life activity and supports the individual’s request for accommodation.

1. A qualified professional must conduct the evaluation

   Professionals conducting assessments and rendering diagnoses of AD/HD should have appropriate training. The name, title, and professional credentials of the evaluator, including information about license or certification should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed, and otherwise legible.

2. Documentation should be current

   The provision of accommodations is based upon assessment of the current impact of the student’s disabilities on his or her academic performance. Documentation that is outdated or inadequate in scope or content; does not address the student’s current level of functioning; or does not address changes in the student’s performance since the previous assessment was conducted may not support requested accommodations. When appropriate, additional supportive documentation will be requested.

3. Documentation necessary to substantiate a disability should be comprehensive
   1. Discuss any history of early impairment.
   2. There should be evidence of current impairment.
      • Statement of Presenting Problem: A history of the individual’s presenting attentional symptoms should include evidence of ongoing impulsive/hyperactive or inattentive behaviors that significantly impair functioning.
      • Diagnostic Interview: Information collected should consist of more than a self-report, as information from third party sources is critical in diagnosis. Sources may include, but are not limited to; family history, developmental history, medical history, psycho-social history, academic history, prior psycho-educational reports, and description of current functional limitations pertaining to an educational setting.
   3. Include relevant testing information used to supplement the diagnostic profile.
   4. Diagnostic reports should include a review and discussion of DSM-IV criteria for AD/HD both currently and retrospectively and specify which symptoms are present.
   5. Documentation must clearly state a specific diagnosis.
   6. Interpretative summary based on a comprehensive evaluative process should include:
      • demonstration that alternative explanations have been ruled out;
      • indication of patterns of inattentiveness/impulsivity/hyperactivity across life span and settings are used to determine presence of ADHD;
      • indication and discussion of the substantial limitation to learning;
      • rationale as to why specific accommodations are needed.

** These guidelines were adapted from the Policy Statement for Documentation of Attention Deficit Hyperactivity Disorder in Adolescent and Adults, April l998, Office of Disability Policy, Educational Testing Service, Princeton, N.J. 08541. The guidelines are not meant to be used exclusively or as a replacement for direct communication with the Office of Disability Services regarding the individual nature of a disability. While submitted documentation meeting the above guidelines may be acceptable to Syracuse University it is important to be mindful that they may/may not meet the documentation guidelines required in other academic or testing organizations (e.g., special certifications, Board examinations, standardized tests for admission to graduate schools, law schools, etc.).

GUIDELINES FOR DOCUMENTING A PSYCHOLOGICAL DISABILITY**

Policy

Syracuse University is committed to compliance with all applicable federal laws and regulations regarding the accommodations needed to provide equal opportunity to qualified individuals with disabilities. Final determination as to the appropriateness of an accommodation to the University setting is evaluated on a case by case basis. Disability related information will be treated in a confidential manner in accordance with federal and state regulations.

Procedure

A student is responsible for providing documentation that supports his/her request for accommodation. It is important that the documentation clearly establish that the student has a disability as defined by federal regulations and that the documentation clearly supports the individual’s request for accommodation. The following documentation guidelines are provided in the interest of ensuring that documentation of a Psychological Disability demonstrates a significant impact on a major life activity and supports the individual’s request for accommodation.

1. A qualified professional must conduct the evaluation

   An evaluation must be conducted by a qualified professional. Professionals conducting assessments and rendering diagnoses should have appropriate training in diagnosing psychological/psychiatric disorders. The name, title, and professional credentials of the evaluator, including information about license or certification should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed, and otherwise legible.

2. Documentation should be current

   The provision of accommodations is based upon assessment of the current impact of the student’s disabilities on his or her academic performance. Documentation that is outdated or inadequate in scope or content; does not address the student’s current level of functioning; or does not address changes in the student’s performance since the previous assessment was conducted may not support requested accommodations. When appropriate additional supportive documentation will be requested.

3. Documentation necessary to substantiate a disability should be comprehensive
   1. A statement, on letterhead, by a qualified health professional.
   2. A summary of assessment procedures, evaluation instruments used to make the diagnosis, and a summary of evaluation results;
   3. The statement should include a specific diagnosis, the nature of the disability, functional limitations, current status of the student, and any recommendations for support. These recommendations should be supported by the evaluation;
   4. When warranted, medical information relating to the student should also include the impact of medication on the student’s ability to meet the demands in the post-secondary environment.

** These guidelines are not meant to be used exclusively or as a replacement for direct communication with the Office of Disability Services regarding the individual nature of a disability. While submitted documentation meeting the above guidelines may be acceptable to Syracuse University it is important to be mindful that they may/may not meet the documentation guidelines required in other academic or testing organizations (e.g., special certifications, Board examinations, standardized tests for admission to graduate schools, law schools, etc.).

GUIDELINES FOR DOCUMENTING A PHYSICAL/SENSORY DISABILITY**

Policy

Syracuse University is committed to compliance with all applicable federal laws and regulations regarding the accommodations needed to provide equal opportunity to qualified individuals with disabilities. Final determination as to the appropriateness of an accommodation to the University setting is evaluated on a case by case basis. Disability related information will be treated in a confidential manner in accordance with federal and state regulations.

Procedure

A student is responsible for providing documentation that supports his/her request for accommodation. It is important that the documentation clearly establish that the student has a disability as defined by federal regulations and that the documentation clearly supports the individual’s request for accommodation. The following documentation guidelines are provided in the interest of ensuring that documentation of a Learning Disability demonstrates a significant impact on a major life activity and supports the individual’s request for accommodation.

1. Qualified professional must conduct the evaluation

   An evaluation must be conducted by a qualified professional. Professionals conducting assessments should have appropriate training in diagnosing physical impairments. The name, title, and professional credentials of the evaluator, including information about license or certification should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed, and otherwise legible.

2. Documentation should be current

   The provision of accommodations is based upon assessment of the current impact of the student’s disabilities. Documentation that is outdated or inadequate in scope or content; does not address the student’s current level of functioning; or does not address changes in the student’s performance since the previous assessment was conducted may not support requested accommodations. When appropriate additional supportive documentation will be requested.

3. Documentation necessary to substantiate a disability should be comprehensive
   1. A statement, on letterhead, by a qualified health professional.
   2. A summary of assessment procedures and an evaluation of results;
   3. The statement should include a specific diagnosis, explanation of specific functional limitations, and any recommendations for support.
   4. When warranted, medical information relating to the student should also include the impact of medication on the student’s ability to meet the demands in the post-secondary environment.

** These guidelines are not meant to be used exclusively or as a replacement for direct communication with the Office of Disability Services regarding the individual nature of a disability. While submitted documentation meeting the above guidelines may be acceptable to Syracuse University it is important to be mindful that they may/may not meet the documentation guidelines required in other academic or testing organizations (e.g., special certifications, Board examinations, standardized tests for admission to graduate schools, law schools, etc.).