GENERAL GUIDELINES FOR DOCUMENTATION
The documentation should include a recent evaluation by an appropriate credentialed professional that makes evident the current academic impact of the disability as it relates to the accommodations and services requested. Documentation should contain the following items:
- A diagnostic statement identifying the disability
- A description of the diagnostic methodology
- A description of past and current treatment
- A description of the expected duration and progression of the condition
- A rationale and justification for all requested accommodations
This type of documentation validates the presence of a disability covered under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, and is most useful in providing information to support accommodation requests and anticipate future accommodation needs. All documentation is subject to review on a case-by-case basis. Since disabilities vary, the required documentation will also vary. Documentation should include information of the effect that the disability has on the student’s ability to learn and/ or function academically. It should also include the recommended reasonable academic accommodations that are based on evaluation results.
Reports must include the name and the title of the evaluator and the date(s) of evaluation. Reports must be on letterhead and otherwise legible. Reports are to be provided by qualified professionals. Documents are to be signed by the originator of the document. Appropriate professionals include school and/or clinical psychologists, psychiatrists, neurologists, physicians and other rehabilitation professionals. Certified professionals cannot be family members.
If the original documentation provided is incomplete or inadequate to determine whether the student qualifies as having a disability or is eligible for the accommodations requested, AccessAbility Services has the discretion to require additional documentation.
For high school students, an IEP alone does not constitute adequate documentation. Include the most recent evaluation of the disability. In general, documentation should not be more than three years old.
Along with the above information, transfer students are encouraged to provide documentation from the previously attended school, which includes the dates of service and the accommodations used.
Information received is confidential and is used by AccessAbility Services for the sole purpose of determining a student’s eligibility for services and providing accommodations. Submit documentation to:
Deborah L. Cohen
AccessAbility Services, SC 207
Western CT State University
181 White St
Danbury, CT 06810
If after reading the guidelines you have any questions, feel free to contact AccessAbility Services at (203) 837-8225 or cohende@wcsu.edu
See below for guidelines for specific categories of disability.
DOCUMENTATION GUIDELINES FOR SPECIFIC DISABILITIES
Acquired Brain Injury/Traumatic Brain Injury
- A neuropsychological evaluation containing assessments of visual, auditory, intellectual, and language competence.
- A description of medical and family history.
- A summary that explains how the disability affects the student’s ability to learn and succeed in a college/university setting. The summary would also discuss what accommodations are recommended, and other strategies that would be helpful to ensure the student’s success.
Autism Spectrum Disorder/Aspergers Syndrome
- A comprehensive psychological or neuropsychological examination (within the last 3 years) that is scaled for adults. The report should include standard scores, standard deviations and percentiles.
- Medical, family, and developmental history.
- A detailed description of the impact the disability has in the educational environment along with recommended accommodations.
- A record of standardized academic testing, including standard scores, as well as a review of the past academic record.
- Any medications that the student may take which could have an impact on the learning environment, including any side effects.
- A comprehensive In-Take meeting to plan for a smooth transition to the University. Parents/guardians, a teacher, counselor or therapist may attend to offer support and suggestions.
Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD)
- A comprehensive, psychoeducational or neuropsychological assessment within the past 3 years that is scaled for adults. The report should include standard scores, standard deviations and percentiles.
- Evidence of early impairment. The condition must have been exhibited in childhood in more than one setting.
- Evidence of current impairment.
- Development history, as well family history of ADHD/ADD or other behavioral or learning disabilities.
- Evidence of alternative diagnoses or explanations that have been ruled out.
- A specific psychiatric diagnosis per the DSM-IV TR.
- Information on medications and any side effects.
- A summary that addresses any functional limitations the student’s disability has on the academic setting, as well as suggestions for accommodations.
Blindness or Low Vision
- An assessment or evaluation from an ophthalmologist detailing the functional limitations of the disability.
- The age of acceptable documentation is dependent upon whether the disabling condition is static or changing.
- Recommended academic accommodations.
Deaf/Hard of Hearing
- A audiogram by a licensed audiologist
- A summary detailing the functional limitations of the disability.
- Recommended academic accommodations.
- The age of acceptable documentation is dependent upon whether the disabling condition is static or changing.
Speech Impairments
- A clearly written statement of the disability diagnosed by a qualified professional (i.e. physician, speech/language pathologist, neurologist)
- A summary of how these impairments affect the student in a postsecondary environment.
- Recommended academic accommodations.
Learning Disabilities
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A thorough psychoeducational evaluation scaled for adults. The three areas to be assessed:
- Aptitude : The preferred test is the Wechsler Adult Intelligence Scale Revised (WAIS-R). The Woodcock-Johnson Psychoeducational Battery Revised: Tests of Cognitive Ability or the Stanford-Binet Intelligence Scale: Fourth Edition are acceptable.
- Achievement : Assessment of abilities in math, writing, and reading is required. Suggested tests: Woodcock-Johnson Psychoeducational Battery Revised: Tests of Achievement; Stanford Test of Academic Skills (TASK) or The Test of Written Language-2 (TOWL), Woodcock Reading Mastery Tests Revised, or the Stanford Diagnostic Mathematics Test. The Wide Range Achievement Test is NOT a comprehensive measure of achievement and therefore is not suitable as a sole measure of achievement.
- Information Processing : The specific areas that must be assessed are short and long-term memory, sequential memory, auditory and visual/perception processing, processing speed. Use of the subtest from the WAIS-R or the Woodcock Johnson Tests of Cognitive Ability is acceptable.
- Testing must be current, preferably within the past three years or after age 18. Due to the provision that all reasonable accommodations and services are based upon assessment of the current impact of the student’s disabilities on his/her academic performance, it is important to provide recent and appropriate documentation. Date of testing must be included on report.
- When appropriate, a clear diagnosis (i.e. Dyslexia, CAPD) and/or a description of the functional limitations posed by the disability.
- Recommended academic accommodations.
** Reminder: An Individualized Educational Plan (IEP) alone is NOT sufficient documentation. **
Psychiatric Disabilities/ Psychological Disorders
- An evaluation by a qualified individual, i.e. psychologist or psychiatrist. An assessment from a general practitioner typically does not suffice.
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Documentation should include the following:
- Current treatment & Medication: This would include any counseling, specific therapies, and current prescription medications. For medications, it is important to note any side effects that would compromise academic functioning.
- Specific diagnosis: This should not merely refer to symptoms but should correspond to a specific DSM-IV category. Included in this should be the impact the disability/disorder has on academic function, as well as recommendations for academic accommodations.
Physical Mobility, Dexterity, and Chronic Health-Related
- A diagnosis of the disabling condition.
- A description of the functional limitations of the disability.
- Expected duration or progression of condition.
- Prescribed medications, dosages, and schedules that may influence the types of accommodations provided, including any possible side effects.
- Recommended academic accommodations.
Intellectual Disabilities
A complete assessment of intellectual functioning/aptitude with all subtests. The assessment should be scaled for adults, i.e. the Wechsler Adult Intelligence Scale –III (WAIS-III), Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability.
- A comprehensive academic achievement battery that measures current levels of functioning in reading (decoding and comprehension), mathematics and oral and written language.
- Measures of functional performance in various aspects such as English Language Arts, Mathematics, Behavioral/Social/Emotional, Communication, Vocational/Transition, Health and Development including Vision and Hearing, Fine and Gross Motor, and Activities of Daily Living may be helpful in presenting a holistic view of the student.
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A comprehensive Summary of Performance (SOP) and a student portfolio may also be helpful:
- Strengths, needs, preferences and interests
- Need for accommodations and use of assistive technology
- History of employment, volunteer and community work experiences
- Ability to function in the college environment (social/residence)
- Learning style (math, reading, written/oral expression)
- Specific diagnosis of intellectual disability.
- A demonstration that alternate explanations (poor education, poor motivation, and/or study skills, emotional problems, attention problems, and cultural/language issues) that may interfere with learning, but that do not constitute intellectual disability, have been ruled out.
- Recommended academic accommodations.
Students Who Are Veterans
Veterans and others who have returned from combat who are experiencing difficulties are encouraged to make an appointment to meet with the AccessAbility Services Coordinator. At that time, accommodations and other services can be discussed.
Deborah L. Cohen
AccessAbility Services Coordinator
Student Center 207
Western Connecticut State University
181 White Street
Danbury, CT 06422
203-837-8946
