• Current Diagnosis - As defined by the DSM V, and any additional psychological or neurological testing results
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact learning and academic achievement in a postsecondary environment. Areas may include:
  • Academic achievement - reading, writing, math, oral language
  • Information processing - speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc.
  • Executive functioning - memory, concentration, attention
  • Language abilities - expressive-receptive language, speech, etc.
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Medications/Treatment - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
• Recommendations - Specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medial professional.

Documentation Guidelines ADHD

• Current Diagnosis(es)
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Medications/Treatments - Information regarding the student’s current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., infusions, insulin pump, chemotherapy, etc.).
• Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

Chronic Health or Medical Conditions Documentation Guidelines

• Current Diagnosis(es)  - Discussion of type, degree, and configuration of hearing loss, including frequency and intensity
• Copy of most recent audiology report and audiogram
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Auxiliary Aides - Description of any audiological technologies currently used (i.e., hearing aids, cochlear implant, assistive listening devices, sign language interpreters, real-time captioning (please include specific brand names, model #, etc., if applicable).
• Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

Deaf or Hard of Hearing Guidelines

• Current Diagnosis(es)  - Including any previous evaluations with all scores
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment. Areas may include:
  • Academic achievement - reading, writing, math, oral language
  • Information processing - speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc.
  • Executive functioning - memory, concentration, attention
  • Language abilities - expressive-receptive language, speech, etc.
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
• Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

Learning and Cognitive Documentation Guidelines

• Current Diagnosis(es)  - If applicable, type of acquired/traumatic brain injury including the date of injury and any relevant neuropsychological testing.
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment. Areas may include:
  • Intellectual and cognitive competence
  • Motor, visual, auditory, and tactile functioning
  • Speech, language, and communication ability
  • Executive functioning - memory, concentration, attention
  • Academic achievement - reading, writing, math, oral language
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
• Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

Neurological Conditions Documentation Guidelines

• Current Diagnosis(es)
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
• Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

Physical Disabilities Guidelines PDF

• Current Diagnosis(es) - As defined by the DSM V, and any additional psychological testing.
• Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
• Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
• Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
• Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
• Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

Psychological Disabilities Guidelines PDF