Disability Guidelines

Click on the titles below to expand information about our guidelines.

Medical diagnosis documentation should include the following information:

  • List the level of stability of the disability -stable, progressive, fluctuating.
  • Describe present symptoms that meet the criteria for the diagnosis. 
  • Explain how the disability substantially limits the student’s major life activities.
  • List any medications currently used.
  • State medical information relating to the student’s needs, including the impact of any medication on the student’s ability to meet the demands of a college academic program, and when applicable, clinical requirements.
  • Share information regarding the specific academic functions affected by the disability.
  • List recommendations for academic accommodations based on specific characteristics/symptoms of the disability.
  • List of any adaptive equipment currently used. 
  • If a student is requesting special disability-related transportation/parking, medical providers must provide the following information: (1) Maximum walking distance in feet. (2) Does the student have difficulty negotiating stairs? (3) Does the student have a valid, state-issued handicapped parking placard or plate?

Documentation must reflect the array of symptoms/characteristics and level of functioning within the past year. If the documentation does not, students may be required to submit updated documentation.

A Psychological Disorder is a medical or clinical diagnosis of a psychiatric disorder based on the Diagnostic and Statistical Manual (DSM-IV-TR or DSM-V) criteria and a rationale for diagnosis.

Due to the changing nature of psychiatric disorders, a student must provide current and appropriate documentation from a qualified evaluator such as a psychologist, neuropsychologist, psychiatrist, and other doctors trained in psychology/psychiatry.

The college bases reasonable accommodations upon the current impact of the disorder. Therefore, the documentation must address the individual’s current level of functioning and the need for accommodations. The college may ask a student to submit updated information from a qualified professional on a semester-by-semester or yearly basis.

Documentation must include the following:

  • Submit information regarding the severity of the disability and the specific academic functions affected by the disability and/or medication.
  • List recommendations for compliance with prescriptive treatment, including medication. Giving information about current medication regimens and their side effects is particularly important since psychotropic medications may have a substantial impact on concentration and cognitive functioning.
  • List recommendations for academic accommodations based on specific characteristics/symptoms of the disability.

The student must submit a completed psychoeducational report conducted by a professional within the last three years. This professional such as a psychologist, neuropsychologist, psychiatrist, or other doctor trained in psychology/psychiatry must be certified/licensed to diagnose learning disabilities.

The following are acceptable assessments of aptitude/cognitive ability:

  • Wechsler Adult Intelligence Scales (WAIS-IV) with all subtest standard scores provided and standard scores for verbal comprehension, perceptual reasoning, working memory, and processing speed index
  • Kaufman Adult Intelligence Test (KAIT)
  • Woodcock Johnson Psycho-Educational Battery Tests of Cognitive Battery- Revised (WJ-R)

Suitable tests for academic achievement in the areas of reading, mathematics, and written language include, but are not limited to the following:

  • Woodcock Johnson Tests of Educational Achievement (WJ-III)
  • Wechsler Individual Achievement Test (WIAT)

The student must submit a statement indicating a diagnosis of a specific learning disability. Diagnoses based on the Diagnostic and Statistical Manual (DSM-IV-TR/ DSM - V) are preferred. A discrepancy between ability and achievement does not constitute a learning disability. The student must include information on their processing ability. The student should also include a narrative indicating the status and impact of the learning disability in an academic setting. Lastly, they should submit a copy of their most recent IEP.

The student must submit a current report conducted by a professional. This professional should have a certificate/license to diagnose attention-deficit/hyperactivity disorders such as a psychologist, neuropsychologist, psychiatrist, or other doctor trained in psychology/psychiatry.

The evaluation performed within the last three years must include:

  • A description of the evaluation(s) administered as well as observations and evaluation results
  • A statement indicating a diagnosis of attention-deficit/hyperactivity disorder, including the subtype of ADHD. Diagnoses based on the Diagnostic and Statistical Manual IVTR (DSM-IV-TR) or the DSM-V are preferred.
  • A narrative indicating the status and impact of attention-deficit/hyperactivity disorder in an academic setting.
  • Copy of the most recent 504 plan, if applicable.
  • Individualized assessments of current cognitive processing and educational achievement 

The ADHD Documentation Verification Form should facilitate this information gathering.