Physical/Motor Disabilities

Psychological Disabilities

ADD/ADHD

Requirements for Attention Deficit Hyperactivity Disorder Documentation

Evaluations for ADHD should follow the Learning Disabilities Guidelines below and also provide the following information:

  • A list of instruments/procedures used to diagnose the disorder
  • A description of the symptoms which meet the criteria for this diagnosis with approximate date of onset
  • Information about past and/or current use of appropriate medications used to treat this disorder
  • Recommendations regarding the need for consultation by a physician if the student has not previously used medication as a part of the treatment program

Learning Disabilities

Requirements for Documentation:

1. All reports should be current (no more that three years old), on letterhead, typed, dated, signed, and otherwise legible.

2. Acceptable psychoeducational documentation will include:

    • A summary of a comprehensive interview
    • A comprehensive assessment of aptitude
    • A comprehensive academic achievement battery
    • An assessment of specific areas of information processing
    • Evidence that the evaluator has ruled out alternative explanations for academic problems such as poor educational background, poor motivation, poor study skills, emotional problems, etc.
    • A detailed description of how this impairment significantly limits a major life activity in an academic setting.

3. A licensed psychologist or appropriately credentialed psychoeducational professional should provide the current psychoeducational evaluation.

4. In order to make an informed decision about the student’s learning disorder and need for accommodation, the report should include the following:

    • The nature of the learning disorder and the specific diagnosis as delineated in the Diagnostic and Statistical Manual-IV (DSM-IV) or current edition
    • A description of the severity and longevity of the condition
    • Recommendations regarding treatment needs in the future and effective post- secondary compensatory strategies in order to accommodate the student’s specific learning deficits.