文档的指导方针

Documentation provides detailed information that assists 访问服务 in understanding how the student’s 当前的 symptoms impact the student in an academic setting. To establish that an individual is eligible for accommodations under the Americans with Disabilities Act, documentation must indicate that the symptoms 大幅 limit a major life activity, including learning. 

对于某些诊断(ADHD), LD, 自闭症谱系障碍), 一般, a 当前的 and complete psychoeducational assessment is the primary tool for determining the degree to which the ADHD/LD/Autism diagnosis impacts educational functioning. Information that includes aptitude/cognitive ability, academic achievement (under timed and untimed conditions), and information processing and memory are important to understanding such impact. 另外, a well-written interpretive summary based on a comprehensive evaluative process is a necessary component of the report. While checklists and/or surveys can serve to supplement a diagnostic profile, by themselves they 一般 are not adequate for diagnosis and/or determination of accommodations because they do not address objectively the impact on learning.

General Criteria for documentation prepared by third parties:

• 评估员的证书: Documentation must come from a qualified practitioner who is not a family member of the student.  It must be printed on letterhead and include date, 名字, 凭证, 许可, 专业领域, address and contact information and signature
• 残疾史:背景资料, 包括发展, 医疗, psychological and academic history, 应该包括在内
• 明确的诊断说明: Include 当前的 DSM-V or ICD-9 diagnosis.  A description of the diagnostic criteria, 评价方法, 程序, tests and dates of administration, as well as a clinical narrative and specific results of tests/subtests 应该包括在内.  应该使用成人的规范. (Please note that a diagnosis alone is not sufficient for determining accommodations.)
• Description of 当前的 symptoms and functional limitations: The condition’s functional impact should be discussed, 包括严重程度, 频率和普遍性. Discuss the ways in which the condition limits a major life activity and may affect the individual’s functioning in a post-secondary institution. 请注意, 相对 impairments or weaknesses, while clinically meaningful, may not necessarily require accommodations
• Description of the expected progression or stability of the disability:  Include information about expected changes in the functional impact of the symptoms over time and context (if applicable). Information on the cyclical or episodic nature of the symptoms and known or suspected environmental triggers is important to include
• Description of 当前的 and past treatments and accommodations: Describe 当前的 and past auxiliary aids, 辅助设备, support services and accommodations and the ways in which they have (or have not) been effective in ameliorating functional impacts of the symptoms. Please note that accommodations provided in another setting are not binding on the College
• Recommendations for accommodations: Accommodations are determined based on the 当前的 functional limitation(s) that result from the impairment, along with the demands of the task and the setting. They should logically relate to the functional limitations.  包括一个清晰的基本原理 每个住宿. Please note that the College is not obligated to adopt recommendations for accommodations made by outside third parties.

Students are encouraged to also submit verification of prior eligibility for accommodations from previous educational institutions and testing agencies if available, 比如IEP或504计划, approval of accommodations from ETS or ACT, and a letter from a previous college when relevant. Although these documents on their own are not typically sufficient to substantiate the 当前的 need for accommodations, they may provide useful information about the student’s educational history.  

All documentation should be submitted to 访问服务 as early as possible. If inadequate documentation is submitted, accommodations may not be arranged until the necessary information is received. It is the student’s responsibility to obtain any required documentation.