Texas Tech University Student Disability Services refers to the Association on Higher Education and Disability (AHEAD) Standards and Best Practices for requiring documentation of a disability. This language is taken directly from AHEAD's Guidance on Documentation Practices. Because the provision of accommodations and services is based upon assessment of the current impact of the condition(s) on academic performance and access to educational activities, it is in an individual's best interest to provide recent and appropriate documentation. Furthermore, using diagnostic information as a tool in reviewing requests for accommodation is different than using it for treatment.
Documentation provided by a student is the indicator of needs and provides background of the specific student's diagnosis. While the initial intake meeting and interview helps identify a student's needs and eligibility in terms of basic academic accommodations, documentation particularly valuable in the establishment of more extensive accommodations. Basic classroom accommodations include 50% additional time, a reduced distraction testing environment and supplemental note taking assistance.
It is the student's responsibility to initiate contact with the Student Disability Services Office and to provide appropriate documentation of the disability and related functional limitations for which they are requesting accommodations. This process follows the guidelines of the Americans with Disabilities Act (ADA), the ADA Amendment Act of 2008, and Section 504 of the Rehabilitation Act of 1973, and is designed to ensure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations. In order to meet the criteria of a person with a disability under federal law, a person must demonstrate how their impairment substantially limits one or more daily life activities.
The following guidelines serve as a baseline for what might be required, should a student request a more extensive set of accommodations – beyond the basic set of accommodations. These are standards the Student Disability Services Office prefers in order to make the optimal decision on reasonable classroom accommodations.
- A clear diagnostic statement that describes how the condition was diagnosed, information about the functional impact, and suggestions of appropriate accommodations provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience, and has no personal relationship with the individual being evaluated.
- All documentation should be on official letterhead, typed and signed by the professional. Diagnosis written on prescription pads, handwritten, or stamped with a signature are not generally accepted.
- Common sense and discretion will be used in accepting older documentation of conditions that are permanent or non-varying.
In order to meet the criteria of a person with a disability under federal law, a person must provide documentation of how their impairment substantially limits one or more life activities. Requests for any and all accommodations will be reviewed on a case-by-case basis with approval being based on two factors: 1) Was the accommodation requested appropriate? 2) Is it reasonable? Accommodations are designed to allow the student to meet the same essential elements of their selected program that are required of all students, with or without a disability.
Current diagnosis, as defined by the DSM-IV, and any additional psychological or neurological testing results. If the diagnosis was made before the student's ninth grade year of school or prior to the age of 14, then a letter from the current treating physician will suffice as long as the letter includes the following: (1) A statement of diagnosis and (2) a current method of treatment. The diagnosis should also include a discussion of how the student's symptoms affect learning and academic achievement to the level of a disability. Specific recommendations for classroom accommodations should be included as well.
Diagnosis, summary of evaluation and any neuropsychological testing results, including discussion of functional limitations.
Diagnosis, functional limitations, cognitive testing, and appropriate evaluations. (Examples include: Asperger's Syndrome, Autism Spectrum Disorder, Borderline Cognitive Abilities, Fetal Alcohol Syndrome and Mental Retardation.)
Written evaluation including a narrative with history, cognitive evaluation (with all subtest scores), tests of achievement (with a full print-out of age-normed scores) discussion of the findings, a diagnostic conclusion, and recommendations for academic accommodations. Evaluations must have been completed during the student's ninth grade year of school or later or after the age of 14. If the initial diagnosis or the re-evaluation of the learning disability occurred prior to the student's ninth grade year of high school, or prior to the age of 14, the student can still be granted accommodations if the student demonstrated a continual need for accommodations during their high school career. This would be established through providing copies of either the Admission Review and Dismissal (ARD) Committee reports or the Section 504 Committee reports that documented the use of specific accommodations throughout high school. These accommodations would typically be services such as note taking assistance, quite testing locations, and extra time to complete regularly scheduled exams.
Most recent audiology report and audiogram, a clear diagnosis, functional limitations, and recommendations for academic accommodations. Students may provide a certificate of deafness waiver from the state of Texas, and out-of-state students can provide similar documentation from their home state. Other acceptable documentation could include providing copies of either the Admission Review and Dismissal (ARD) Committee reports or the Section 504 Committee reports that documented the use of specific accommodations throughout high school. These accommodations would typically be services such as note taking assistance, sign language interpreters, FM System/assistive listening devices, or RCART.
Current diagnosis (within the last 6 months) and description of related functional limitations resulting from the disabling condition. (Examples may include: memory, dexterity, chronic pain or fatigue.)
Diagnosis and description of related functional limitations resulting from the disabling condition.
DSM-IV diagnosis, summary of evaluation results and any additional psychological and/or neurological testing results. (Examples include: depression, anxiety, PTSD, bipolar disorder, etc.) If the original diagnosis is over two years old, then an updated report from the treating professional must also be included.
Most recent visual examination results, along with a detailed diagnosis and description of the disability, and recommendations for academic accommodations.