残疾的指导方针

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

Physical Disability Documentation Guidelines

医学诊断

Documentation should include the following information:

Stability 残疾的问题 (stable, progressive, fluctuating).
Description of present symptoms, which meet the criteria for diagnosis and the impact they have on the substantial limitations to this student’s major life activities.
List of any medications currently being used. 有关的医疗信息 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.
Information regarding the specific academic functions affected by the disability.
Recommendations for academic accommodations based on specific characteristics/symptoms 残疾的问题.
List of any adaptive equipment currently being used. 如与特殊残疾有关 transportation/parking is requested, medical providers must provide the following information: (1) Maximum walking distance in feet. 这个学生有困难吗谈判楼梯? (3) Does the student have a valid, state issued handicapped parking 招牌或牌照?

Documentation must reflect the current (within the past year) array of symptoms/characteristics 和功能水平. If the documentation does not, students may be required 提交更新的文档.

Psychological Disorder (Including Autism Spectrum) Documentation Guidelines

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, it is essential that a student provide current and appropriate documentation from a qualified evaluator (e.g.心理学家, neuro-psychologist, psychiatrist, and other doctors trained in psychology/psychiatry).
Since reasonable accommodations are based upon the current impact of the disorder, the documentation must address the individual’s current level of functioning and the need for accommodations. 根据具体情况，一个学生 may be asked to submit updated information from a qualified professional on a semester-by-semester 或按年计算.

文件必须包括以下内容:

Information regarding the severity 残疾的问题 and the specific academic functions 受残疾和/或药物影响.
Recommendations for and compliance to prescriptive treatment, including medication. Information on current medication regimens and side effects is particularly important since psychotropic medications may have a substantial impact on concentration and 认知功能.
Recommendations for academic accommodations based on specific characteristics/symptoms 残疾的问题.

Learning Disability Documentation Guidelines

A current (within the last three years), complete psychoeducational report conducted by a professional who is certified/licensed to diagnose learning disabilities (e.g., psychologist, neuro-psychologist, psychiatrist, and other doctors trained in psychology/psychiatry).

能力倾向/认知能力评估:

Wechsler Adult Intelligence Scales (WAIS-IV) with all subtest standard scores provided and standard scores for Verbal Comprehension, Perceptual Reasoning, Working Memory 和处理速度指数.
考夫曼成人智力测验
Woodcock Johnson Psycho-Educational Battery Tests of Cognitive Battery- Revised (WJ-R)

Academic Achievement in the areas of reading, mathematics, and written language. 合适的测试包括但不限于:

Woodcock-Johnson Tests of Educational Achievement (WJ-III)
韦氏个人成就测验

A statement indicating diagnosis of a specific learning disability. 基于诊断 on the Diagnostic and Statistical Manual (DSM-IV-TR or DSM - V) are preferred. 一个差异 between ability and achievement does not, in and of itself, constitute a learning disability; information on processing ability must be included.
A narrative indicating the current status and impact of the learning disability in 学术环境.
最近的IEP副本.

ADHD文档指南

A current, complete report conducted by a professional who is certified/licensed to diagnose attention-deficit/hyperactivity disorder (e.g.心理学家，神经心理学家， psychiatrist, and other doctors trained in psychology/psychiatry).

The evaluation (current within the last three years) must include:

A description of the evaluation(s) administered as well as observations and evaluation 结果.
A statement indicating diagnosis of attention deficit/hyperactivity disorder, including ADHD的亚型. 基于诊断 on the Diagnostic and Statistical Manual IV TR (DSM-IV-TR)或DSM-V优先.
A narrative indicating the current status and impact of the attention deficit/hyperactivity 学术环境中的混乱.
Copy of the most recent 504 plan, if applicable.
The ADHD Documentation Verification Form, attached below, should facilitate the information 收集.

ADHD Documentation Verification Form [within above category]