Documentation Guidelines

Documentation Guidelines

Eligibility for Services

Individuals who are seeking support services from Eastern Connecticut State University are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) Amendments Act of 2008. Under the ADA and Section 504, individuals with disabilities are guaranteed certain protections and rights to equal access to programs and services. Eligibility for accommodations is determined on a case-by–case basis upon review of the documentation, followed by an intake appointment. Please note that services and accommodations are not retroactive.

The documentation must include a copy of the most recent evaluation, including testing results (if appropriate) and a written summary. Also, the documentation must provide an assessment of the current impact of the disability on major life activities and include recommendations for appropriate accommodations. A Summary of Performance (SOP), Individualized Education Plan (IEP), and 504 Plan are useful, but are not sufficient documentation.

Documentation guidelines vary based on the type of disability. Please review the categories in this booklet for specific disability documentation guidelines. Eastern Connecticut State University has the discretion to require additional documentation.

Attention Deficit-Hyperactivity Disorder (AD/HD)

  • A specific diagnosis as per the DSM-5.
  • An evaluation report should include the summary of a comprehensive diagnostic interview and should include relevant information regarding the student’s academic history, along with a review of prior psycho-educational test reports.
  • Submission of a current neuropsychological or psycho-educational assessment is required. Instruments for this diagnostic evaluation should include a comprehensive battery and be normed on adult measures, with all subtests and standard scores reported.

    Examples of Preferred Measures
    :
    The Wechsler Adult Intelligence Scale – 4th ed. (WAIS-IV)
    The Woodcock Johnson III NU: Tests of Cognitive Ability
    The Stanford-Binet Intelligence Scale: 5th edition (SB5)
    Kaufman Adolescent and Adult Intelligence Tests
    The Wechsler Individual Achievement Test – 3rd ed. (WIAT-III)
    The Scholastic Abilities Test for Adults (SATA)
    The Stanford Test of Academic Skills (TASK)Examples of Insufficient Measures:
    The Slosson Intelligence Test – Revised (SIT-R3)
    Kaufman Brief Intelligence Test – 2nd ed. (KBIT-2)
    Test of Written Language – 3 (TOWL-3)
    Nelson Denny Reading Test – 4 (WRAT-4)
  • Evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological and/or personality disorders that may confound the ADHD diagnosis.
  • Indication of whether or not the individual was evaluated while on medication and whether or not the prescribed treatment produced a positive response.
  • Indication of how the disability substantially limits major life activities and how these limitations would impact the individual’s ability to function in a college environment.
  • Specific recommendations for how the effects of the disorder may be accommodated along with the rationale for each accommodation.
  • The report must be on letterhead, typed, dated and signed, including the name, title, and professional credentials of the appropriate mental health provider.
  • Documentation is valid for three (3) years from the date on the report and must be updated accordingly in order to continue receiving services with the OAS.

Autism Spectrum Disorder (ASD)

  • A specific, current psychiatric diagnosis as per the DSM-5 which indicates the nature, frequency, and severity of the symptoms upon which the diagnosis was predicted. A diagnosis without an explicit listing of current symptoms is not sufficient.
  • A listing of prescribed medications, including dosages and schedules, which may influence the types of accommodations being requested.
  • Submission of a current neuropsychological or psycho-educational assessment is recommended. Instruments for this diagnostic evaluation should include a comprehensive battery and be normed on adult measures, with all subtests and standard scores reported.Examples of Preferred Measures:
    The Wechsler Adult Intelligence Scale – 4th ed. (WAIS-IV)
    The Woodcock-Johnson III NU: Tests of Cognitive Ability
    The Stanford-Binet Intelligence Scale: 5th edition (SB5)
    Kaufman Adolescent and Adult Intelligence Tests
    The Wechsler Individual Achievement Test – 3rd ed. (WIAT-III)
    The Scholastic Abilities Test for Adults (SATA)
    The Stanford Test of Academic Skills (TASK)
  • Indication of how the disability substantially limits major life activities and how these limitations would impact the individual’s ability to function in a college environment.
  • Specific recommendations for how the effects of the disorder may be accommodated along with the rationale for each accommodation.
  • The report must be on letterhead, typed, dated, and signed, including the name, title, and professional credentials of the appropriate mental health provider.
  • Documentation is valid for three (3) years from the date on the report and must be updated accordingly in order to continue receiving services from the OAS.

Blindness or Visual Impairment

  • A low-vision evaluation of residual visual function, if appropriate.
  • An interpretation of the functional implications of the diagnostic data.
  • Recommendations for how the functional limitations may be accommodated.
  • The report must be on letterhead, typed, dated, and signed, including the name, title, and professional credentials of the appropriate provider.
  • Documentation is valid for three (3) years from the date on the report and must be updated accordingly in order to continue receiving services from the OAS.

Deafness or Hard of Hearing

  • An interpretation of the functional implications of the diagnostic data and/or hearing aid evaluation.
  • Recommendations for how the functional limitations may be accommodated.
  • The report must be on letterhead, typed, dated, and signed, including the name, title, and professional credentials of the appropriate provider.
  • Documentation is valid for three (3) years from the date on the report and must be updated accordingly in order to continue receiving services from the OAS.

Learning Disability (LD)

  • An evaluation report should include the summary of a comprehensive diagnostic interview and relevant information regarding the student’s academic history, family and medical history, as well as a discussion of comorbidity, if applicable.
  • Submission of a current neuropsychological or psycho-educational assessment is required. Instruments for this diagnostic evaluation should include a comprehensive battery and be normed on adult measures, with all subtests and standard scores reported.Examples of Preferred Measures:
    The Wechsler Adult Intelligence Scale – 4th ed. (WAIS-IV)
    The Woodcock Johnson III NU: Tests of Cognitive Ability
    The Stanford-Binet Intelligence Scale: 5th edition (SB5)
    Kaufman Adolescent and Adult Intelligence Tests
    The Wechsler Individual Achievement Test – 3rd ed. (WIAT-III)
    The Scholastic Abilities Test for Adults (SATA)
    The Stanford Test of Academic Skills (TASK)Examples of Insufficient Measures:
    The Slosson Intelligence Test – Revised (SIT-R3)
    Kaufman Brief Intelligence Test – 2nd ed. (KBIT-2)
    Test of Written Language – 3 (TOWL-3)
    Nelson Denny Reading Test – 4 (WRAT-4)
  • Indication of how the disability substantially limits major life activities and how these limitations would impact the individual’s ability to function in a college environment.
  • Specific recommendations for how the effects of the disorder may be accommodated along with the rationale for each accommodation.
  • The report must be on letterhead, typed, dated, and signed, including the name, title, and professional credentials of the appropriate provider.
  • Documentation is valid for five (5) years from the date on the report and must be updated accordingly in order to continue receiving services with the OAS.

Mobility, Systemic, or Chronic Health Condition

  • An identification of the diagnosis(es) or impairment(s).
  • An assessment of the functionally limiting manifestations for which accommodations are being requested.
  • Recommendations for how the functional limitations may be accommodated.
  • The report must be on letterhead, typed, dated, and signed, including the name, title, and professional credentials of the appropriate provider.
  • Documentation is valid for three (3) years from the date on the report and must be updated accordingly in order to continue receiving services from the OAS.

Psychiatric Disorder

  • A specific, current psychiatric diagnosis as per the DSM-5 which indicates the nature, frequency, and severity of the symptoms upon which the diagnosis was predicted. A diagnosis without an explicit listing of current symptoms is not sufficient.
  • A listing of prescribed medications, including dosages and schedules, which may influence the types of accommodations being requested.
  • Indication of how the disability substantially limits major life activities and how these limitations would impact the individual’s ability to function in a college environment.
  • Specific recommendations for how the effects of the disorder may be accommodated along with the rationale for each accommodation.
  • The report must be on letterhead, typed, dated, and signed, including the name, title, and professional credentials of the appropriate mental health provider.
  • Documentation is valid for six (6) months from the date on the report and must be updated accordingly in order to continue receiving services from the OAS.
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