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Documentation Guidelines

Please select the specific disability that you want information for:


Attention Deficit Disorder

Chronic Illness

Hearing Impairment

Language/Speech

Learning Disability

Mobility

Other and Temporary Disabilities

Psychological Disorders

Visual Impairment

Attention Deficit Disorder

Students requesting accommodations for ADD or ADHD must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. High schools do not regularly forward documentation to colleges without prior consent. Please be aware that an IEP or 504 plan from high school does not, in and of itself, guarantee qualifying for disability services at the post-secondary level. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Documentation must include a diagnosis of ADD/ADHD by a:

• developmental pediatrician]
• neurologist
• psychiatrist
• licensed doctoral-level, clinical or educational psychologist
  
• OR: a combination of such professionals with expertise in the diagnosis of attention deficit disorder in high school students or adults

2. Evaluation usually within three years of the student’s application for assistance.

Documentation must include:

• A clear statement of the DSM III, IIIR, or IV diagnosis.
  date of diagnosis.
• Summary of procedures and instruments used to make the diagnosis.
• A summary of evaluation results, including standardized scores, if available.
• Medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.
  
  All information will remain confidential.
  

Chronic Illness

Students requesting accommodations for chronic illness, such as diabetes, migraines, muscular dystrophy, etc., must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Documentation must include a diagnosis of the disorder by one of the following:

• medical doctor
• psychiatrist
• licensed doctoral-level, clinical or educational psychologist
  

2. Documentation must indicate recent contact with a qualified professional.

3. Documentation must include:

• A clear statement of the diagnosis.
• Date of diagnosis, including prognosis
• Medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations of disability on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.
  

All information will remain confidential.

 

Hearing Impairments

Students requesting accommodations for hearing impairments must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Documentation must include a diagnosis of the disorder by one of the following:

• medical doctor
• audiologist

2. Documentation must indicate recent contact with a qualified professional.

3. Documentation must include:

• A clear statement of the diagnosis.
• Date of diagnosis, including decibel loss and aid prescription
• medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations of disability on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.

All information will remain confidential.

 

Language/Speech Disabilities

Students requesting accommodations for language and/or speech impairments must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Documentation must include a diagnosis of the disorder by one of the following:

• medical doctor
• psychiatrist
• licensed doctoral-level, clinical or educational psychologist
• speech pathologist

2. Evaluation usually within five years of the student’s application for assistance.

3. Documentation must include:

• A clear statement of the diagnosis.
• Date of diagnosis, including prognosis
• medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations of disability on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.

All information will remain confidential.

 

Learning Disability

Students requesting accommodations for a learning disability must provide the Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case by case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Evaluation are usually within five years of the student’s application for assistance.

2. Professionals conducting assessment and rendering diagnoses of specific learning disabilities must be qualified to do so. Documentation should be from a licensed private or school psychologist. Experience working with high school students or adults is essential. The name, title, and appropriate licensure information of the individual completing the diagnosis must be included.

3. A specific learning disability, including the degree of severity, must be stated within the documentation submitted. Individual “learning styles” and “learning differences” in and of themselves do not constitute a learning disability. A designation of a 504 Plan through the K-12 education system does not guarantee qualifying for disability services at the post-secondary level.

4. Testing must be comprehensive, addressing aptitude, achievement, and information processing. Assessment instruments must be suitable for an adult population Some examples of appropriate tests include:

• WAIS-R TOWL-2
• Woodcock-Johnson Stanford Binet
• TASK KAIT

Test scores/data should be included.

5. Documentation should include references to specific academic accommodations requested as well as information regarding past accommodations.

A current high school IEP which includes a recent evaluation may be substituted for the above described documentation.
All information will remain confidential.

Mobility Disabilities

Students requesting accommodations for mobility issues, including temporary impairments caused by surgeries or broken bones, must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Documentation must include a diagnosis of the disorder by a medical doctor

2. Date of diagnosis

3. Type and severity of impairment.

4. Expected duration: chronic, episodic, short-term

5. Medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.

6. Medications and possible implications on academic processes.

7. Recommendations for academic adjustments to compensate for the disability.

8. The name, title, and appropriate licensure information of the individual completing the diagnosis

All information will remain confidential.

Other & Temporary Disabilities

Students requesting accommodations for disabilities not normally classified with other specific disabilities, such as traumatic brain injury, or a temporary disability, such as surgery or broken bones, must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.
1. Documentation must include a diagnosis of the disorder by one of the following:

• medical doctor
• psychiatrist
• licensed doctoral-level, clinical or educational psychologist

2. Evaluation usually within three years of the student’s application for assistance.

3. Documentation must include:

• A clear statement of the diagnosis.
• Date of diagnosis, including prognosis
• medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations of disability on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.

All information will remain confidential.

Psychological Disorders

Students requesting accommodations for test anxiety, depression, or other psychological disorders must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.
1. Documentation must include a diagnosis of the disorder by one of the following:

• medical doctor
• psychiatrist
• licensed doctoral-level, clinical or educational psychologist

2. Evaluation must indicate recent contact with a qualified professional.

3. Documentation must include:

• A clear statement of the diagnosis.
• Date of diagnosis.
• Medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations of disability on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.

All information will remain confidential.

Visual Impairments

Students requesting accommodations for visual issues, including temporary impairments caused by surgeries, must provide Disabled Student Resources and Services with documentation to verify eligibility under Title II of the Americans with Disabilities Act. Documentation meeting the following guidelines must be submitted before academic accommodations will be arranged. Because documentation portfolios are unique, eligibility decisions are made on a case-by-case basis. Concerns about eligibility decisions should be directed to the Director of Disabled Student Resources and Services.

1. Documentation must include a diagnosis of the disorder by a:

• medical doctor
• optometrist/ophthalmologist

2. Documentation must include:

• A clear statement of the diagnosis.
• Date of diagnosis, including lens prescription and visual acuity
• medical history relating to current use of medication and the impact of the medication on the student’s ability to meet the demands of the academic program.
• Statement of impact and limitations of disability on student’s academic performance.
• Recommendations for academic adjustments to compensate for the disability.
• The name, title, and appropriate licensure information of the individual completing the diagnosis.

All information will remain confidential.

Please send your documentation to:
Beth denHartigh/Dorothy Fancher
Disabled Student Resources and Services (DSRS)
Mailstop 5277
Western Michigan University
1903 W. Michigan Ave.
Kalamazoo, MI 49008-5277
Phone: (269) 387-2116; Fax: (269) 387-0633

 

Please bear with us as we update our website. If you cannot find information on the website, please feel free to e-mail Jen Lawson-Steeves with your questions.