Requesting Services for Students with Disabilities

Information from the Washington Association on Postsecondary Education and Disability Documentation Position Paper on Attention Disabilities.

Students who are seeking support services from post-secondary institutions in the state of Washington on the basis of an attention disability may be asked to submit documentation to verify eligibility. Documentation of disability and related information will be kept in a separate file in the appropriate office as designated by each institution.

Although the more generic term Attention Deficit Disorder (ADD) is frequently used, the official nomenclature used in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition or successive editions, Attention Deficit/Hyperactivity Disorder (ADHD), will be used in this document.

Documentation should show current impact of the disability. The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations. The report must clearly state the names, titles, professional credentials, addresses and phone numbers of the evaluators, indicate date(s) of testing and be on official letterhead, typed, dated and signed. The documentation should:

1. Be prepared by a professional who has comprehensive training in differential diagnosis and direct experience working with adolescents and adults with ADHD which may include: clinical psychologists, neuropsychologists, psychiatrists and other relevantly trained medical doctors.
2. Be current and up-to-date. The provision of all reasonable accommodations and services is based upon the assessment of the current impact of the disability on academic performance. This means that the diagnostic evaluation should show the current level of functioning and impact of the disability.
3. Be comprehensive. Minimally, areas to be addressed should include:
   • Evidence of early and current impairment. Diagnostic assessment should consist of more than a self-report. Due to the fact that ADHD is first exhibited in childhood and manifests itself in more than one setting, a comprehensive assessment should include a clinical summary of objective historical information garnered from sources such as transcripts, report cards, teacher comments, tutoring evaluations, psycho-educational testing, medical history, employment history, family history and third party interviews when available.
   • Alternative diagnoses or explanations should be ruled out. Possible alternative diagnoses including medical, psychiatric disorders, and educational or cultural factors affecting the individual that may result in behaviors mimicking ADHD should be explored.
   • Testing information must be relevant. Test scores or subtest scores alone should not be used as a sole measure for the diagnostic decision regarding ADHD. Selected subtest scores from measures of intellectual ability, memory functions tests, attention or tracking tests or continuous performance tests do not in and of themselves establish the presence or absence of ADHD. Checklists and/or surveys can serve to supplement the diagnostic profile, but in and of themselves are not adequate for the diagnosis of ADHD.
   • If applicable, present a specific diagnosis of ADHD based on the  diagnostic criteria. The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of such terms as suggests, is indicative of or attention problems.
   • Provide a comprehensive interpretive summary synthesizing the evaluator's judgment for the diagnosis. The report should include all quantitative information in standard scores and or percentiles, all relevant developmental, familial, medical, medication, psychosocial, behavioral and academic information; and a clear identification of the substantial limitation of a major life function presented by the ADHD.

Suggestions of reasonable accommodations with supporting evidence may be included. The final determination for providing appropriate and reasonable accommodations rests with the postsecondary institution.

Information from the Washington Association on Postsecondary Education and Disability Documentation Position Paper on Health and Physical Disabilities.

Students who are seeking support services from post-secondary institutions in the state of Washington on the basis of a health or physical disability may be required to submit documentation to verify eligibility. Documentation of disability and related information will be kept in a separate file in the appropriate office as designated by each institution. The cost and responsibility for providing this documentation shall be borne by the student.

Health and physical disabilities include but are not limited to:

• mobility impairments
• Multiple Sclerosis
• Cerebral Palsy
• spinal cord injuries
• cancer
• AIDS
• Muscular Dystrophy
• Spina Bifida

Any health or physical disabilities are considered to be in the medical domain and require the diagnosis by a qualified medical professional. Information describing the certification, licensure, and/or the professional training of individuals conducting the evaluation must be provided.

Documentation should show current impact of the disability. The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations.

The documentation should include:

1. a clear statement of the medical diagnosis of the physical disability or systemic illness;
2. how the disability limits a major life activity, including but not limited to walking, breathing, seeing, hearing, performing manual tasks, caring for one's self, learning, or working;
3. a description of the type and severity of current symptoms and functional impact of the disability;
4. a summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable;
5. medical information relating to the student's needs to include the existing side effects of medication on the student's ability to meet the demands of the postsecondary environment (physical, perceptual, behavioral, or cognitive);
6. a description of treatments, medications, assistive devices/services currently prescribed or in use;
7. a description of the expected progression or stability of the disability over time.

Suggestions of reasonable accommodations with supporting evidence may be included. The final determination for providing appropriate and reasonable accommodations rests with the postsecondary institution.

Information from the Washington Association on Postsecondary Education and Disability Documentation Position Paper on Hearing Disabilities.

Students who are seeking support services from post-secondary institutions in the state of Washington on the basis of a hearing loss may be required to submit documentation to verify eligibility. Documentation of disability and related information will be kept in a separate file in the appropriate office as designated by each institution.

A hearing loss can range from mild to profound. Each student's hearing loss, background, course of study, and language preferences should be considered when determining appropriate classroom accommodations. Students' self perceptions and communication strengths are often at variance with external measures of hearing loss.

Any hearing loss evaluation would be considered to be in the medical domain and require the expertise of a credentialed audiologist (CCC - Certificate of Clinical Competence). Information describing the certification, licensure, and/or the professional training of individuals conducting the evaluation must be provided.

Documentation should show current impact of the disability. The age of acceptable documentation is dependent upon the stability of the hearing loss. The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations.

The documentation should include:

1. A copy of the audiology report.
2. A brief description of the severity of the hearing loss.
3. A description of assistive devices/services currently prescribed or in use, including the possible effectiveness of these devices or services in an educational setting.
4. A description of the expected progression or stability of the hearing loss over time.

Suggestions of reasonable accommodations with supporting evidence may be included. The final determination for providing appropriate and reasonable accommodations rests with the postsecondary institution.

Information from the Washington Association on Postsecondary Education and Disability Documentation Position Paper on Learning Disabilities.

Students who are seeking support services from any post-secondary institution in the state of Washington on the basis of a diagnosed specific learning disability are required to submit documentation to verify eligibility. Documentation of disability and related information will remain confidential and will be kept in a separate file in the appropriate office as designated by each college/university. Documentation of a learning disability consists of the provision of professional testing and evaluation including a written report, which reflects the individual's present level of information processing as well as his/her achievement level.

The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations.

Documentation should:

1. Be prepared by a professional qualified to diagnose learning disabilities, which would include but not be limited to: a licensed neuro-psychologist or psychologist, learning disability specialist or other appropriate professional certified to administer class "C" psychological tests. Experience in the evaluation of adults with learning disabilities is essential.
2. Be comprehensive. The use of a single test and/or instrument (such as Slingerland, and Scopotic Sensitivity Screening) is not acceptable for the purposes of diagnosis. Minimally, areas to be addressed must include but not be limited to:
   • Aptitude. The Wechsler Adult Intelligence Scale-Revised (WAIS-R) with subtest scores is preferred. The Woodcock-Johnson Psycho-Educational Battery Revised: Tests of Cognitive Ability is acceptable. The Leiter International Performance Scale or the Comprehensive Test of Non-Verbal Intelligence (C-TONI) is accepted when cultural bias, or hearing loss is a concern.
   • Achievement. Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include the Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement Stanford Test of Academic Skills (TASK): or specific achievement tests such as the Test of Written Language-2 (TOWL-@), Woodcock Reading Mastery Tests-Revised, or the Stanford Diagnostic Mathematics Test. (The Wide Range Achievement Test Revised is NOT a comprehensive measure of achievement and therefore is not suitable.)
   • Information Processing. Specific areas of information processing (e.g., short and long term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Use of subtests from the WAIS-R or the Woodcock-Johnson Tests of Cognitive Ability is accepted. (This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as a vocational interest and aptitudes.)
3. Be current. In most cases, this means within the past three years. Since assessment constitutes the basis for determining reasonable accommodations, it is in a student's best interest to provide recent and appropriate documentation to serve as the basis for decision-making about a student's needs for accommodations in an academically competitive environment.
4. present clear and specific evidence, which identifies specific learning disabilities and reflects the individual's present level of functioning in processing and intelligence, as well as achievement. Individual "learning styles" and "learning differences" in and of themselves do not specify a learning disability.
5. include in the report, the exact instruments used and procedures followed to assess the learning disabilities, test results (including subtests score data), a written interpretation of the results by the professional doing the evaluation, the name of the evaluator and dates of testing. A list of academic accommodations which would benefit the student as the post-secondary level may also be included and helpful, but not necessary.
6. Provide sufficient data to support the particular academic adjustments requested. Requests which are not supported by documentation may not be approved without additional verification.

Note that these guidelines reflect only minimum requirements for documentation. It is recommended that applicants students and other interested parties contact individual colleges/universities for specific institutional policy information.

Information from the Washington Association on Postsecondary Education and Disability Documentation Position Paper on Psychiatric Disabilities.

Students who are seeking support services from post-secondary institutions in the state of Washington on the basis of a psychiatric disability may be required to submit documentation to verify eligibility. Documentation of disability and related information will be kept in a separate file in the appropriate office as designated by each institution.

For the purpose of this policy, a psychological/psychiatric disability is defined as an impairment of cognitive, educational and/or social functioning caused by a disorder as described in the American Psychiatric Diagnostic Statistical Manual, 4th edition (DSM IV) or successive editions.

Documentation should show current impact of the disability. The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations. The report must be prepared by a qualified mental health professional.

Documentation should:

1. Specify the nature, severity, current impact of the disability, and anticipate duration.
2. State the diagnosis in the nomenclature.
3. Address the student's current ability to function in the college environment (e.g. ability to focus, organize one's time, attend class, work in groups or alone, etc.).
4. Include medication and the current side effects that may impact the student in an educational setting.

Suggestions of reasonable accommodations with supporting evidence may be included. The final determination for providing appropriate and reasonable accommodations rests with the postsecondary institution.

Information from the Washington Association on Postsecondary Education and Disability Documentation Position Paper on Vision Disabilities.

Students who are seeking support services from post-secondary institutions in the state of Washington on the basis of a vision disability may be required to submit documentation of a disability to verify eligibility. Documentation of disability and related information will be kept in a separate file in the appropriate office as designated by each institution.

The definition of legal blindness is vision that can only be corrected to the acuity of 20/200 or higher. Another criterion is peripheral vision measuring 20 degrees or less. However, students not diagnosed as legally blind may be eligible and need accommodations. Other vision issues to consider include but are not limited to tracking, extreme photosensitivity, nystagmus, eyelid muscle issues or low vision.

Documentation should show current impact of the disability. The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations.

Any vision loss evaluation would be considered to be in the medical domain and require the expertise of a qualified licensed eye care professional.

The documentation should include:

1. The date of most recent visit, diagnosis of the eye disorder, and its pathology specific to this individual.
2. A brief description of the severity of the vision loss, and current impact or limitations.
3. Include any medically relevant testing results.
4. A description of assistive devices or services currently prescribed or in use, including the possible effectiveness of these devices or services in an educational setting.
5. A description of the expected progression or stability of the vision loss over time.

Suggestions of reasonable accommodations with supporting evidence may be included. The final determination for providing appropriate and reasonable accommodations rests with the postsecondary institution.