Some disabilities can be verified by observation in Student Disability Services, such as the obvious use of a wheelchair for mobility impairment. Other disabilities require formal written documentation by a qualified professional not related to the student. Documentation must be typed and printed on the letterhead of the professional. Handwritten notes on prescription pads will not be accepted. A high school IEP or 504 plan is not sufficient documentation.
All documentation of a disability should be current (within the past three years), must be signed by a qualified professional, printed on the professional’s letterhead, and include:
- A diagnosis including the type of disability, date of current evaluation, and date of the original diagnosis;
- A description of the current functional impact of the disability;
- Treatments, medications, and assistive devices currently prescribed or in use;
- Recommendations for the type of assistive devices or accommodations that could benefit the student with a disability;
- The credentials of the diagnosing professional.
- This helpful Documentation Guideline Letter (pdf) can be given to your qualified professional to better assist them in creating a letter to support your diagnosed needs.
Students with a learning disability must submit a comprehensive report of a psychoeducational assessment performed by a qualified professional (e.g., licensed psychologist, school psychologist, neuropsychologist, learning disabilities specialist, or psychometrist). The assessment should include:
- Aptitude: a complete intellectual assessment such as the Wechsler Adult Intelligence Scale (WAIS-3) with scaled scores and percentiles and/or the Woodcock-Johnson III Tests of Achievement with standard scores and percentiles. Documentation must be printed on the professional’s letterhead and signed by the professional.
- Academic Achievement: a comprehensive academic achieve battery which includes current levels of functioning in reading, mathematics, oral and written language. Acceptable instruments include the Wechsler Individual Achievement Test (WIAT), the Nelson-Denny Reading Test, or the Woodcock Reading Master Tests Revised.
- Information Processing: specific areas of information processing (e.g., short and long term memory, sequential memory, auditory and visual processing, processing speed, executive functioning, and motor ability). Use of subtests from the WAIS-3, Woodcock-Johnson III Tests of Achievement, Wechsler Memory Scale (WMS-3)are acceptable.
- Conclusions: the report should conclude with a clinical summary with a diagnosis and suggested accommodations appropriate to the learning deficits and strengths of the student.
Attention Deficit/Hyperactivity Disorder
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Examples of such assessments include:
- Wechsler Adult Intelligence Scale (WAIS-3)
- Woodcock-Johnson III Tests of Cognitive Ability
- Connors AD/HD Rating Scale
- Connors Continuous Performance Test III
- Minnesota Multiphasic Personality Inventory (MMPI)
The assessment should be current (within the past three years) and include:
- DSM-IV diagnosis and description of past and current symptoms
- Narrative summary of assessment procedures including all scores
- Description of present symptoms
- Medication needs and side effects of how the medication will affect the student’s academic performance
- Recommendations for reasonable accommodations supported by the diagnosis and functional impact of the disability
Students who desire services and accommodations on the basis of psychiatric/psychological disabilities must submit documentation completed by a psychiatrist or licensed psychologist who has experience in treating the condition and must include the following.
- DSM-IV diagnosis and a description of past and present symptoms
- Psychological tests used to make the diagnosis
- Current medications, side affects and compliance issues
- Therapeutic interventions and compliance to ensure accommodations do not interfere
If you desire the accommodation of an emotional support animal please contact the Student Disability Services Coordinator first at 918-343-6828 before going forward with any documentation.
Low Vision or Blindness
- Ocular assessment from licensed ophthalmologist
- Low vision evaluation of residual functioning, if appropriate
- Functional impact of the visual disability and recommendations for accommodations
- A narrative report from an ophthalmologist including diagnosis and progression
Deafness or Hard of Hearing
- An audiological evaluation/exam and/or audiogram
- An interpretation of the functional impact of the hearing impairment/deafness
- A narrative report from the audiologist including diagnosis, profession, and recommendations for accommodations.
- Clear statement of diagnosis of health/medical/mobility impairment
- Date of diagnosis along with prognosis if the condition is expected to change over time
- Medical information including the impact of medication and side affects, if appropriate
- Recommendations for reasonable accommodation that are supported by the diagnosis and functional impact of the disability