Attention Deficit Disorders [Examples include but are not limited to: predominantly inattentive, combined type, etc.]
Disability documentation for the purpose of providing accommodations may be helpful when it establishes disability and provides adequate information on the functional impact of the disability so that effective accommodations can be identified.
Some general guidelines for documentation:
- Diagnostic statement, description of and methodology used in identifying the disability
- History, symptoms, functional limitations and/or expected progression or stability of diagnosis
- Description of current and past accommodations, services and/or medications
- Recommendations and validation for need of accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services in setting of Higher Education
- The credentials and contact information of the evaluator(s) [who has no personal relationship with the individual being evaluated]
ACCESS has created a form that may be helpful in providing the above information:
Disability Verification Form (PDF, opens in new window)
Additionally, the following voluntary, supplemental information can also useful in planning for accommodations in coursework and study:
- An essay on your understanding of your disability, your academic [and other] strengths and challenges, and how you have learned to address, advocate and accommodate your disability.
- A letter from an educational support service provider who has recently worked with you and who can inform ACCESS about the services and accommodations you may use in college.
- A summary of performance [SOP]
- Information about Response to Intervention [RTI]
- Individualized Education Plan [IEP]
- Section 504 Accommodation Plan 
When in doubt, students are encouraged to contact ACCESS for guidance at 802-656-7753 or email@example.com
Last modified October 02 2015 10:42 AM