Documentation Guidelines

Eligibility for services and accommodations is based on current, comprehensive documentation of disability. In general, it's to a student's benefit to provide as much information as possible in explaining the impact of a disability. When in doubt, students are encouraged to contact ACCESS for guidance at (802)656-7753 or access@uvm.edu . Documentation is reviewed by an ACCESS Specialist, and a student is notified if additional information is needed and why. Because accommodation needs fluctuate over time, disability documentation needs may fluctuate also.

Learning Disabilities

A psychoeducational evaluation of the learning disability is required; it should have been administered by a qualified professional or educational team, generally within the last three years. It should report subtest scores, standards scores, and percentile ranks, and include the following :

Cognitive testing; examples of instruments include : Wechsler Adult Intelligence Scale (Revised or III), the Woodcock Johnson Psychoeducational Battery Test of Cognitive Ability (Revised or III), or a complete neuropsychological battery. It should describe processing strengths and weaknesses.
Achievement testing; test results from individualized achievement measures that describe strengths or difficulties with both basic and higher level skills in reading, math, written expression, and, if relevant, foreign language acquisition.
A clear diagnosis of disability, with evidence of a substantial impact on learning.

The following information is useful (but not required) in planning for accommodations in coursework and study :

An essay on your understanding of your learning disability, your academic strengths and weaknesses, and how you have learned to cope with your learning disability.
A letter from an educational support service provider who's recently worked with you and who can address the services or course modifications that you might need in college.

Attention Deficit (Hyperactivity) Disorders :

Information about the ADD or ADHD must come from a person qualified to diagnose it, be relatively recent (in most instances, less than three years old), demonstrate that the student is substantially limited, and be thorough enough to support the accommodations and services the student is asking for. The documentation must include :

A clear diagnosis, generally based on DSM-IV-TR* criteria
A history of symptoms of the disorder
An explanation of the functional limitations, in the educational and/or living environment. This is most typically provided in a detailed psychoeducational report
Cognitive testing; examples of instruments include : Wechsler Adult Intelligence Scale (Revised or III), the Woodcock Johnson Psychoeducational Battery Test of Cognitive Ability (Revised or III), or a complete neuropsychological battery. It should describe processing strengths and weaknesses.
Achievement testing; test results from individualized achievement measures that describe strengths or difficulties with both basic and higher level skills in reading, math, written expression, and, if relevant, foreign language acquisition.
A clear diagnosis of disability, with evidence of a substantial impact on learning.

* Diagnostic & Statistical Manual, 4 th edition text revision produced by the American Psychiatric Association

Psychiatric Disabilities

Documentation of a chronic mental illness must come from an individual qualified to diagnose and/or treat mental disorders, and be recent enough (in general, less than one year old) to address how a student is currently functioning. The documentation should include :

a diagnosis or classification from the DSM-IV-TR
a description of how a person's current functioning is limited, particularly in the academic environment, and to what degree
be signed, dated, and include the credentials of the professional providing the information
(optional) include recommendations for accommodations or support services

To assist students in providing this information, our Psychiatric Disability Verfication Form is available at the following link: (http://www.uvm.edu/access/PDVForm.pdf)

Sensory Disabilities/Systemic or Chronic Illnesses/Other Disabilities

Documentation of sensory, chronic illnesses, or other disabilities should come from a licensed professional, and be thorough and recent enough (in general, less than 3 years old) to address how a student is currently functioning. The documentation should include :

the diagnosis(es)
a description of how the condition(s) are limiting the student's functioning, particularly in an academic environment, and to what degree
be signed, dated, and include the credentials of the professional providing the information
include recommendations for accommodations or support services

Last modified June 11 2009 01:21 PM