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Attention Deficit/Hyperactivity Disorder (ADHD) Documentation Requirements

Students seeking academic accommodations or support services from ECU's Office of Disability Support Services on the basis of Attention Deficit/Hyperactivity Disorder are required to submit a completed diagnostic report. An individualized education program (IEP) or a 504 plan is insufficient documentation, but can be included. Appropriate documentation is required in verifying eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based upon documentation of ADHD that currently substantially limits some major life activity, including learning.

All current or updated reports should be on letterhead, typed, dated, and signed. The name, title, and professional credentials of the evaluator, including information about license or certification, must be stated. Professionals conducting evaluations, and rendering a diagnosis of attention deficit/hyperactivity disorder must be qualified to do so. It is not considered appropriate for professionals to assess members of their families.

The diagnostic report should validate the need for services based on the individual's current level of functioning in the educational setting. Interpretation of relevant assessment measures must be included. Please include the following:

Diagnosis: There must be clear and specific evidence and identification of attention deficit/hyperactivity disorder. The diagnostician is encouraged to use, direct language in the diagnosis and documentation.

History and Current Functioning: A student's developmental, academic, medical, and social histories should be investigated and summarized. Please describe the current symptoms which meet the criteria for ADHD.

Assessment Measures: List a summary of relevant assessment data that supports or refutes a diagnosis of ADHD.   Possible data sources include results from the Continuous Performance Test, the T.O.V.A, or a neuropsychological evaluation. Assessments such as checklists and rating scales are valuable, but should not be used as the sole criterion for a diagnosis of ADHD.

Functional Limitations: Please provide evidence of interference with appropriate academic or social functioning. In addition, discuss the recommendation and rationale for reasonable accommodations. If no accommodations have been previously provided, a detailed explanation as to why none have been used and the rationale for the student's currently needing accommodation/s must be provided.

Treatment: A description of current behavior modification techniques suggested and medication prescribed should be documented. Please include duration, dosage, and side effects.

Documentation that does not meet the above guidelines will be considered on a case by case basis. Appropriateness of age of documentation will be determined on an individual basis. The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation.

 

Hearing Impairment Disability Requirements


Students seeking academic accommodations or support services from ECU's Office of Disability Support Services on the basis of a hearing impairment are required to submit a completed audiological evaluation. Appropriate documentation is required in verifying eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based upon documentation of a hearing impairment that currently substantially limits some major life activity, including learning.

All current or updated reports should be on letterhead, typed, dated, and signed. The name, title, and professional credentials of the evaluator, including information about license or certification must be stated. Professionals conducting evaluations, rendering a diagnosis of a hearing impairment must be qualified to do so. It is not considered appropriate for professionals to assess members of their families.

The diagnostic report should validate the need for services based on the individual's current level of functioning in the educational setting. When appropriate, interpretation of relevant assessment measures must be included and include the following:

•    A specific diagnosis
•    The most recent aided and unaided audiograms.
•    The impact of the disorder on the individual with particular detail regarding the academic and/or residential setting.
•    Rationale when recommendations are made for specific accommodations

Documentation that does not meet the above guidelines will be considered on a case by case basis. Appropriateness of age of documentation will be determined on an individual basis. The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation.

Learning Disability (LD) Documentation Requirements


Students who seek accommodations or support services from ECU's Office of Disability Support Services on the basis of a diagnosed learning disability are required to submit a psycho-educational OR a neuropsycho-educational evaluation. An individualized education program (IEP) or a 504 plan is insufficient documentation, but can be included. Documentation is needed to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based on documentation of a learning disability that currently substantially limits some major life activity, including learning.

All current or updated reports should be on letterhead, typed, dated, and signed. The name, title, and professional credentials of the evaluator, including information about license or certification must be stated. Professionals conducting assessments, and rendering a diagnosis of learning disabilities must be qualified to do so. It is not considered appropriate for professionals to evaluate members of their families.

The psycho-educational report should validate the need for services based on the individual's current level of functioning in the educational setting. Interpretation of relevant test scores must be included. Standard scores and/or percentiles are acceptable. The diagnostician should be able to evaluate, interpret, and indicate how and why the individual's scores indicate a learning disability. Individual "learning styles", "learning differences", "academic problems", "test anxiety", and "weaknesses" in of themselves, do not constitute a learning disability.

Please include the following:

Diagnosis: There must be clear and specific evidence and identification of a learning disability. The diagnostician is encouraged to use direct language in the diagnosis and documentation of a learning disability.

Aptitude: The Wechsler Adult Intelligence Scale-Revised (WAIS-R) is the preferred instrument. Also acceptable are the Woodcock-Johnson Psycho-educational Battery-Revised: Tests of Cognitive Ability, the Stanford-Binet Intelligence Scale: 4th ed., or the Kaufman Adolescent and Adult Intelligence Test.

Achievement: Current levels of academic functioning in reading, math, and written language are required. Acceptable instruments include, but are not limited to, the following: Woodcock-Johnson Psycho-educational Batter-Revised: Tests of Achievement, Wechsler Individual Achievement Test (WIAT), or the Stanford Test of Academic Skills

Information Processing and Communication Assessments: Information processing should be assessed. Acceptable instruments include the Detroit Tests of Learning Aptitude-Adult, information from subtests on the WAIS-R, Woodcock Johnson Psycho-educational Battery-Revised: Tests of Cognitive Ability, as well as relevant instruments.

Recommendations for Accommodations: The diagnostic report must include specific recommendations for academic accommodations. A history of accommodations alone does not warrant the provision of similar accommodations at ECU. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student's currently needing accommodation/s must be provided. The final determination of appropriate and reasonable accommodations rests with the Department.

Documentation that does not meet the above guidelines will be considered on a case by case basis. Appropriateness of age of documentation will be determined on an individual basis. The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation.

Medical/Mobility, Psychological, Visual Impairments, Disability Documentation Requirements


Students seeking accommodations or support services from ECU's Office of Disability Support Services are required to submit disability documentation. Appropriate documentation is required in verifying eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based upon documentation of the disability that currently substantially limits some major life activity, including learning.

All current or updated reports should be on letterhead, typed, dated, and signed. The name, title, and professional credentials of the evaluator, including information about license or certification must be stated. Professionals conducting evaluations rendering a medical, mobility, psychological, or visual diagnosis must be qualified to do so. It is not considered appropriate for professionals to assess members of their families.

The diagnostic report should validate the need for services based on the individual's current level of functioning in the educational setting. When appropriate, interpretation of relevant assessment measures must be included and include the following:

  • A specific diagnosis
  • The treatment history and current treatment plan
  • A description of medications prescribed
  • The impact of the disorder on the individual with particular detail regarding the academic and/or residential setting
  • Rationale when recommendations are made for specific accommodations
  • In cases of head trauma, a neuropsychological battery is helpful in determining accommodation.

Documentation that does not meet the above guidelines will be considered on a case-by-case basis. Appropriateness of age of documentation will be determined on an individual basis. The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation.