The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for accommodations that are appropriate and reasonable.
Learning disabilities
Authorized professionals
In Texas, licensed psychologists, licensed specialists in school psychology, and certified educational diagnosticians, are professionals qualified to conduct comprehensive assessments for specific learning disabilities.
Recommended documentation
- Testing that is comprehensive, including a measure of both aptitude (IQ) and achievement in the areas of reading, mathematics and written language
- Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations)
- A clear statement that a learning disability is present along with the rationale for this diagnosis. (Note: individual "learning deficits," "learning styles," and "learning differences," do not, constitute a learning disability)
- A narrative summary, including all scores, which supports the diagnosis
- A statement of strengths and needs that will impact the student's ability to meet the demands of the higher education environment
- Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity ("functional limitations" as described by the ADA)
Attention deficit/hyperactive disorder
Authorized professionals
Attention Deficit/Hyperactive Disorder (AD/HD) is considered a medical or clinical diagnosis. Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the assessment of AD/HD and are experienced in assessing the needs of adult learners. Recommended practitioners may include: developmental pediatricians, neurologists, psychiatrists, licensed clinical or educational psychologists, family physicians, or a combination of such professionals. The diagnostician should be an impartial individual who is not a family member of the student.
Recommended documents
- A clear statement of ADD or AD/HD with the DSM-IV diagnosis and a description of supporting past and present symptoms
- Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations)
- A summary of assessment procedures and evaluation instruments used to make the diagnosis
- A narrative summary, including all scores, which supports the diagnosis
- Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment
- Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activities ("functional limitations" as described by the ADA. Limitations must be significant to be defined as a legal disability)
Visual impairment
Authorized professional
Ophthalmologists are the primary professionals involved in diagnosis and medical treatment of individuals who are blind or experience low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties (including but not limited to: eye movement disorders, inefficiency in using both eyes together, misalignment of the eyes, lazy eye, focusing problems, visual sensory disorders and motor integration). Fellows of the College of Optometrists in Vision Development may also provide therapy in treating the above optometric conditions.
Recommended documents
- A clear statement of vision related disability with supporting numerical description (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
- A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores
- Present symptoms, which meet the criteria for diagnosis
- Medical information relating to the student's needs and the status of the individual's vision (static or changing) and its impact on the demands of the academic program
- Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities which might be helpful in understanding the student's profile including the use of corrective lenses and ongoing visual therapy (if appropriate)
- Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity ("functional limitations" as described by the ADA)
Hearing impairment
Authorized professional
Physicians (i.e., otologists) are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms.
Recommended documents
- A clear statement of deafness or hearing loss, with a current audiogram
(the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations)
- A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate
- Medical information relating to the student's needs and the status of the individual's hearing (static or changing) and its impact on the demands of the academic program
- A statement regarding the use of hearing aids (if appropriate)
- Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity ("functional limitations" as described by the ADA)
Speech impairment
Diagnostic report provided by speech pathologist.
Mobility impairment
Authorized professional
Mobility impairments and physical disabilities are considered to be in the medical domain and require the expertise of a physician, including an orthopedist, physical therapist, neurologist, or other medical specialist with experience and expertise in the area for which accommodations are being requested.
Recommended documents
- A clear statement of the medical diagnosis of the physical disability or systemic illness
- Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
- A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable
- A description of present symptoms which meet the criteria for diagnosis
- Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment
- In order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity ("functional limitations" as described by the ADA)
Emotional impairment
Authorized professional
Psychological disorders that cause educational impairment (i.e., severe depression, panic disorder, thought disorder) require a formal report from a professional. A diagnosis by a mental health professional who is licensed to diagnose and treat mental disorders (i.e., physician, psychiatrist, psychologist). The report should include the license number of the mental health professional.
Recommended documents
- A clear statement of the disability, including the DSM-IV-TR diagnosis and a summary of present symptoms
- Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
- A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results, including standardized or percentile scores
- Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment
- In order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity ("functional limitations" as described by the ADA)
Traumatic brain injury
Reports from a neurologist or neuro-psychologist.
