Documentation and Certifying Eligibility for Services

Documentation is confidential information from an appropriately qualified health or other service professional who is knowledgeable about the student’s condition. This professional might be a therapist, doctor, rehabilitation counselor, audiologist, nurse practitioner, or mobility specialist. Documentation can vary in length and format, but should focus on the ways the condition currently affects the student, especially in an academic environment. The documentation provided needs to meet the guidelines shown under the specific categories for disability types. Documentation on file needs to be reasonably current and relevant.

The Office of Accessibility Resources (OAR) staff uses documentation to better understand a student’s experience of their condition, identify impacts in an academic setting, and make informed decisions to determine reasonable and appropriate accommodations. Documentation must be printed on professional letterhead and include the provider’s signature, license number, and contact information. See documentation guidelines for directions on specific information that should be included in documentation for different disability conditions. If the documentation provided does not contain sufficient information for the OAR staff to determine whether an accommodation is necessary, the student will be informed of the insufficiency and additional documentation may be requested.

When additional information is needed to determine accommodations, the OAR staff may be able to help the student obtain what is necessary from the student’s current or past providers, which may require the student to sign a release of information allowing providers to send information to OAR. If the student is not working with a provider, the OAR staff can provide referral information to the student upon request from the student. Students are responsible for the cost of assessments and appointments with providers. Most health care professionals provide documentation letters at no charge. If this is not the case, the student is responsible for the cost of documentation.

For a list of local providers of Learning Disability and ADHD testing, please contact OAR@carleton.edu.

Learning Disability

All diagnostic evaluation reports submitted as documentation of a learning disability must be current and completed by a professional who is qualified and appropriately licensed to diagnose learning disorders. The report must adhere to the following guidelines

  1. The evaluation report must minimally contain measures that address: Aptitude (IQ), achievement (reading, math, and written language), and processing (e.g. visual and auditory).
  2. Testing must include normed tests such as the Wechsler Adult Intelligence Scales 4th Edition (WAIS-IV), etc.
  3. Screening tests, such as the Wide-Range Achievement Test (WRAT), the Nelson Denny Reading Test, or the Peabody Individual Achievement Test cannot be used as the sole measure of achievement.
  4. All subtest, factor, and index scores must be provided for all measures reported. Additionally, the classification ranges associated with these scores should be noted (e.g. borderline, average, high average).
  5. The report must include pertinent history related to the learning disorder and information that describes how the learning disorder currently affects academic performance and contributes to a significant impairment in academic functioning.
  6. The evaluation report must contain a clear statement of diagnosis of the specific learning disorder based upon established clinical criteria (e.g., current American Psychiatric Association’s Diagnostic and Statistical Manual. Vague terms such as “may have,” “seems to have,” or “suggests” are not acceptable as diagnostic.
  7. The assessment must include an interpretative summary that includes:
    • An indication that alternative explanations for the student’s presenting symptoms have been ruled out.
    • A description of the functional limitations caused by the learning disability on the student’s current participation in College programs, courses, and other activities of the College.
    • Recommendations for necessary and appropriate accommodations to equalize the student’s educational opportunities at Carleton College.

Attention Deficit Hyperactivity Disorder (ADHD)

All diagnostic evaluation reports submitted as documentation of Attention Deficit Hyperactivity Disorder (ADHD) must be current and completed by a professional who is qualified and appropriately licensed to diagnose such a disorder.

  1. The evaluation report must have a thorough and complete diagnostic interview that includes:
    • A summary of the student’s educational, medical, and family history that may relate to ADHD.
    • Evidence that the condition was present in childhood in more than one setting.
    • A review of the student’s presentation of attentional, hyperactive, and/or impulsive symptoms.
  2. Documentation must provide evidence of the student’s current impairment in the academic setting as demonstrated by a psychoeducational assessment that minimally includes a measure of aptitude.
  3. Results from a behavioral rating scale (i.e. Conner’s or Brown’s).
  4. All subtest, factor, and index scores must be provided for all measures reported. Additionally, the classification ranges associated with these scores should be noted (e.g. borderline, average, high average).
  5. The report must include a specific diagnosis that corresponds to a diagnosis in the most current American Psychiatric Association’s Diagnostic and Statistical Manual. Vague terms such as “may have,” “seems to have,” or “suggests” are not acceptable as diagnostic.
  6. The evaluation report should include an interpretative summary that includes:
    • An indication that alternative explanations for the student’s presenting symptoms have been ruled out.
    • A description of the functional limitations caused by the ADHD/ADD on the student’s current participation in College programs, courses, and other activities of the College.
    • Severity of the disability: Mild, moderate, severe.
    • Indication of whether the student was evaluated while on medication and its potential ameliorative effects.
    • Recommendations for necessary and appropriate accommodations to equalize the student’s educational opportunities at Carleton College.

Psychiatric/Psychological Disability

Documentation submitted as evidence of a medical disability or physical disability must be current. All documentation must be provided by a professional who is qualified and appropriately licensed to diagnose such disorders. Appropriate professionals can send a letter or report including the following information:

  1. Documentation supporting a psychological/psychiatric disability should include a specific diagnosis based upon established clinical criteria (e.g., most current Diagnostic and Statistical Manual of Mental Disorders). Further, an indication of the student’s current symptoms supporting this diagnosis and the degree of impairment caused by this disorder should be reported.
  2. Documentation should include any pertinent history related to the disorder and information that describes how the disorder currently impacts academic performance and causes significant impairment in academic functioning.
  3. The methods utilized to determine the diagnosis should be reported (e.g. clinical interview).
  4. Recommendations for accommodations should be included.
  5. Documentation should include information regarding prognosis for improvement and the timeline for re-evaluation. Due to the transitory nature of many psychological/psychiatric disabilities, annual re-evaluations are usually required.

Medical/Physical Disability

Documentation submitted as evidence of a medical disability or physical disability must be current. All documentation must be provided by a professional who is qualified and appropriately licensed to diagnose such disorders. Appropriate professionals can send supplementary documentation including the following information:

  1. Documentation supporting the medical/physical disability should include a specific diagnosis based upon established clinical criteria; as well as the nature of impairment caused by the condition.
  2. Documentation should include pertinent history related to the medical/physical disability.
  3. Documentation should include specific recommendation(s) for accommodation(s) that are necessary due to the condition (i.e., dorm accommodation, classroom accommodation, etc.).
  4. Data that supports the request for each particular accommodation sought by the student.
  5. Documentation for conditions that are transitory in nature, should include information regarding prognosis for improvement and the timeline for re-evaluation. Due to the transitory nature of many medical/physical disabilities, annual re-evaluations are usually required.

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