What Documentation Do I Need to Provide?
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Acquired Brain Injury (ABI)
For students with ABI, DSP requests that they submit their most recent neuropsychological report if they received such an evaluation. Students will also need to submit the follow-up questions form and cover letter to all of the clinicians they have worked with. If they wish, students may submit previous documentation they have on file, and it will be reviewed as to whether or not follow-up questions are necessary. The specialist will determine whether or not updated neuropsychological evaluation is needed.
ADHD
For students with AD/HD, DSP requests that students submit the follow-up questions form and corresponding cover letter to all of their clinicians who they are currently receiving treatment with. To be considered current, the evaluation needs to be within one year. If they wish, students may submit previous documentation they have on file, and it will be reviewed as to whether or not follow-up questions are necessary.
Sometimes, based on what accommodations students are requesting, DSP will need a current psycho-educational assessment to give the more comprehensive information needed to determine whether or not certain accommodations can be approved. More information about the tests can be found in the UC Practices for the Assessment and Accommodations of Students with Learning Disabilities.
The tests include:
- The Wechsler Adult Intelligence Scale III,
- The Woodcock-Johnson Psycho-educational Battery III: Part 2 Tests of Achievement, and
- The Nelson-Denny Reading Test.
The test results are valid for 3 years if the student was under 18 at the time of testing and valid for 5 years if the student is over 18 at the time of testing. The following professionals would generally be considered qualified to evaluate and diagnose AD/HD provided that they have comprehensive training in the differential diagnosis of AD/HD and direct experience with an adolescent and/or adult AD/HD population: licensed doctoral-level clinical, educational, or neuropsychological, psychiatrists, and other relevantly trained medical doctors. Also appropriate may be diagnoses using a clinical team approach consisting of a variety of educational, medical, and counseling professionals with training in the evaluation of AD/HD in adolescents and adults.
Practices for Assessment and Accommodation for Students with Attention Deficit Disorder
Deaf and Hard of Hearing
Prior to registering for courses, each deaf student who is requesting communication services must submit complete and current disability documentation to determine eligibility for services. Documentation required includes the following:
- Audiogram results aided and unaided within the past year prior to requesting services accompanied by a report written by an Ear, Nose and Throat (ENT) Physician, General Physician or Audiologist.
Learning Disabled (Includes Non verbal LD, Language based LD, Dyslexia, Dysgraphia, Dyscalculia):
- Aptitude:
The Wechsler Adult Intelligence Scale (WAIS III) with scaled scores and percentiles and/or the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-III): Part I, Tests of Cognitive Ability (with standard scores and percentiles) are the preferred instruments.
- Achievement:
The student's current levels of functioning in reading, mathematics, and written language must be assessed under timed and un-timed conditions as appropriate to corroborate underachievement in specific academic areas. Acceptable instruments include: (a) the Woodcock-Johnson Psycho-Educational Battery: Part II, Tests of Achievement (WJ-III), Part II or, (b) specific achievement tests like the Nelson-Denny Reading Test, Woodcock Reading Mastery Tests-Revised. (The Wide Range Achievement Test (WRAT-3 or WRAT-R) is not a comprehensive measure of achievement and, therefore, is not suitable by itself.) Additional formal and informal tests as well as observations may be integrated with the above assessments to assist in determining the presence of a learning disability and differentiating from co-existing disorders.
- Information Processing:
Specific areas of information processing (for example, short- and long-term memory, reasoning, sequential memory, auditory and visual processing, and processing speed) must be assessed. Use of subtests from the WAIS III, WAIS-R and/or the cognitive portion of the Woodcock-Johnson Psycho-Educational Battery- (WJ-III or WJ-R) is acceptable. Additional testing such as the Wechsler Memory Scale (WMS-3 or WMS-R) or the Learning Efficiency Test-II, designed to assist in corroborating the existence of processing disorders as identified by the WAIS III or WAIS-R or the WJ-III or WJ-R, Part I is recommended.
Practices for Assessment and Accommodation for Students with Learning Disabilities
Mobility
Documentation from your treating physician will establish your eligibility for services. Your doctor can send a letter explaining your condition, or you can download the Physician Follow-Up form by clicking here. Your physician can fax the information to us.
Other Functional (Includes: Arthritis, Asthma (respiratory conditions), Blood Diseases, Cancer, Diabetes complications, Heart Disease, HIV complications, Leukemia, Lupus, Sickle Cell Anemia)
Documentation from your treating physician will establish your eligibility for services. Your doctor can send a letter explaining your condition, or you can download the Physician Follow-Up form by clicking here. Your physician can fax the information to us.
Psychological (Includes: Anxiety, Asperger’s Syndrome, Bipolar, Depression, Obsessive Compulsive Disorder, Post Traumatic Stress Disorder (PTSD), Schizophrenia)
You will need to provide documentation to DSP. Professionals qualified to provide the documentation include, but are not limited to licensed psychologists, psychiatrists, and neurologists, or other professionals with training and expertise in the diagnosis of mental disorders. The documentation from your treating practitioner must be no more than 6 months old, meaning you must have been seen by him/her in the last 6 months. You may be asked to provide additional documentation.
Please ask your psychiatrist or psychologist to provide comprehensive information. The more information we have, the better we are able to determine appropriate accommodations and assistance. In most cases, after you submit your documentation, a disabilities specialist will contact you within one week
You have two options for providing us with the appropriate documentation:
Option 1:
Submit follow up questions (link) to your psychiatrist, psychologist or physician. Once completed, the form should be submitted to DSP.
Option 2:
Submit a complete evaluation from a psychiatrist, psychologist, or physician.
The evaluation should include a complete description of the following:
- Does the student have a diagnosable mental disorder? If so, what is the specific Multi-Axis DSM IV classification? Please code in 5 axes.
- What were the assessment or evaluation procedures used to make the diagnosis?
- Is there historical data that is pertinent to the disability?
- What are the major symptoms of the disorder currently manifested by the student, including level of severity?
- If medications are currently prescribed, are there any substantial side effects for this individual?
- What are the current functional limitations imposed by this disorder?
- What is the current prognosis? When did you last see this individual?
Practices for Assessment and Accommodation for
Students with Psychological Disabilities
Vision
- Documentation from your treating physician will establish your eligibility for services. Your doctor can send a letter explaining your condition, or you can download the Physician Follow-Up form by clicking here. Your physician can fax the information to us.
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