Documentation Guidelines


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Documentation is necessary to establish the presence of a disability and the need for accommodations. As relevant to the disability, the documentation should include the following nine elements:

1) A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.

2) A description of the diagnostic tests, methods, and/or criteria used including specific test results (including standardized testing scores) and the examiner's narrative.

3) A description of the current functional impact of the disability. This may be in the form of an examiner's narrative, and/or an interview, but must have a rational relationship to diagnostic assessments. For learning disabilities, current documentation is defined using adult norms.

4) A statement indicating treatments, medications, or assistive devices/services currently prescribed or in use, with a description of the mediating effects and potential side effects from such treatments.

5) A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.

6) A history of previous accommodations and their impact.

7) The credentials of the diagnosing professional(s), if not clear from the letterhead or other forms. Please note that diagnosing professionals shall not be family members or others with a close personal relationship with the individual being evaluated.

8) Documentation prepared for specific non-educational venues (i.e. Social Security Administration, Department of Veterans Affairs, etc.) may not meet the criteria as set forth by The Citadel.

9) IEP or 504 plans will not be considered sufficient documentation unless accompanied by a current and complete evaluation.


Beyond these nine elements needed for documentation, recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services will be considered on a case-by-case basis.

 

Qualified professionals may refer to the Educational Testing Services

Guidelines for Attention Deficit Disorder, Learning Disability, or Psychological Disability or more specific information regarding the documentation of a disability. Copies of each may be obtained from the ETS website www.ets.org.

 

In the case of all disabilities, documentation must indicate that the disability substantially limits some major life activity, including learning