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General Guidelines

  • Documentation should be typed on letterhead stationary or be in report form.
  • Documentation should include the following
    • A clearly stated diagnosis of a disability
    • The student's functional limitation in a postsecondary academic environment
    • The signature, printed name, title, and professional credentials of the evaluator
    • The date of evaluatio
  • Documentation must be a comprehensive assessment addressing the ability to function in a postsecondary academic environment. AnIEP may not be sufficient documentation by itself. The IEP may beincluded to support the psycho-educational evaluation or other medicaldocumentation.
  • The documentation guidelines are given to assist the studentin obtaining appropriate documentation from qualified professionals tosupport accommodation requests in a postsecondary academic program.Disability Support Services staff will review the submitteddocumentation and determine appropriateness of the documentation andaccommodations on a case-by-case basis.

Documentation Guidelines for Special Conditions

Attention Deficit/Hyperactivity Disorder (ADD/ADHD)
LCCC'sVerification of ADD/ADHD form, or an evaluation report that coversitems addressed in the form, completed by a psychiatrist, neurologist,licensed psychologist, or other qualified professional.

Learning Disability

A comprehensive psycho-educational evaluation,with diagnostic data that is dated within three years of enrollment,from a clinical or educational psychologist, school psychologist,neuro-psychologist, medical doctor, or other qualified professional.The report should include:

  1. a clearly stated diagnosis of a learning disability.
  2. a statement indicating the learning disability as a substantial limitation to learning.
  3. an individual cognitive evaluation with the following domains to be addressed:
    1. Aptitude—a complete intellectual assessment withall subtests that include standard scores and percentile ranks usinginstruments such as the Wechsler Adult Intelligence Scale Third Edition(WAIS-3) or Stanford-Binet Intelligence Scales, Fifth Edition (SB5).
    2. Academic Achievement—a comprehensive academicachievement battery with standard scores and percentile ranks using atest such as Woodcock-Johnson Psycho-Educational Battery-3: Test ofCognitive Ability or Wechsler Individual Achievement Test-II.
  4. a diagnostic summary of strengths and weaknesses relating to functional limitations.
  5. individualized recommendations of reasonable accommodations for a postsecondary academic program.

Mobility, Sensory, Health or Medical Impairments

LCCC's verification form for your specificcondition or a current evaluation by a physician or other professionalexperienced and certified in the diagnosis and treatment of thespecific condition that:

  1. clearly states the condition.
  2. documents medical testing that verifies the disability.
  3. clearly identifies the functional limitationsand how they affect a major life activity related to the post-secondaryenvironment.
  4. describes present symptoms and the impact ofprescribed medication on a student's ability to meet the postsecondaryeducational program.
  5. recommends reasonable accommodations and offers a rational connecting the condition to accommodation.

Neurological Disorders

LCCC's Verification of Neurological Impairmentform, or documentation related to the need for cognitively basedaccommodations (e.g. testing modifications, note takers), completed bya qualified professional such as a licensed psychologist orneuro-psychologist, psychiatrist, or other relevantly trained medicaldoctors and must include the following items current with three years.Documentation will:

  1. clearly state the condition.
  2. provide a history of and current functionallimitations on major life activities resulting from the disorder toinclude but not limited to: communication or language skills, socialinteractions, restricted, repetitive and/or stereotyped patterns ofbehavior and activities, sensory functioning and sensitivity toenvironmental conditions, or motor planning.
  3. include a complete neuropsychological report OR an individual cognitive evaluation with the following domains to be addressed:
    1. Aptitude—a complete intellectual assessment withall subtests that include standard scores and percentile ranks usinginstruments such as the Wechsler Adult Intelligence Scale Third Edition(WAIS-3) or Stanford-Binet Intelligence Scales, Fifth Edition (SB5).
    2. Academic achievement—a comprehensive academicachievement battery with standard scores and percentile ranks using atest such as Woodcock-Johnson Psycho-Educational Battery-3: Test ofCognitive Ability or Wechsler Individual Achievement Test-II.description of strengths and weaknesses relating to functionallimitations
  4. recommend reasonable accommodations and offer a rational connecting the condition to accommodation.

Psychiatric/Psychological Disorders

LCCC's Verification of Psychological Disordersform, or an evaluation report that covers items addressed in the form,completed by a psychiatrist, neurologist, licensed psychologist, orother qualified professional.

Review Process

The documentation guidelines are given to assistthe student in obtaining appropriate documentation from qualifiedprofessionals to support accommodation requests in a postsecondaryacademic program. The Office of Disability Support Services staff willreview the submitted documentation and determine appropriateness of thedocumentation and accommodations on a case-by-case basis.