Appropriate Documentation

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 be included 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's Verification 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 postsecondary educational 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 by a 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 to environmental 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 assist the student in obtaining appropriate documentation from qualified professionals to support accommodation requests in a postsecondary academic program. The Office of Disability Support Services staff will review the submitted documentation and determine appropriateness of thedocumentation and accommodations on a case-by-case basis.