Disabilities Services at Aurora University
Documentation for ADHD and/or ADD
Students requesting support services from the Center for Teaching & Learning are required
to submit documentation to verify eligibility under the Americans with
Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and LC
policies. ADA defines a disability as a substantial limitation of a major
life function. The diagnostic report must document a disability.
Submission of documentation is not the same as the request for services.
Request for services and/or reasonable accommodations must be initiated
by the student once he/she is confirmed at Aurora University. The student
must schedule an intake appointment with the Center for Teaching & Learning so that support
services and reasonable accommodations may be discussed. Documentation
will be reviewed by the Center for Teaching & Learning prior to the appointment. Reasonable
accommodations cannot be implemented until the student's documentation
is complete. The Center for Teaching & Learning is responsible for the determination
of reasonable accommodations.
A school plan such as an Individualized Education Plan (IEP) or a 504
Plan is insufficient documentation.
Currency of Documentation
Since reasonable accommodations are based on the current impact
of the disability, documentation must be current, preferably within the
last three years.
Qualifications of the Diagnostician
Professionals rendering a diagnosis of ADHD must have comprehensive
training in differential diagnosis and direct experience working with
adolescents and adults with ADHD. The following professionals are considered
qualified to evaluate and diagnose ADHD: clinical psychologists, neuropsychologists,
psychiatrists, and other qualified medical doctors.
Criteria for Comprehensive Assessment
The following criteria are based on guidelines from the Consortium
on ADHD Documentation:
- Evidence of Early Impairment
Because ADHD is, by definition, first exhibited in childhood
and manifests itself in more than one setting, historical and academic
information must be gathered by the evaluator.
- Evidence of Current Impairment
Diagnostic assessment should include evidence of ongoing
impulsive/hyperactive or inattentive behavior that has significantly
impaired functioning over time. Additionally, neuropsychological or
psychoeducational assessment is critical in determining the current
impact of the disorder on the individual's ability to function in a
variety of settings.
- Alternative Diagnoses and/or Explanations
Diagnostic assessment should examine the possibility of
co-existing diagnoses. This process should explore possible alternative
diagnoses including medical and psychiatric disorders as well as educational
and cultural factors which impact the individual and may result in behaviors
mimicking ADHD.
- Diagnostic Battery
Diagnostic assessment should consist of more than a self-report.
Assessment must include standardized measures for inattention, hyperactivity
and impulsivity as delineated in the DSM-IV.
Diagnostic Report and Summary
The diagnostic report must be a comprehensive interpretive summary
synthesizing the evaluator's judgment for the diagnosis of ADHD. The report
must include
- all quantitative information in standard scores and/or percentiles;
all relevant developmental, familial, medical, medication, psychosocial,
behavioral and academic information
- a specific diagnosis of ADHD based on the DSM-IV diagnostic criteria.
In clear, direct language, the report must identify the substantial
limitation of a major life function presented by the ADHD
- specific recommendations for reasonable accommodations. Reasonable
accommodations must be based on significant functional limitations and
must be supported by the diagnostic assessment;
- official letterhead with names, titles, professional credentials,
addresses, and phone/fax numbers of the evaluator as well as the date(s)
of testing.
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