Eligibility & Documentation Requirements for Accommodations

To ensure the provision of reasonable and appropriate services, students with disabilities must identify themselves in a timely manner when an accommodation is needed, and present current, comprehensive documentation of their disability. Records are confidential and are not part of the student’s academic file. Eligibility for disability-related accommodations at Pennsylvania College of Technology requires current documentation of the disability from an appropriate professional source, who has NO personal relationship with the individual being evaluated, verifying the nature of the disability, the functional impact, and the need for specific accommodations.

Attention Deficit Disorder
ADD/ADHD

Documentation for ADD/ADHD must be from a qualified professional, who has NO personal relationship with the individual being evaluated, and must have been completed within the past 3 years or completed by age 18 or over. Documentation should include:

  • History of the disorder including onset, consistency, pervasiveness, and severity
  • Full report including a clear diagnostic statement (DSM-IV TR)
  • Aptitude test including subtest scores from one of the following:
    (No abbreviated versions):
    • Wechsler Adult Intelligence Scale (WAIS-III or WAIS IV)
    • Woodcock-Johnson Cognitive Ability (WJ-III)
    • Stanford-Binet Intelligence Scale
    • Kaufmann Intelligence Assessment Test
  • Achievement test including subtest scores from one of the following:
    • Wechsler Individual Achievement Test (WIAT-II or WIAT-III)
    • Woodcock-Johnson Test of Achievement (WJ-III)
    • Scholastic Abilities Tests for Adults (SATA)
  • Summary page including result interpretation, and "ruling out" other psychological, psychiatric problems or learning disabilities, includes a description of the current functional limitations presented by the student in an academic environment
  • Recommendation and reason for academic accommodations thought to aid the student in compensating for the learning disorder

Learning Disabilities

Documentation for a learning disability must be from a qualified professional, who has NO personal relationship with the individual being evaluated, and must have been completed within the past 3 years or completed by age 18 or over. Documentation should include:

  • Full report including a clear diagnostic statement of the learning disability (DSM-IV TR)
  • Aptitude test including subtest scores from one of the following:
    (No abbreviated versions)
    • Wechsler Adult Intelligence Scale (WAIS-III or WAIS IV)
    • Woodcock-Johnson Cognitive Ability (WJ-III)
    • Stanford-Binet Intelligence Scale
    • Kaufmann Intelligence Assessment Test
  • Achievement test including subtest scores from one of the following:
    • Wechsler Individual Achievement Test (WIAT-II or WIAT III)
    • Woodcock-Johnson Test of Achievement (WJ-III)
    • Scholastic Abilities Tests for Adults (SATA)
  • Summary page including result interpretation and a description of the current functional limitations presented by the student in an academic environment
  • Recommendation and reason for academic accommodations thought to aid the student in compensating for the learning disorder

Physical Disabilities
Neurological, Musculoskeletal, Visual, Auditory, and Miscellaneous

Documentation for a physical disability must be on letterhead from a qualified professional and/or treating physician, who has NO personal relationship with the individual being evaluated, and must have been written within the past 12 months. Documentation should include:

  • History of the disorder including onset, severity, consistency, and pervasiveness
  • Diagnosis of the disability
  • Listing and results of tests used to support current diagnosis
  • A description of the current functional limitations presented by the student in an academic environment. May include mobility, manual dexterity, information retrieval, communication, and endurance
  • Medications currently prescribed and/or used for treatment the disability, with potential side effects of the medication
  • Recommendations for academic accommodations thought to aid the student in compensation, including assistive devices and/or adaptive technology, and why recommended
  • Signature of the qualified professional/treating physician including professional credentials and date on which the diagnostic statement was written

Psychological/Psychiatric Disorders
Mood & Anxiety

Documentation for a psychological/psychiatric disorder must be on letterhead from a qualified professional and/or treating physician, who has NO personal relationship with the individual being evaluated, and must have been written within the past 12 months. Documentation should include:

  • History of the disorder including onset, consistency, pervasiveness, and severity obtained through a structured interview
  • Diagnosis using the DSM-IV TR criteria and description of presenting characteristics
  • Listing and results of neuropsychological tests, rating scales, or psychological testing used to support current diagnosis
  • A description of the current functional limitations presented by the student in an
    academic environment
  • Medications currently prescribed and/or used for treatment the disability, with potential side effects of the medication
  • Recommendation and reason for academic accommodations thought to aid the student in compensating, including assistive devices and/or adaptive technology
  • Signature of the qualified professional/treating physician including professional credentials and date on which the diagnostic statement was written

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