The following guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for reasonable accommodations, adjustments and/or aids and services on the basis of ADD/ADHD that currently substantially limits one or more major life activities. Students are responsible for the costs associated with obtaining documentation.
1. A clear statement of ADD/ADHD according to the Diagnostic and Disability Statistical Manual of Mental Disorders (DSM IV-TR) and a description of support present symptoms, and if pertinent, past symptoms.
2. A narrative summary which includes:
a. Assessment procedures and evaluation instruments, including all test scores and subscores (Canadian diagnosticians may substitute percentiles), used to make the diagnosis;
b. The functional limitations and impairments related to the diagnosis and medical treatment of the condition including medication (if prescribed, include dosages and schedules of medication), which affect the student's current level of functioning in the postsecondary education environment;
c. And may include descriptions/suggestions of reasonable accommodations that have been or might be appropriate at the postsecondary level. These recommendations should be supported by the student's functional limitations.
3. Assessment documentation for eligibility should be current – reflecting adult-level references and norms. The age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodation.
Attention Deficit Hyperactivity Disorder is considered a medical or clinical diagnosis. Generally, individuals qualified to render a diagnosis for the disorder are practitioners who have been trained in the assessment of ADD/ADHD and are experienced in assessing the needs of adult learners. Recommended practitioners may include developmental pediatricians, neurologists, psychiatrists, licensed clinical or education psychologists, family physicians, or a combination of such professionals. The diagnostician should be impartial and not a family member. Further assessment by an appropriate professional may be required if co-morbid learning disabilities are indicated.