The guidelines outlined below are provided in the interest of assuring that students submit documentation that is appropriate to the purpose of verifying eligibility for disability services. Skidmore requires documentation that supports each request for reasonable accommodations on the basis that a student's disability substantially limits one or more major life activity. Documentation should validate the need for services based on the individual's current level of functioning in the educational setting and generally falls under one of three categories.
Students with learning disabilities should submit documentation that includes a comprehensive assessment. Evaluative instruments used to document eligibility must be statistically reliable and valid and standardized for use with an adult population. Although information contained in a student's Individualized Education Program (IEP) or a 504 plan may be helpful, these documents should be viewed as supplemental information.
Testing must be comprehensive: Diagnosis of learning disabilities must be based on analysis of the individual's strengths as well as weaknesses. Minimally, domains to be addressed must include (but are not limited to):
In addition, the following guidelines should be applied:
Psychological, Medical or Physical Disabilities
The often changing nature of psychological, medical, and/or physical disabilities results in differing standards for documentation. Students with any one or combination of the above conditions must present documentation that is both valid and current. Generally, documentation is considered current if the diagnostic evaluation has been completed within the last three years. Request for reasonable accommodations due to psychological, medical or physical disabilities must be supported by documentation that meets the following guidelines:
Documentation should include:
Documentation should reflect a comprehensive and detailed evaluation of the condition, verify the impact on a major life activity, and be provided by a certified or licensed physician, psychologist, psychiatrist, social worker, neurologist, speech pathologist or other appropriate professional. Skidmore College reserves the right to determine the nature and extent of reasonable accommodations, thus additional documentation may be requested to assist in identifying appropriate reasonable accommodations.
Attention Deficit Hyperactivity Disorder (AD/HD) or Attention Deficit Disorder (ADD)
Generally students with AD/HD are expected to submit a comprehensive neuropsychological evaluation completed by a qualified practitioner. Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the differential diagnosis of ADHD and are experienced with an adolescent and adult ADHD population. Recommended practitioners may include licensed clinical or educational psychologists, psychiatrists, neurologist, developmental pediatricians, family physicians, or a combination of such professionals. Further assessment by an appropriate professional may be required if co-existing learning disabilities are indicated.
A documented evaluation should be current (completed within the last three years) and should contain a clear statement of ADD/ADHD diagnosis consistent with the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV). A description of present symptoms and, if pertinent, past symptoms should be included.
Documentation should also contain a narrative summary which includes:
CREATIVE THOUGHT MATTERS
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