Institute for Student Success

All Offices & Services

Documentation Requirements

To be eligible for reasonable accommodations, students are required to self-identify and provide documentation of their disability to Disability Services. 

Documentation Guidelines 

Documentation submitted for the purpose of seeking a determination of disability at the post-secondary level must be detailed, comprehensive and include the following components: 

  • Documentation must be current - generally within 3 years of entering college.
  • Narrative report format, on letterhead, signed by evaluator(s), and include title and credentials. 
  • Description of the diagnostic methodology used, test data results including scores (when applicable), and appropriate analysis and discussion. 
  • Clearly stated diagnosis (DSM-V, as appropriate) identifying the condition. 
  • History of disorder including age of onset, past treatment(s). 
  • A statement of the current, significant impact of the disorder on a major life activity, and the professional’s assessment if the consideration rises to the level of a disability. 
  • Description of the level of severity, expected progression or stability of the condition
    (Critical in the determination of chronic or progressive conditions)
  • Description of current/past recommendations, services and/or medications (if prescribed).
  • Diagnostic recommendations for reasonable accommodations and services for the post-secondary level must be clearly linked to the testing and evaluation data.  

 

Students with Learning Disabilities 
A current, comprehensive psycho-educational evaluation, typed narrative evaluation by a licensed psychologist or a Re-evaluation Report (RR) by a certified school psychologist containing current information must be provided. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing and a diagnosis. This report should also include specific recommendations for accommodations at the post-secondary level as well as an explanation as to why each accommodation is recommended.

Students with Attention Deficit Hyperactivity Disorder (ADHD)
A current, comprehensive typed narrative evaluation by a licensed psychiatrist, neurologist, psychologist, or  a Re-evaluation Report (RR) by a certified school psychologist containing current information must be provided. The documentation should include a clearly stated medical diagnosis of ADHD, a description of the symptoms that meet the criteria for the diagnosis, instruments used to make the diagnosis and current medications, dosages and frequencies. This report should also include recommendations for academic accommodations at the post-secondary level as well as an explanation as to why each accommodation is recommended.

Students with Autism Spectrum Disorder
A current, comprehensive, typed narrative evaluation/report by a psychologist, neurologist, or psychiatrist. The evaluation/report must be on letter heard that includes date of evaluation/report, signature, title, and professional credentials.

The evaluation/report should include:

  • History of presenting symptoms and evidence of impairment in early childhood
  • Approximate age of onset or date of earliest evaluation
  • Relevant developmental, historical, familial, and psycho-social data
  • Observational data from clinical interview
  • Summary of all evaluative procedures as well as diagnostic tests/evaluation results to include but limited to the following domains: Cognitive Assessment, Executive Functioning, Expressive and Receptive Language and Communication, Psychiatric and Behavioral Assessment, Sensory-Motor Integration, Attention/Memory/Learning, Visual-Perceptual Motor Skills, and Academic Achievement
  • A clear statement of the diagnosis including co-existing/co-morbid conditions, if any
  • Information on prior or current accommodations, interventions, and treatments with an explanation of outcomes (If no prior accommodations or treatments were employed, explain why)
  • Evidence of significant impact on major life functions and the degree to which it impacts the individual in the pot secondary environment.
  • Recommended accommodations appropriate for the post-secondary level, which must be clearly linked to the evaluative information with discussion and rationale for each recommended accommodation.

 

Students with Psychological, Behavioral, & Mental Health Disorders.
A current comprehensive, typed narrative evaluation/report on by from a licensed mental health professional, including licensed clinical social workers, licensed professional counselors, psychologist, or psychiatrist is required.The evaluation/report must be on letter heard that includes date of evaluation/report, signature, title, and professional credentials. 

The evaluation/report must include:

  • A clear statement of diagnoses including evidence that the symptoms currently meet DSM-V criteria in nature and severity and information about the significant impact of to a major life function, including those expected for a post-secondary experience. 
  • A professional determination that the diagnosis rises to the level of a disability, and describes the disability.
  • Information of any formal assessments and data have may have been completed as part of the evaluation.
  • Recommendations for accommodations appropriate for post-secondary level and include a clear rationale between key components of diagnosed condition and the accommodations requested.
  • List of past accommodations received. 

Students with Physical, Mobility, and Chronic Health-Related Disabilities

Students with physical, mobility an chronic health-related disabilities must submit current, detailed documentation from an appropriately qualified a licensed health care professional who is qualified to diagnosis the disability, currently or recently associated with the student in a health care, professional/patient relationship, and is familiar with the challenges and functional requirements of a college environment that may be impacted by the condition. 

The documentation must be on letterhead with the date of evaluation/report, signature, title, professional credentials and should include the following:

  • Information regarding the nature and cause of the condition, including age/time of onset.
  • A clear diagnostic statement including.
    • A summary of assessment procedures & evaluation instruments used to make the diagnosis.
    • A summary of present conditions and the date of the most recent evaluation.
  • The expected duration, stability, or progression of the condition.
  • The current impact of (or limitations imposed by) the condition.
  • A statement of the significant impairment that substantially limits one or more major life activities and the degree to which it impacts the individual in the post secondary environment.
  • Treatments medications, devices, and services currently prescribed or used to minimize the impact of the condition.
  • A statement of the level of need for the requested accommodation and a clear connection between the diagnosis, the impact of the condition, and the recommended accommodation.
  • Recommendations for accommodations appropriate for post-secondary level and include a clear rationale between key components of diagnosed condition and the accommodations requested.

Important note regarding counseling on campus:
While counseling is available at Ursinus’ Wellness Center, this service is designed to provide short-term, brief therapy to assist students in need. In an effort to be able to make services available to all Ursinus students, the Wellness Center is not designed to provide long term mental health support.  Given this, it often makes sense for students with disabilities and/or long standing mental health concerns to meet with an off campus counselor and utilize the Wellness Center when needed. Please view the Wellness Center website for further information.

Testing And Assessment:

Ursinus College does not provide psycho-educational testing or assessment. Students who do not currently have documentation of their disability can contact appropriate providers to obtain psycho-educational assessments and other appropriate testing.

The attached list contains possible providers. The providers included on this list do not have any affiliation with Ursinus College. Students should contact the providers directly for more information about services and fees.

 Professional Testing (PDF) 

Transitioning From High School To College

The Department of Education transition guide for students with disabilities.  View the guide

College Readiness

The following assessment, created by Landmark College, can help students and their parents assess college readiness and discuss possible challenges that students might face.

https://www.iidc.indiana.edu/styles/iidc/defiles/instrc/webinars/college-readiness_assessment.pdf