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Documentation Guidelines

Documentation Guidelines

Physical Disabilities/Chronic Medical Conditions

Students with physical disabilities who seek accommodation from Wheaton College and are request to provide documentation should present documentation to the Director of Academic and Disability Services for consideration. Documentation should be current within 3 years, but exceptions can be made depending on individual circumstances and the nature of the disability.

Appropriate documentation for physical challenges includes a letter on formal letterhead written by a qualified medical professional (M.D., D.O., N.P.) that includes:

  1. A current diagnosis
  2. Functional limitations due to the disability
  3. Previous accommodations
  4. Recommendations for current accommodations

For chronic/cyclical/unpredictable medical conditions updated documentation on current level of functioning may be requested beyond receipt of initial documentation but only when necessary to adequately provide specific accommodations (i.e. additional extensions on incomplete requests, excessive absences).

It is in the student’s best interest to provide recent and appropriate documentation relevant to the student’s learning environment that assesses the current impact of the student’s disability on his/her academic performance. If the documentation is considered outdated or inadequate in scope or content, it will be necessary to update the evaluation report or request clarification before services can be offered.

Learning Disabilities

Introduction. In order to fully evaluate the student’s request for accommodation, Wheaton College will need adequate documentation of the disability. These guidelines have been developed to assist the diagnosing/treating professional(s) in preparing the documentation needed to evaluate the accommodation request.

The dimensions of good documentation discussed below are suggested as a best practices approach for defining complete documentation that both establishes the individual as a person with a disability and provides a rationale for reasonable accommodations. By identifying the essential dimensions of documentation, institutions allow for flexibility in accepting documentation from the full range of theoretical and clinical perspectives. This approach will enhance consistency and provide stakeholders (students, prospective students, parents, and professionals) with the information they need to assist students in establishing eligibility for services and receiving appropriate accommodations.

The Academic and Disability Services Coordinator will maintain all documentation received in a confidential file, separate from the academic record, and will disclose the documentation only in accordance with the law or with the student’s consent.

1. A single test, an individualized education plan (IEP) or a 504 plan may not be considered sufficient for the purpose of diagnosis in all cases. The student’s documentation should consist of a comprehensive assessment battery that includes the following.

  • The Credentials of the Evaluator
  • Diagnostic statement identifying the disability
  • Description of diagnostic methodology
  • A description of current functional limitations
  • A description of progression or current stability of the disability.
  • A description of current and past accommodations, services and/or medications.
  • Specific recommendations for accommodations, adaptive devices, assistive services, compensatory strategies and/or collateral support services.

2. Tests for assessing Specific Learning Disabilities in adolescents and adults are critical to the diagnosis. The list of testing instruments listed below is not intended to be definitive or exhaustive.

  • Aptitude: Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability (Subtests 1-14); Wechsler Adult Intelligence Scale- Third Edition (WAIS-III); the Stanford-Binet Intelligence Scale; Fourth Edition.
  • Academic Achievement: Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement; the Nelson-Denny Reading Skills Test; Scholastic Abilities Test for Adults (SATA); or Woodcock Reading Mystery Tests-Revised.
  • Information Processing: Detroit Test of Learning Aptitude – 2 (DTLA-3); Information from subtest on the WAIS-III, or the Woodcock-Johnson Psychoeducational Battery-Revised; Tests of Cognitive Ability; Wechsler Memory Scale-II; Luria-Nebraska Neuropsychological Battery: or Halstead-Reitan Neuropsychological Battery.

Determination of reasonable and appropriate accommodations are made by the Director of Academic and Disability Services based on the clinician’s diagnosis, evaluation of that diagnosis (with the assistance of other qualified College personnel if needed), and the request for services by the student. Accommodations are always individually determined.

 ADHD Determination Criteria (PDF)