This includes pervasive developmental disorders including Autism, Spectrum Disorders, Asperger's Syndrome and others.
Documentation necessary to substantiate a disability should include:
A specific diagnosis that conforms to DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4 th Edition). A criteria for Autism, Asperger's Syndrome, or Pervasive Developmental Disorder – Not Otherwise Specified.
Current functional limitations on major life activities resulting from the Autism spectrum disorder to include, but not be limited to: communication or language skills, social interaction, restricted, repetitive and/or stereotyped patterns of behavior and activities, sensory functioning and sensitivity to environmental conditions, and motor planning. Evidence to support the function limitations this statement may include aptitude testing, standardized tests of language skills, clinical and teacher observations, and standardized scales of symptoms related to autism. Recommendations for accommodations related to function and their rationale should be stated and any other strategies or services that may benefit the individual in a higher education environment.
A qualified professional must conduct the evaluation:
An evaluation must be conducted by a qualified professional. Professionals conducting assessment should have appropriate training in diagnosing psychiatric conditions. The name, title, and professional credentials of the evaluator, including information about license or certification should be clearly stated in the documentation. All reports should be on letterhead, dated, signed, and otherwise legible. Qualified Professionals include :Psychologist, Licensed Clinical Psychologists, Neuropsychologists, Psychiatrists and other relevantly trained medical doctors.
Documentation should be current:
The provision of accommodations is based upon assessment of the current impact of the student's disabilities. Documentation that is outdated or inadequate in scope or content, does not address the student's current level of functioning, or does not address changes inthe student's performance since the previous assessment was conducted, may not support requested accommodations. When appropriate, additional supportive documentation will be requested.