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Contact Us:
Crawford Center | 
200 Glasgow Road

Edinboro, PA 16444
(814) 732-2462 voice/tty
FAX (814) 732-2866


Edinboro University of Pennsylvania is an equal opportunity education institution and employer and will not discriminate on the basis of race, color, national origin, sex, sexual orientation and disability in its activities, programs or employment practices as required by Title VI, Title VIITitle IX, Section 504, ADEA and the ADA.

For information or assistance regarding services, activities and facilities that are accessible to and used by persons with a disability, contact the, Office for Students with Disabilities at the Crawford Center (814-732-2462 V/TTY).

For information regarding civil rights or grievance procedures and for inquiries concerning the application of Title IX and its implementing regulation, contact Ms. Valerie O. Hayes, J. D. Director of Social Equity, / University Title IX Coordinator, 207 Reeder Hall, 219 Meadville Street, Edinboro, PA 16444 (814-732-2167). Additionally, inquiries concerning Title IX and its implementing regulation can be made to the U.S. Department of Education, Office of Civil Rights.

ERRORS:   To report broken links, inaccurate information, updates, or suggestions on the Office of Students with Disabilities web pages, please send an email to Kimberly Kennedy

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ADD Documenatation




This checklist is intended to smooth the transition from high school to college for students with disabilities who plan to attend one of Pennsylvania's State System of Higher Education universities.  Students must provide the university with current and complete documentation of their disability prior to arrangement of services.

  General requirements for documentation of Attention Deficit/Hyperactivity Disorder are listed below.  Since documentation must be current (assessment preferably completed/updated within the past three years), you may need to be reevaluated.  A more detailed discussion of assessment is available for professionals performing evaluations for attention deficit disorder and can be obtained by viewing the Educational Testing Service criteria at, from which these guidelines have been adapted. Please call the Office for Students with Disabilities at Edinboro University of PA with any questions or concerns: 814-732-2462.


  Qualified evaluator:

AD/HD: licensed or certified psychologist or neuropsychologist, psychiatrist or other relevantly trained medical doctors: Comprehensive training and relevant experience in differential diagnosis and the full range of psychiatric disorders is essential.

  • Assessment report: 
  • is completed by an evaluator experienced working in with adolescents/adults with AD/HD
  • is typed on letterhead, dated, signed and legible
  • includes name, title and professional credentials of the evaluator are clearly stated.  



  • Documentation must be current (completed within the past three years) so that accommodations are based upon the impact of the student's disabilities on his or her academic performance upon entry to college.
  • Assessment report is appropriate (includes current deficits and effect on academic functioning)

Attention deficit disorders assessment includes:

  • Evidence of early impairment
  • Evidence of current impairment including current functional limitations
  • Statement of the problem including complete developmental, academic and behavioral history
  • Relevant medical and medication history, including the absence of a medical basis for the symptoms being evaluated
  • Prior psycho-educational test results
  • Complete intellectual assessment with all subtests and standard scores reported
  • Comprehensive academic achievement battery with all subtests and standard scores
  • Specific areas of information processing (memory, auditory/visual perception, processing speed, executive functioning, motor ability)
  • Statement of specific diagnosis including DSM-IV Criteria
  • Description of current functional limitations pertaining to an educational setting that are presumably a direct result of problems with attention
  • Alternative diagnoses or explanations should be ruled out



  • Degree to which disability impacts the individual in a learning context
  • Specific recommendations for accommodations that would be appropriate at the college level
  • Explanation of how each accommodation is substantiated through the assessment
  • Evidence that accommodation is necessary even with pharmacological treatment