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Psychiatric Documentation

 

DOCUMENTATION OF PSYCHIATRIC DISABILITIES CHECKLIST
EDINBORO UNIVERSITY OF PENNSYLVANIA

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 Psychiatric Disabilities 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 psychiatric disorders and can be obtained by viewing the Educational Testing Service criteria at www.ets.org/disability.html, 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.

QUALIFICATIONS OF EVALUATOR

Qualified evaluator:
Psychiatric Disabilities: licensed psychologist or neuropsychologist, psychiatrist, neuropsychiatrist or other relevantly trained medical doctors: Comprehensive training and relevant experience in differential diagnosis and the full range of psychiatric disorders is essential. Documentation may be provided from more than one source when a clinical team approach consisting of a variety of educational, medical, and counseling professionals has been used.

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

DOCUMENTATION:
Documentation must be current so that accommodations are based upon the impact of the student’s disabilities on his or her academic performance upon entry to college. If the diagnostic report is more than six months old, a letter must be submitted from a qualified professional that provides an update of the diagnosis, a description of the student’s current level of functioning during the preceding six months, and a rationale for the requested testing accommodations.

Assessment report is appropriate (includes current deficits and effect on academic functioning)

A specific diagnosis based on DSM-IV-TR or ICD-10 diagnostic criteria, citing the specific objective measures used to substantiate the diagnosis

A description of current functional limitations in the academic environment as well as across other settings

Statement of the problem including complete developmental, academic and behavioral history

Relevant medical and medication history, including the anticipated impact on the student in the academic setting

Relevant information regarding current treatment:
If relevant to the requested accommodations, a description of the expected progression or stability of the impact of the conditions over time

Alternative diagnoses or explanations should be ruled out

Refer to the ETS website for guidelines for multiple diagnoses

ACCOMMODATIONS:
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

NOTE: Accommodations will be provided only when a clear and convincing rationale is made for the necessity of the accommodation. A diagnosis in and of itself does not automatically warrant approval of requested accommodations. For example, test anxiety alone is not a sufficient diagnosis to support requests for accommodations. Evaluators must provide specific rationales and justifications for the accommodation. A prior history of accommodations, without demonstration of the current need, does not in and of itself warrant the provision of accommodations. If there is no prior history of accommodations, the evaluator must include a detailed explanation of why the accommodations were not needed in the past, and why they are now currently being requested.