Documentation

This office is responsible for reviewing documentation and determining eligibility for students requesting disability-related accommodations at McNeese State University. Instructors should never accept or review medical or psychological reports if offered by a student to support a request for accommodation. Students should always be referred to the office of Services for Students with Disabilities to determine eligibility for services and accommodations.

*Physical Disability

Physical disabilities include: mobility impairments, hearing and visual impairments as well as temporary and chronic illnesses.
A diagnosis of a Physical Disability should include:

1. Disability diagnosis including a thorough description of the disabling condition and:
   • date of diagnosis;
   • date of onset;
   • prognosis.
   Information concerning onset and prognosis is important in determining appropriate accommodations.
2. Name, credentials, and license number of evaluator.
3. A statement of prescribed medications and dosage including monitoring schedule.
4. A schedule for on-going therapy.
5. A clear and specific statement of how the Physical Disability and/or the medication impacts adult functioning (specifically learning and college classroom).
6. Suggested appropriate classroom accommodations related to the impact of the disability and/or medication on learning or classroom requirements, substantiated by reference #4 above and evaluation information.

Psychological Disability

A diagnosis of a Psychological Disability should include:

1. A multiaxial diagnosis based on the Diagnostic and Statistical Manual of Mental Disorders.
2. A current diagnosis:
If testing is used in the diagnosis, include:
• the name of the instrument;
• administration date;
• all scores.
3. Name, credentials, and license number of the evaluator.
4. A statement of prescribed medications and dosage.
5. A clear and specific statement of how the Psychological Disability and/or the medication impacts adult functioning, specifically learning and college classroom requirements.
6. Suggested appropriate classroom accommodations substantiated by references to #6 above and evaluation information.

Attention Deficit Hyperactivity Disorder

Current assessment for Attention Deficit Hyperactivity Disorder (ADHD) should include:

1. A medical, family, and school history documenting the age of onset;
2. Clear evidence of interference with developmentally appropriate social, academic, or occupational functioning;
3. Interviews or rating scales completed by others who can comment on the person's behavior, such as parent, friend, or spouse;
4. Specific ADHD test which may include:
   • Test of Variables of Attention - TOVA
   • Gordon Diagnostic System - GDS
   • IVA Continuous Performance Test;
   • All test scores and data.
5. Diagnosis of ADHD according to criteria found in Diagnostic and Statistical Manual of Mental Disorders.
   • Neurologist/Psychiatrist:
   • reason for diagnosis
   • recommended drug therapy
   • Psychologist:
   • screen for LD testing: ability (WAIS-R) and achievement (Woodcock-Johnson, Revised)
   • tests of social and emotional adjustment (e.g., depression scales).
   • Include name(s), credentials, and license number of evaluator.
   • Clear and specific statement of how the disability substantially impairs adult functioning supported by information in the evaluation.

Learning Disability

1. Domains to be addressed for LD assessment must include:
   • Ability test: the preferred instruments are Wechsler Adult Intelligence Scale - Revised and/or Woodcock Johnson Test of Cognitive Ability - Revised.
   • Achievement test: the Woodcock-Johnson Psychoeducational Battery - Revised is the preferred instrument.
   • Tests of social and emotional adjustment.
   • All test scores and data should be included.
2. Clear and specific statement of how the disability substantially impairs adult functioning supported by information in the evaluation.
3. Testing must be current. In most cases, this means within the past three years.
4. The discrepancy (using Full Scale scores and Standard Achievement scores) between ability and achievement should be specifically shown as validation of the type of learning disability. The definition of Learning Disability and the specific categories found in the Diagnostic and Statistical Manual of Mental Disorders should be used to state the diagnosis.

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What is a reasonable accommodation?

Reasonable accommodations are determined by this office based on documentation received from the student. A reasonable accommodation of a disability can be defined as any reasonable adjustment of the learning environment which eliminates as much as possible, physical or instructional barriers to learning encountered by the student. The adjustment must be based on the individual student’s documented need and tailored to the specific student’s disability. The student’s physical accessibility to the classroom as well as the ability to fully participate in all course activities are both considered in the process of providing a reasonable accommodation.

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