Detailed Documentation Guidelines
Specific documentation for:
A copy of audiogram that indicates limitations in hearing. A copy of tuition waiver from the Department of Assistive and Rehabilitative Services – Division for Deaf and Hard of Hearing Services (DARS – DHHS) only indicates that an individual qualifies for a tuition waiver, but does not verify what accommodations are needed.
A copy of letter from an optometrist or ophthalmologist indicating limitations in vision. A copy of tuition waiver from the Department of Assistive and Rehabilitative Services – Division for Blind Services (DARS – DBS) only indicates that an individual qualifies for a tuition waiver, but does not verify what accommodations are needed.
Such as anxiety, post-traumatic stress disorders, depression, bipolar, etc. need to come from a licensed mental health professional including clinical social workers, counselors, psychologist, psychiatrists, and neurologist: A clear statement of disability, including DSM-IV diagnosis and summary of present symptoms must reflect the current impact that the psychiatric/psychological disability has on the student’s functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student’s specific request for accommodations). A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable. A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested. Medical information relating to the student’s needs , including the impact of medication on the student’s ability to meet the demands of the postsecondary environment.
Attention Deficit Disorder:
(Any cost-related expenses for obtaining documentation are borne by the student). A list of questionnaires, interviews and observations used to identify the ADD behaviors. A summary should include information regarding the onset, longevity and severity of the symptoms. A complete psycho-educational evaluation, including a cognitive assessment with a report of the interpretation of data. Information concerning the impact of the ADD on the educational setting, including functional limitations. Medication history and current recommendations regarding medication The exact DSM-IV diagnosis Information concerning co-morbidity
(Any cost-related expenses for obtaining documentation are borne by the student). Testing must be current within the last 3 years (older evaluation will be considered if assessment was performed after the age of 16 years of age). Students with a learning disability are required to submit comprehensive psychological and educational evaluation. Documentation with learning disability must include current measures of aptitude. (e.g., WAIS-R), achievement (e.g., current levels of functioning in reading, mathematics, and written language), and information processing. The test-report should include test scores/data. In the diagnostic-report, please include the names and titles of evaluators as well as the date(s) tested.
Services and/or support are not retroactive. Students receive services once they have met with CASS to determine eligibility and needed accommodations. Pending receipt of documentation: CASS reserves the right to deny services and/or accommodations. At CASS’s discretion, limited services can be provided for one semester while documentation is being submitted to the department.