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Criteria for Documentation

Students with disabilities who are requesting accommodations from AAMU must submit
documentation of their disability to the Accommodations and Accessibility Services Office. Guidelines from the Association on Higher Education and Disability (AHEAD), Section 504 of the Rehabilitation Act of l973 and the Americans with Disabilities Act of 1990 state that qualified students with disabilities who meet the admission and academic standards of Alabama A&M University are entitled to reasonable accommodations. Under these laws, a disability is defined as any physical or mental impairment that substantially limits a major life activity. Having a history of impairment, or being perceived as having impairment may also qualify one as an individual with a disability. It is the student’s responsibility to disclose his/her needs and provide appropriate documentation to Accommodations and Accessibility Services. Documentation costs are the student’s responsibility.

Accommodations and Accessibility Services cannot accept documentation that is more than three years old (one year for psychiatric disabilities). Usually, documentation accepted by Accommodations and Accessibility Services is valid as long as the student is continuously enrolled at AAMU. However, updated documentation may be requested if a student leaves AAMU and returns, or if a student experiences a significant change in physical, mental, or social situation.

Confidentiality of Information

Accommodations and Accessibility Services is the only AAMU office that has access to documentation and information related to a student’s disability. (Documentation is maintained securely and disability diagnoses are kept confidential.) In addition, confidentiality is maintained in all verbal conversations between Accommodations and Accessibility Services staff and registered students and faculty/staff. Generally, no information is released to anyone outside of Accommodations and Accessibility Services without the student’s informed and written consent. Accommodations and Accessibility Services may release information to AAMU officials if there is a direct threat to the health or safety of AAMU students, faculty, and/or staff. Documentation is destroyed seven years after the last semester students are enrolled at AAMU.

When submitting documentation, please note that all reports should be typed on letterhead, dated and signed. A High School IEP, 504 Plan, and /or a letter from a physician or other professional will not be sufficient to document a learning disability. Medication cannot be used to imply a diagnosis.

Documentation Requirements for Mobility, Sensory, and Systemic Disorders

All reports should be typed on letterhead, dated and signed.

  1. Qualifications of the Evaluator – The evaluator’s name, title, and
    license/certificate credentials must be stated.
  2. Current Documentation – Evaluation data must be no more than one year old.
  3. History to Support Diagnosis – A description of the duration and severity of the
    disorder must be included. In addition, relevant medical, familial, and social
    histories should be included.
  4. Assessment of Mobility, Sensory, and/or Systemic Disorder – A description of
    current symptoms and current treatments must be included. If the student is taking any
    medication related to the disability, the evaluator should describe the impact of that
    medication on the student’s ability to participate in an academic environment.
          1. Statutory blindness is defined in the law as central visual acuity of 20/200 or
            less in the better eye with the use of correcting lens. An eye which has a limitation
            in the field of vision so that the widest diameter of the visual field subtends an
            angle no greater than 20 degrees is considered to have a central visual acuity of
            20/200 or less.” (as required by the Social Security Administration Code of
            Federal Regulations § 404.1581).
                  • Examples of acceptable documentation proving legal blindness
                    would be an eye report from an ophthalmologist, a statement from a
                    physician, certified vocational rehabilitation counselor or low vision
                    specialist.
          2. Statutory deafness is defined as a hearing impairment that is so severe that
            the individual is impaired in processing linguistic information through hearing, with
            or without amplification, that adversely affects a child's educational performance.
  5. Diagnosis – A SPECIFIC statement that the student is diagnosed with a particular
    disorder, including the DSM-V or ICD-10 diagnostic (numeral) code, is required.
  6. Substantial Limitation to Learning – Mobility, sensory, or systemic disability must
    limit a major life activity, such as walking, learning, seeing, or sleeping, and there must
    be a significant limitation relative to what is common to the ‘average’ person. The
    evaluator must describe the major life activity affected by the disability and describe
    how the disability presents a substantial limitation to academic performance.
  7. Recommendations for Accommodations – The report must include specific
    recommendations for academic accommodations and the rationale for those
    accommodations. A history of accommodations does not, in itself, warrant the provision
    of similar accommodations at AAMU.

Documentation Requirements for Psychological Disorders

All reports should be typed on letterhead, dated and signed.

  1. Qualifications of the Evaluator – The evaluator’s name, title, and
    license/certificate credentials must be stated.
  2. Current Documentation – Evaluation data must be no more than one year old.
  3. History to Support Diagnosis – A description of the duration and severity of the
    disorder must be included. In addition, relevant medical, familial, and social
    histories should be included.
  4. Assessment of Psychiatric Disorders – The evaluator should include specific
    evaluation data to support a diagnosis of a psychiatric disorder. Results of
    standardized assessments, rating scales, or checklists are important, but need
    not be the sole criterion for a diagnosis of a psychiatric disorder. A description of
    current symptoms and current treatments must be included. If the student is
    taking any medication related to the disability, the evaluator should describe the
    impact of that medication on the student’s ability to participate in an academic
    environment.
  5. DSM-V or ICD-10 Diagnosis – A SPECIFIC statement that the student is
    diagnosed with a particular disorder, including the DSM-V or ICD-10 diagnostic
    (numeral) code, is required.
  6. Substantial Limitation to Learning – A psychiatric disability must limit a major
    life activity, such as learning, sleeping, or working, and there must be a
    significant limitation relative to what is common to the ‘average’ person. The
    evaluator must describe the major life activity affected by the psychiatric disability
    and describe how the disability presents a substantial limitation to academic
    performance.
  7. Recommendations for Accommodations – The report must include specific
    recommendations for academic accommodations and the rationale for those
    accommodations. A history of accommodations does not, in itself, warrant the
    provision of similar accommodations at AAMU.

Documentation Requirements for Traumatic Brain Injury (TBI)

All reports should be typed on letterhead, dated and signed.

  1. Qualifications of the Evaluator – The evaluator’s name, title, and license/certificate
    credentials must be stated.
  2. Current Documentation – Evaluation data must be no more than three years old.
  3. History to Support Diagnosis – A description of the duration and severity of the
    injury must be included. In addition, date of diagnosis, last contact with the individual,
    approximate date of onset, and symptoms should be included.
  4. Assessment of Cognitive Abilities and Educational Achievement – The
    evaluator should provide an assessment of the student’s cognitive abilities, including
    processing speed and memory (post-rehabilitation and within one year). Also, standard
    scores from individually administered, standardized achievement tests must be
    reported. The evaluator should assess reading comprehension, written language,
    spelling, and mathematical abilities. If the student is taking any medication related to the
    disability, the evaluator should describe the impact of that medication on the student’s
    ability to participate in a college environment.
  5. DSM-V or ICD-10 Diagnosis – A SPECIFIC statement that the student is diagnosed
    with a neurological injury, including the DSM-V or ICD-10 diagnostic (numeral) code, is
    required.
  6. Substantial Limitation to Learning – The disability must limit a major life activity,
    such as walking, learning, or working, and there must be a significant limitation relative
    to what is common to the ‘average’ person. The evaluator must describe the major life
    activity affected by the disability and describe how the disability presents a substantial
    limitation to academic performance.
  7. Recommendations for Accommodations – The report must include specific
    recommendations for academic accommodations and the rationale for those
    accommodations. A history of accommodations does not, in itself, warrant the provision
    of similar accommodations at AAMU.

Documentation Requirements for Learning Disabilities (LD)

All reports should be typed on letterhead, dated and signed.

A High School IEP, 504 Plan, and /or a letter from a physician or other professional will not be sufficient to document a learning disability. Medication cannot be used to imply a diagnosis.

The following must be included in a report:

  1. Qualifications of the Evaluator – The evaluator’s name, title, and
    license/certificate credentials must be stated.
  2. Current Documentation – Evaluation data must be no more than three years
    old.
  3. Academic History – Academic history documenting impact of learning
    disability.
  4. Neuropsychological or psychoeducational assessments - Data should
    include subtest and standard scores to support conclusions, and should at least include
    most recent versions of a comprehensive intelligence battery and a comprehensive
    achievement battery.

    All reports must include an interpretation of test results. Test protocol sheets,
    handwritten summary sheets or scores alone are not sufficient.

    Acceptable instruments – Aptitude / Cognitive ability
        • Wechsler Adult Intelligence Scale III (or latest version). The WAIS is the
          preferred instrument
        • Woodcock-Johnson Psychoeducational Battery – Revised: Test of Cognitive
          Ability
        • Stanford-Binet Intelligence Scale

Unacceptable instruments – Aptitude / Cognitive ability

        • The Kaufman Brief Intelligence Test (KBIT) is not a comprehensive measure and
          is therefore not suitable for documentation purposes at AAMU
        • Wechsler Intelligence Scale for Children (WISC) – this instrument is not
          standardized for use with adults

Acceptable instruments – Academic Achievement

        • The Woodcock-Johnson Psychoeducational Battery – Revised: Test of
          Achievement
        • Wechsler Individual Achievement Test (WIAT)
        • Standard Test of Academic Skills (TASK)
        • Scholastic Abilities Test for Adults (SATA)
        • Specific achievement tests such as Test of Written Language – 3 (TOWL-3),
          Woodcock Reading Mastery Tests – Revised, or the Stanford Diagnostic
          Mathematics Test

Unacceptable instruments – Academic Achievements

        • The Wide Range Achievement Test (WRAT)
        • Mini-Battery of Achievement (These are not comprehensive measures of
          achievement and are therefore not suitable for documentation purposes at USA).

V. Functional Limitations - Defined levels of functioning, limitations, and
recommendations supported by evaluation data.

VI. Diagnosis – DSM-V code and clearly stated diagnosis of a learning disability based
upon DSM-V criteria and supported by several subtest scores which show a significant
discrepancy AND are at least approaching one SD below the mean of the test (in most
cases, the mean is 100 with a SD of 15).

VII. Recommendations for Accommodations - The report must include specific
recommendations for academic accommodations and the rationale for those
accommodations. A history of accommodations does not, in itself, warrant the provision
of similar accommodations at USA

Documentation Requirements for Attention Deficit Hyperactivity Disorder (ADHD)

All reports should be typed on letterhead, dated and signed. A High School IEP, 504 Plan, and /or a letter from a physician or other professional will not be sufficient to document a learning disability. Medication cannot be used to imply a diagnosis.

The following must be included in a report:

  1. Qualifications of the Evaluator – The evaluator’s name, title, and license/certificate
    credentials must be stated.
  2. Current Documentation – Evaluation data must be no more than three years old.
  3. Evidence of early impairment - The condition must have been exhibited in childhood
    in one or more settings. Please include a brief academic history.
  4. Evidence of current impairment - In addition to the individual’s history,
    documentation of current difficulties must include the student’s clinically significant
    impairment in current social, academic, or occupational functioning. Must include
    evidence of impairment in two or more settings. Please include a description of how this
    individual is functionally limited in the classroom.
  5. Historical Information, Diagnostic Interview, Psychological Evaluation
        1. Developmental history, including history of symptoms
        2. Duration and severity of the disorder
        3. Relevant, developmental, historical, and familial data
        4. Behavioral Assessment Instruments for ADHD normed on adults; these should
          include at least two ratings scales (with scores and summary data) completed by
          individuals other than parents (preferably teachers).
  6. Neuropsychological or psychoeducational assessments - Such
    assessments are necessary to determine the current impact of the disorder on the
    individual’s ability to function in an academic setting. Data should include subtest and
    standard scores to support conclusions, and should at least include most recent
    versions of a comprehensive intelligence battery and a comprehensive achievement
    battery. (Note: Assessments such as checklist and rating scales are very important, but
    checklists, scales or subtest scores should not be used as the sole criterion for a
    diagnosis of ADHD.)

All reports must include an interpretation of test results. Test protocol sheets,
handwritten summary sheets or scores alone are not sufficient. Acceptable
instruments – Apti