Requirements for Reports

Requirements for Reports Documenting AD/HD

Western Illinois University's office of Disability Support Services (DSS) facilitates accommodations and services for qualified students with disabilities enrolled at Western. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) protects students from discrimination on the basis of disability and ensures the provision of reasonable accommodations. The following documentation guidelines establish that a student is eligible for accommodations and services under these laws, demonstrate that the disability produces a significant, functional impact on a major life activity, and support the student's request for accommodations. All professional reports or letters from physicians should be type-written on professional letterhead, dated, and signed.

Qualified Evaluator

Professionals conducting assessments and rendering diagnoses of Attention Deficit/Hyperactivity Disorder must have comprehensive training and relevant experience with evaluating adults with AD/HD (psychologists, neuropsychologist, educational psychologists, and relevantly trained medical doctors).

The Professional Evaluator's Documentation Checklist is available in Adobe PDF format and requires Adobe Reader, a free download. Alternative formats are available upon request by emailing disability@wiu.edu, calling 309/298-2512 or TT 309/298-1856.

Current Documentation

DSS professionals must be able to ascertain the current impact of the condition in order to determine appropriate accommodations. Therefore, a comprehensive assessment of the condition must be recent (no more than 3 years old).

Comprehensive Report

A comprehensive report should include the following information:

Presenting concerns
Childhood diagnosis or retroactive diagnosis
Developmental, educational, and accommodation history
Information from self-report and third-party report (when possible)
Objective tests of sustained attention
Summary of the observations of the professional
Measures taken to rule-out alternative causes
Information regarding medication and any effects the medication has on performance in an academic setting
Definitive diagnostic statement
An Individualized Education Plan (IEP) or Individualized Transition Plan (ITP) does not meet documentation requirements.

Need for Accommodations

The report should describe the current and significant functional limitations that warrant accommodations and contain recommendations for accommodations that are directly linked to those limitations. Accommodations are not provided for areas of weakness or mild conditions.