Please note that Walsh University does not provide testing or assessment to determine disability. Please contact the Director of Accessibility Services, Meredith Soduk, at msoduk@walsh.edu if you would like information regarding outside service providers.

Documentation Guidelines for Persons with a Learning Disability

Students requesting accommodations for a learning disability must provide proof of a current learning disability. If testing is older than three years, a letter may need to be submitted providing proof of current disability or an updated assessment may be required.

The diagnosis of a learning disability must be based on a comprehensive assessment battery with the resulting diagnostic report to include a diagnostic interview, an assessment of aptitude/cognitive ability, academic achievement, and information processing. Actual test scores (stated as grade equivalents, standard scores and percentiles) from identified, formalized evaluation instruments must be provided.

The practitioner must provide an interpretative diagnostic summary that includes:

  • Evidence that the evaluator ruled out other explanations for academic problems
  • A description of how the learning disability was determined, i.e., use of patterns in cognitive ability, achievement, and information processing
  • A description of the limitation to learning caused by the disability
  • An explanation as to why specific accommodations are needed and how the accommodations will mediate the specific disability

Students requesting accommodations for a learning disability must submit one or more of the following for review:

  • Most recent Individualized Education Plan (IEP) and Evaluation Team Report (ETR)
  • Documentation of accommodations for a learning disability from another college or university
  • Individualized evaluation and recommendations from a qualified treating professional that supports the need for accommodations

Documentation Guidelines for Persons with Attention-Deficit/Hyperactivity Disorder (ADHD)

Students requesting accommodations for ADHD must provide proof of a current diagnosis. Because of the changing nature of ADHD testing must also be recent, administered within the last three years.

The diagnosis of ADHD must be consistent with the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-V) and be indicated by documented evidence of both early and persistent patterns of inattention or hyperactivity-impulsivity.

The practitioner providing the documentation must confirm the diagnosis in accordance with this criterion and provide clear evidence that:

  • The current symptoms have been present for at least six months
  • The impairment is present in two or more settings
  • Significant impairment in social, academic, or occupational functioning exist
  • The symptoms cannot be better accounted for by another mental or pervasive developmental disorder

The practitioner must have made the diagnosis following an assessment of intellectual ability, memory function, and attention or tracking tests and continuous performance tests. The practitioner must provide:

  • Actual test scores (stated as grade equivalents, standard scores, and percentiles)
  • An interpretative diagnostic summary indicating other diagnoses or explanations for the symptoms or behaviors have been ruled out
  • A description as to how patterns of behaviors across the life span and across settings are used to determine the presence of ADHD
  • A statement as to whether the applicant was evaluated while on medication and whether the prescribed treatment produced a positive response
  • A statement regarding the substantial limitation to learning that results from ADHD
  • A statement as to why specific accommodations are needed and how the accommodations will mediate the ADHD

Students requesting accommodations for ADHD must submit one or more of the following for review:

  • Most recent Individualized Education Plan (IEP) and Evaluation Team Report (ETR)
  • Documentation of accommodations for ADHD from another college or university
  • Individualized evaluation and recommendations from a qualified treating professional that supports the need for the accommodations

Documentation Guidelines for Persons with a Psychological Disability

Students requesting accommodations for a psychological disability must provide proof of a current psychological disability. Because of the changing nature of psychological disorders, documentation must also be recent, within the last 12 months. A psychological diagnosis does not always qualify a person as having a disability.

Students requesting accommodations for a psychological disability must submit one or more of the following for review:

  • Walsh University Certification of Psychological Disability Form completed by a qualified diagnosing professional. Forms can be obtained from the Counseling Services webpage or at the Counseling Services office. The diagnosing professional must have expertise in differential diagnosis of the documented psychological disorder.
  • Documentation of recent accommodations for the psychological disorder from another college or university.

Documentation Guidelines for Persons with a Physical Disability

Students requesting accommodations for a physical disability must provide proof of a current physical disability. Because of the changing nature of physical conditions documentation must also be recent, within the last 12 months. A physical condition does not always qualify a person as having a disability.

Students requesting accommodations for a physical disability must submit one or more of the following for review:

  • Walsh University Certification of Physical Disability Form completed by a qualified diagnosing professional. Forms can be obtained in Student Affairs. The diagnosing professional must have expertise in differential diagnosis of the documented physical disorder or condition and follow established practices in the field.
  • Documentation of recent, within 12 months, accommodations for the physical disorder from another college or university.