Clark University requires that all students who are requesting accommodations submit recent (in most instances recent is considered to be within the past three years) documentation. This documentation is used to determine eligibility for accommodations. Documentation must clearly state the diagnosed disability, the functional limitations resulting from the disability, how these limitations impact academic performance, and include recommendations for accommodations. It should be typed with the provider's official letter head, dated, and signed. If documentation does not meet this criteria, then additional documentation may be required.
Individualized Education Plans and 504 Plans are not considered sufficient documentation, but may be included with the necessary documentation.
Learning Disabilities and Attentional Disabilities:
Students requesting accommodations on the basis of cognitive, attentional, or learning disabilities should provide a neuropsychological or psycho-educational evaluation conducted by an appropriately licensed professional* that clearly diagnoses a disability and/or provides records showing the history of a disability.
This evaluation should include the results of a formal assessment including aptitude assessment, achievement assessment, and diagnostic interview. Test scores, including raw scores and standard scores must be included in the report or as an attached summary of test scores.
Examples of tests used includes:
- Recognized IQ test, such as the WAIS-R
- Psycho-educational testing such as Woodcock Johnson Psycho-educational Battery revised, Weschler Individual Achievement Test, Test of Written Language-3, Nelson-Denny Reading Test, Woodcock Reading Mastery Test-R, Scholastic Ability Test for Adults, Detroit Test of Learning Aptitude 3, assessment instruments sensitive to ADHD issues
The evaluation must include DSM or ICD diagnosis, as well as specific recommendations for academic accommodations.
*Appropriately licensed professional must be trained in psychiatric, psychological, or neuropsychological assessment. This may include but is not limited to a physician, licensed clinical psychologist, neuropsychologist, or educational psychologist.
Disease-Related, Mobility (Physical), Sensory or Systemic Disabilities:
Students requesting accommodations on the basis of disease-related, mobility (physical), sensory, or systemic disabilities must provide documentation from his or her doctor consisting of:
- An identification of the disabling condition(s).
- An assessment of the functionally limiting manifestations of the condition(s) for which accommodations are being requested.
- Suggestions as to how the functionally limiting manifestations of the condition(s) may be accommodated.
The answers to these questions will provide a clear picture of the student's limitations. If the disability is progressive or if the student experiences any change in the severity that would affect the accommodations, updated documentation that reflects the change in status must be provided.
An appropriately licensed professional should provide medical documentation of disability. The report should include the psychiatric history, current status, and if appropriate, medical and neurological reports. In most cases the report must be within the last year and must include DSM diagnosis, how the disability(ies) will affect the student, and recommendations for academic accommodations.
If the disability is progressive or if the student experiences any change in the severity that would affect the accommodations, updated documentation that reflects the change in status must be provided.