1. A diagnostic statement identifying the disability, date of the current
diagnostic evaluation, and the date of the original diagnosis.
The diagnostic systems used by the Department of Education, the State Department of
Rehabilitative Services or other State agencies and/or the current editions of either the
Diagnostic Statistical Manual of the American Psychiatric Association (DSM) or the
International Statistical Classification of Diseases and Related Health problems of the
World Health Organization are the recommended diagnostic taxonomies.
2. A description of the diagnostic criteria and or diagnostic test used.
This description should include the specific results of diagnostic procedures, diagnostic
tests utilized, and when administered. When available both summary and specific test
scores should be reported as standard scores and the norming population identified. When
standard scores are not available, the mean, standard deviation, and the standard error of
measurement are requested as appropriate to the construction of the test.
Diagnostic methods should be congruent with the disability and current professional
practices within the field. Informal or non-standardized evaluations should be described
in enough detail that a professional colleague should understand their role and
significance in the diagnostic process.
3. A description of the current functional impact of the disability.
The current functional impact on physical, perceptual, cognitive, and behavioral abilities
should be described either explicitly or through the provision of specific results from
the diagnostic procedures. Currency will be evaluated based on the typical progression of
the disability, its interaction with development across the life span, the presence or
absence of significant events (since the date of the evaluation) that would impact
functioning, and the applicability of the information to the current context of the
request for accommodations.
4. Treatments, medications, assistive devices/services currently prescribed
or in use.
A description of treatments, medications, assistive devices, accommodations and/or
assistive services in current use and their estimated effectiveness in ameliorating the
impact of the disability. Significant side affects that may impact physical, perceptual,
behavioral or cognitive performance should also be noted.
5. A description of the expected progression or stability of the impact of
the disability over time should be included.
This description should provide an estimate of the change in the functional limitations of
the disability over time and/or recommendations concerning the predictable needs for
6. The credentials of the diagnosing professionals.
Information describing the certification, licensure, and/or the professional training of
individuals conducting the evaluation should be provided.
Beyond the six elements expected to be included in documentation; recommendations for
accommodations, adaptive devices, assistive services, compensatory strategies, and/or
collateral support services will be considered.
Based on the context of the diagnostic evaluation, recommendations for specific
accommodations, adaptive devices, and/or assistive services that may ameliorate the
functional impact of the disability and provide fuller access should be described. As
appropriate, recommendations for collateral medical, psychological, and/or educational
support services or training that would be beneficial may also be included.
Recommendations from professionals with a history of working with the individual provide
valuable information for the review process. They will be included in the evaluation of
requests for accommodations and/or auxiliary aids. Where such recommendations are
congruent with the programs, services, and benefits offered by the college, they will be
given deference. When recommendations go beyond services and benefits that can be provided
by the College they may be used to suggest potential referrals to area services providers