Documentation Guidelines

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of Asperger’s/Autism Disorder.

Students requesting disability related services are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

Students requesting accommodations on the basis of Asperger’s/Autism must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of knowledge of Asperger’s/Autism. Qualified professionals include developmental medical doctors or licensed psychologists. Assessment from a general practitioner, physician assistant, or registered nurse will not suffice.

Note: A school plan such as an Individualized Educational Plan (IEP), Summary of Performance (SOP), or 504 Plan are not sufficient documentation. Documentation must give clear and specific evidence of Asperger’s/Autism. A brief statement on a prescription form is not acceptable.

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Acceptable Documentation Should Include:

1. Testing must involve a comprehensive psycho-educational evaluation. The following must be assessed and must include a review of academic record:
   1. Aptitude: The Wechsler Adult Intelligence Scale* with subtest scores is a preferred instrument. The Woodcock Johnson Psycho-Educational Battery Test of Cognitive Ability* or the Stanford-Binet Intelligence Scale* are acceptable.
   2. Achievement: Assessment of academic ability in the areas of reading, writing, and math is required. Suggested instruments include: Woodcock-Johnson Psycho-Educational Battery *Tests of Achievement; Stanford Test of Academic Skills (TASK), or other specific achievement tests such as The Test of Written Language (TOWL)*, Woodcock Reading Mastery Tests*, or the Stanford Diagnostic Mathematics Test*. The Wide Range Achievement Test is not suitable as a sole measure of achievement.
   3. Information Processing: Specific areas of information (e.g., short and long term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Use of the subtests from the Wechsler Adult Intelligence Scale* or the Woodcock-Johnson Psycho-Educational Battery Test of Cognitive Ability* are acceptable.

   *Current edition to date of the evaluation

2. Specific Diagnosis: Comprehensive neuropsychological examination. This should not merely refer to symptoms but demonstrate that a specific DSM-IV-TR code and criteria have been met.
3. Suggestions of reasonable accommodations are necessary. These suggestions should be linked to the impact of the disability.
4. Current Social/Emotional functioning: If not in neuropsychological evaluation, then by a separate evaluator.

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Important Note

Note: The professional conducting the assessment and rendering the diagnosis of Asperger’s/Autism must be qualified to do so. The person who signs the report must be the one who conducts the evaluation and writes the report. Documentation by family members, immediate or otherwise, is not acceptable.

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of a hearing impairment.

Students requesting disability related services are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

Students requesting accommodations on the basis of a hearing impairment must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of knowledge of hearing impairments.

Note: A school plan such as an Individualized Educational Plan (IEP), Summary of Performance (SOP), or 504 Plan are not sufficient documentation. Documentation must give clear and specific evidence of the hearing impairment. A brief statement on a prescription form is not acceptable.

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Acceptable Documentation Should Include:

1. Students who are deaf or hard of hearing must provide documentation consisting of:
   1. An audiological evaluation and/or audiogram; and
   2. An interpretation of the functional implications of the diagnostic data.
2. A medical summary which:
   1. Indicates the substantial limitations to major life activities posed by the disability,
   2. Describes the extent to which these limitations would impact the student in the academic context for which accommodations are being requested,
   3. Describes any functionally limiting manifestations of the condition(s) relevant to participation in any aspect of college life, and
   4. Includes a statement regarding the use of hearing aids or cochlear implants (if appropriate).
3. A medical statement if there is a need for a sign language interpreter and if the student is knowledgeable in American Sign Language.

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Important Note

Note: The professional conducting the assessment and rendering the diagnosis of a hearing impairment must be qualified to do so. The person who signs the report must be the one who conducts the evaluation and writes the report. Documentation by family members, immediate or otherwise, is not acceptable.

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of a Head Injury/Traumatic Brain Injury (TBI).

Students requesting disability related services are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

Students requesting accommodations on the basis of Head Injury/Traumatic Brain Injury (TBI) must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disabilities—e.g., licensed clinical psychologist, neuropsychologist, psychiatrist, or other relevantly trained medical doctors.

Note: A school plan such as an Individualized Educational Plan (IEP), Summary of Performance (SOP), or 504 Plan are not sufficient documentation.

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Acceptable Documentation Should Include:

1. Evaluations must be comprehensive and must include the DSM-IV-TR Code for Head Injury or Traumatic Brain Injury (TBI). Evidence of current and functional limitations must also be included.
2. Neuropsychological or psycho-educational assessments that have information and/or test scores to rule out possible diagnoses, including medical and psychiatric disabilities, as well as educational factors that impact the individual and may result in behaviors associated with Head Injury or Traumatic Brain Injury (TBI).
   

   Note: Provide your evaluator with a copy of the Guidelines for Documentation of Learning Disabilities for further explanation.

3. A clinical summary which:
   1. Indicates the substantial limitations to major life activities posed by the disability, and
   2. Describes the extent to which these limitations would impact the academic context for which accommodations are being requested.
4. Documentation should reflect the current level of functioning and is dependent on the condition, the current status of the student, and the student’s request for reasonable accommodations. Suggestions of reasonable accommodations are necessary and should be linked to the impact of the disability.
5. Regarding medication, please provide information about the effects of medication, which may have an impact on the student’s ability to perform.

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Important Note

Note: The professional conducting the assessment and rendering a diagnosis of Head Injury or Traumatic Brain Injury (TBI) must be qualified to do so. The person who signs the report must be the one who conducts the evaluation and writes the report. Documentation by family members, immediate or otherwise, is not acceptable.

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of a learning disability.

Students requesting disability related services are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

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Acceptable Documentation Should Include:

1. 1. Current Impact: Documentation must be up-to-date, and evaluations must be administered using adult-based norms. Child-based norms are not acceptable and cannot be used to determine appropriate accommodations and services.
      

      Note: Documentation validating a history of having received services based on a disability may, in some cases, be sufficient to establish eligibility for services on a one-semester basis while updated documentation is being secured.

   2. Qualified Evaluator: The evaluation must be performed by a clinical or educational psychologist who specializes in learning disabilities. The evaluator’s professional credentials—including licensing, certification, and areas of specialization—must be clearly stated in the report. Assessments from physicians, general practitioners, physician assistants, or registered nurses are not acceptable.
      

      Note: Documentation by family members, immediate or otherwise, is not acceptable.

   3. Comprehensive Psycho-Educational Evaluation: Testing must include the following areas:
      1. Aptitude: The Wechsler Adult Intelligence Scale (with subtest scores) is the preferred instrument. The Woodcock-Johnson Psycho-Educational Battery Test of Cognitive Ability* or the Stanford-Binet Intelligence Scale are acceptable alternatives.
      2. Achievement: Assessment of academic ability in reading, writing, and math is required. Acceptable instruments include the Woodcock-Johnson Psycho-Educational Battery Tests of Achievement, Stanford Test of Academic Skills (TASK), or other specific achievement tests such as The Test of Written Language (TOWL), Woodcock Reading Mastery Tests, or the Stanford Diagnostic Mathematics Test. The Wide Range Achievement Test is not suitable as a sole measure of achievement.
      3. Information Processing: Specific areas of information (e.g., short-term and long-term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Subtest scores from the Wechsler Adult Intelligence Scale or the Woodcock-Johnson Psycho-Educational Battery Test of Cognitive Ability* are acceptable.

      *Current edition to date of the evaluation

      Note: Standard scores and/or percentiles should be provided for all normal measurements. Grade equivalents are not acceptable unless standard scores and percentiles are also included. Dates of testing must be included in the report.

   4. Diagnostic Statement: The report must contain a clear diagnostic statement indicating a diagnosis of a learning disability. Terms such as “learning problems,” “learning differences,” or “weaknesses” are not sufficient and will not be accepted as equivalent to a diagnosed learning disability.
   5. Functional Limitations: Testing must include information about the functional limitations caused by the disability. The assessment should describe how the disability may affect the student’s participation in courses, programs, services, or other college activities. Suggestions of reasonable accommodations are encouraged and should be clearly linked to the impact of the disability.

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of a physical disability.

Students requesting disability related services are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

Students requesting accommodations on the basis of a physical disability must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of knowledge of physical disabilities.

Note: A school plan such as an Individualized Educational Plan (IEP), Summary of Performance (SOP), or 504 Plan are not sufficient documentation. Documentation must give clear and specific evidence of the physical disability. A brief statement on a prescription form is not acceptable.

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Acceptable Documentation Should Include:

1. A clinical summary which:
   1. Indicates the substantial limitations to major life activities posed by the disability,
   2. Describes the extent to which these limitations would impact the academic context for which accommodations are being requested, and
   3. Describes any functionally limiting manifestations of the condition(s) relevant to participation in any aspect of college life.
2. Documentation should reflect the current level of functioning and is dependent on the condition, the current status of the student, and the student’s request for reasonable accommodations. Suggestions of reasonable accommodations are very helpful. These suggestions should be linked to the impact of the disability.
3. Regarding medication, please provide information about the effects of medication, which may have an impact on the student’s ability to perform.
4. Evaluations must be comprehensive. Documentation must identify the specific physical disability or disabilities.

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Important Note

Note: The professional conducting the assessment and rendering the diagnosis of physical disability must be qualified to do so. The person who signs the report must be the one who conducts the evaluation and writes the report. Documentation by family members, immediate or otherwise, is not acceptable.

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of a Psychotic Disorder/Psychological Disorder.

Students requesting disability related services on the basis of a Psychotic Disorder/Psychological Disorder are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

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Acceptable Documentation Should Include:

1. Current Impact: Documentation must show the DSM-IV-TR Code for Psychiatric or Psychological Disabilities. Evidence of current impairment, present for at least the past six months and impairing functioning in two or more settings (e.g., school, work, home), must be identified.
2. Neuropsychological or Psycho-Educational Assessments: Assessments must provide information and/or test scores to rule out alternative diagnoses, including medical conditions and educational factors that may impact the individual.
   

   Note: Use the Guidelines for Documentation of Learning Disabilities to complete this documentation, if applicable.

3. Documentation must give clear and specific evidence of Psychiatric or Psychological Disabilities. A brief statement on a prescription form is not acceptable.
4. A clinical summary which:
   1. Indicates the substantial limitations to major life activities posed by the disability, and
   2. Describes the extent to which these limitations would impact the academic context for which accommodations are being requested.
5. Documentation should reflect the current level of functioning and is dependent on the condition, the current status of the student, and the student’s request for reasonable accommodations. Suggestions of reasonable accommodations are helpful and should be linked to the impact of the disability.
6. Regarding medication, please provide information about the effects of medication, which may have an impact on the student’s ability to perform.

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Important Note

Note: The professional conducting the assessment and rendering the diagnosis of a Psychiatric or Psychological Disability must be qualified to do so. The person who signs the report must be the one who conducts the evaluation and writes the report. Documentation by family members, immediate or otherwise, is not acceptable.

The guidelines below are provided to facilitate the process of obtaining the necessary documentation to validate the existence of a visual impairment.

Students requesting disability related services are required to provide their evaluator with a copy of these guidelines. Rowan-Cabarrus Community College or the evaluator cannot be held responsible for the documentation not being acceptable to validate the existence of the disability if the student fails to give the evaluator a copy of these guidelines.

Students requesting accommodations on the basis of Blind or Low Vision must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of knowledge of blind and low vision.

Note: A school plan such as an Individualized Educational Plan (IEP), Summary of Performance (SOP), or 504 Plan are not sufficient documentation. Documentation must give clear and specific evidence of blindness or low vision. A brief statement on a prescription form is not acceptable.

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Acceptable Documentation Should Include:

1. An ocular assessment or evaluation from a licensed ophthalmologist, or a low-vision evaluation of residual visual function and an assessment of functionally limiting manifestations of the disabling condition.
2. Medical information relating to the student’s needs and the status of the student’s vision (static or changing) and its impact on the demands of the academic program.
3. Narrative or descriptive text providing both quantitative and qualitative information about the student’s ability including the use of corrective lenses or glasses and ongoing visual therapy.
4. A medical summary which:
   1. Indicates the substantial limitations to major life activities posed by the disability,
   2. Describes the extent to which these limitations would impact the academic context for which accommodations are being requested, and
   3. Describes any functionally limiting manifestations of the condition(s) relevant to participation in any aspect of college life.
5. Documentation should reflect the current level of functioning and is dependent on the condition, the current status of the student and the student’s request for reasonable accommodations. Suggestions of reasonable accommodations are necessary. These suggestions should be linked to the impact of the disability.

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Important Note

Note: The professional conducting the assessment and rendering the diagnosis of blind or low vision must be qualified to do so. The person who signs the report must be the one who conducts the evaluation and writes the report. Documentation by family members, immediate or otherwise, is not acceptable.