Skip to Content
  • Student Accessibility Services » Documentation

Students requesting accommodations and/or support services under the Americans with Disabilities Act (ADA) and/or Section 504 of the Rehabilitation Act of 1973 must provide documentation of the disability which substantially limits a major life activity.

In order to accurately determine the appropriate accommodations, the documentation must be completed within the past four years (for example: at or after 9th grade for incoming freshmen just graduated from high school) and should be reflective of the student's current functioning/needs.  Please see the SAS links below for specific information about documentation requirements. 

ADHD/ADD Requirements

Documentation must include, but not be limited to the following:

  1. Name and professional credentials of the evaluator
    The evaluator should have training and experience in the evaluation of adolescent/adult psychiatric disorders, specifically with ADHD.
  2. Diagnosis
    Based upon the information from the assessment and utilizing DSM-IV criteria, the student has been identified as having ADHD. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning and symptoms are not better accounted for by another disorder (e.g. Pervasive Development Disorder, Schizophrenia, Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). The diagnosis must indicate level of severity and reasonable accommodations specific to the diagnosed disability.
  3. DSM-IV Diagnosis
    To facilitate the gathering of such critical information, the qualified professional must submit a full diagnostic report and respond to the following questions.
    • Date of Diagnosis and last contact with student.
    • Current Global Assessment of Functioning (GAF) Scale Score.
    • What instruments/procedures were used to diagnose the ADD/ADHD?
    • Describe symptoms which meet the criteria for this diagnosis with the approximate date of onset.
    • In order for our staff to determine the impact of this student's disorder on academic activities such as exam-taking, note-taking and concentrating, please describe what major life activity(s) is impacted by this disorder as well as how significant this impact is. Please identify if you've observed this directly or would anticipate it occurring in an educational setting.
    • What measures (formal or informal) were used to assess the educational impact of the ADD/ADHD?
    • Recommendations regarding effective academic and residential accommodations to equalize this student's educational opportunities at the post-secondary level.
    • Is this student currently taking medication? If so, what is the medication?
    • Does this medication need to be monitored locally?
    • With appropriate treatment (e.g., counseling, medication, etc.), does this student continue to need the above services and accommodations? Is so, why?
    • In addition to the diagnostic report and educational assessment, please attach any other information relevant to this student's academic needs.

Please forward this information, marked confidential, to:
Roger Williams University
Student Accessibility Services
Center for Academic Development
Bristol, RI 02809
Phone: 401-254-3841
Fax: 401-254-3847

Hide

Learning Disability Requirements

Documentation must include, but not be limited to the following:

  1. Name and professional credentials of the evaluator
    The evaluator should have training and experience in the evaluation of learning disabilities.

    The testing should include the following components, and the report should include all scores from these instruments as well as the evaluator's narrative description.

  2. Aptitude Testing (IQ & Information Processing Testing)
    Accepted examples of these instruments include, but are not limited to:
    • Wechsler Adult Intelligence Scale- Third Edition (WAIS-III
    • Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability (WJ-R)
    • Stanford-Binet Intelligence Scale (4th Edition)(for intelligence testing)
    • Detroit Tests of Learning Aptitude-3 (DTLA-3) (for information processing)
  3. Academic Achievement Testing(when available)
    Accepted examples of these instruments include, but are not limited to:

    • Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement (WJ-R)
    • Wechsler Individual Achievement Test (WIAT)
  4. Recommendations for Academic Accommodations
    Recommendations for academic accommodations must be based upon both #2 and #3 above. Academic accommodations which are recommended must be related to the diagnostic information and its impact upon student functioning.

Please forward this information, marked confidential, to:
Roger Williams University
Student Accessibility Services
Center for Academic Development
Bristol, RI  02809
Phone: 401-254-3841
Fax: 401-254-3847

Hide

Physical Disability Requirements

Students requesting accommodations and/or support services under the Americans with Disabilities Act (ADA) and/or Section 504 of the Rehabilitation Act of 1973 must provide documentation of the disability which substantially limits a major life activity. In order to accurately determine the appropriate accommodations, the documentation should be current and reflective of the student’s current functioning. In all cases, the documentation should be appropriate to the anticipated setting.

Accommodations provided for individuals with temporary disabling conditions may be subject to periodic review.

Documentation must include, but not be limited to the following:

  1. Name, title, and professional credentials of the evaluator
    The evaluator should have training and expertise with the particular medical condition identified. The area of specialization as well as the state in which the individual practices must be included. All reports are requested to be signed and dated.
  2. Diagnosis/assessment
    A current medical diagnosis including appropriate medical reports, relevant medical history, and a clinical summary should be provided. These assessments should validate the need for services based on the impact of the student's disability and level of functioning in an educational setting.
  3. Evaluation of impact
    Documentation should indicate a substantial limitation and should include any prior history of accommodations needed.
  4. Recommendations
    Documentation should indicate reasonable accommodations specific to the diagnosed disability with an explanation as to why each accommodation is recommended.

Please forward this information, marked confidential, to:
Student Accessibility Services
Roger Williams University
Center for Academic Development
Bristol, RI 02809
(401) 254-3841 (office) / (401) 254-3847 (fax)

Hide

Psychiatric Disability Requirements

Students requesting accommodations under the American with Disabilities Act (ADA) and/or Section 504 of the Rehabilitation Act of 1973 must provide documentation of the existence of a psychiatric disability which substantially limits a major life activity. Documentation must include, but not be limited to the following:

  1. Currency of Documentation
    Documentation must be current, provided within the past year, by a licensed psychiatrist, psychologist or social worker with appropriate competencies related to the student's diagnosis(es). The name and professional credentials of the evaluator will be indicated including license number.
  2. DSM-IV Diagnosis
    A complete DSM-IV diagnosis must be provided with an accompanying description of the specific symptoms the student experiences. This diagnosis should be based upon a comprehensive clinical interview and psychological testing (when testing is clinically appropriate). A comprehensive clinical interview meets mental health service provider standards of care in length (50 min.) and focus (complete developmental, family, psychiatric, medical history, mental status exam).
  3. Impact on Academic Functioning
    A complete description of the impact on academic functioning of the student's psychiatric symptoms must be provided. Descriptions of impact upon study skills, classroom behavior, test-taking, and organizing research would be examples of academic functioning.
  4. Recommendations for Academic Accommodations
    Recommendations for academic accommodations must be based upon both #2 and #3 above. Academic accommodations which are recommended must be related to the diagnostic information and its impact upon student functioning.

Please forward this information, marked confidential, to:
Student Accessibility Services
Roger Williams University
Center for Academic Development
Bristol, RI 02809
(401) 254-3841 (office)  /  (401) 254-3847 (fax)

Hide