Documentation guidelines are to be viewed as recommendations for qualified clinicians and students when submitting documentation. Documentation is reviewed on an individual basis, and accommodations are made in coordination with a CAAR Access Coordinator and the student.
Introduction
In order to establish that you are covered under the Americans with Disability Act (ADA) and Section 504 of the Rehabilitation Act of 1973, documentation must be provided that indicates the disability substantially limits some major life activity, including learning. The following documentation guidelines are provided to assure that documentation of ADHD demonstrates an impact on a major life activity and supports the accommodations request.
It is the responsibility of the student to obtain the documentation and present a copy to the Center for Accessible Academic Resources office. Any correspondence regarding the adequacy of the submitted documentation will be sent to the student. It is the student's responsibility to obtain additional information or clarification.
Recommendations for Accommodations
The diagnostic report should include specific recommendations for academic accommodations. It is important to reflect upon the functional impact and limitations of the disorder on the student's ability to learn in the classroom. A history of accommodations does not in itself warrant the provision of similar accommodations.
If accommodations are not identified specifically in the diagnostic report, the Access Coordinator must request and receive this information before services can be provided. The final determination of appropriate and reasonable accommodation rests with the Center for Accessible Academic Resources.