Psychiatric/Psychological Disabilities
Documentation Guidelines

(The following guidelines were developed with the assistance of the Association on Higher Education and Disability and the Colorado University Disability Services office)

Evaluator’s Qualifications:

A diagnosis by a licensed mental health professional including licensed clinical social workers, licensed professional counselor, psychologists, psychiatrists, and neurologists is required and must include the license number. Psychiatric and psychological disabilities include but are not limited to depressive disorders, post-traumatic stress disorder, bipolar disorder, and disassociative disorders.

It is not considered appropriate for professionals to evaluate members of their families. Documentation from a family member will not be accepted.

Reports from the professional should be submitted on letterhead and include the following:

• Name, title, and professional credentials of the evaluator
• Information about license or certification as well as the area of specialization
• Number of years employed in current field
• State/province in which the individual practices

Documentation:

The provision of all reasonable accommodations and services is based upon assessment of the impact of the student’s disabilities on his or her academic performance at a given time in the student’s life. Therefore, it is in the student’s best interest to provide recent and appropriate documentation relevant to the student’s learning environment. The age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student’s request for accommodations.

Documentation should include the following:

1. A clear statement of the disability, including the DSM-IV diagnosis and a summary of present symptoms.
2. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results, including standardized or percentile scores.
3. Medical information relating to the student’s needs to include the impact of medication on the student’s ability to meet the demands of the postsecondary environment.
4. Suggestions of reasonable accommodations that might be appropriate at the postsecondary level.