Documentation Guidelines for Access, Inclusion, and Disability Office

Download the Aspergers Syndrome/Autism Spectrum Disorder Guidelines (pdf).

A diagnosis by a psychologist, psychiatrist or medical doctor is recommended. This diagnostician must be an impartial individual who is not a family member of the student, and the diagnosis must include his/her license number in the report/letter.

The following documentation guidelines will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as the foundation that supports a student's request for appropriate accommodations. Comprehensive documentation may include the following:

1. A clear statement of the diagnosis including the DSM-IV code.
2. A history of functional limitations of major life activities resulting from the disorder which may include but not be limited to: communication or language skills; social interaction; restricted, repetitive and/or stereotypical patterns of behavior and activities; sensory functioning and sensitivity to environmental conditions and motor planning.
3. Comprehensive testing which may include measures of aptitude, achievement information, processing and social communication. This testing may include the following commonly used evaluation instruments:
   1. A comprehensive standardized IQ test based on adult norms (including cognitive/achievement scores)
   2. A communication assessment specifically addressing the use of language in a social context
   3. Autism Diagnostic Observation Scale (ADOS)
   4. Autism Diagnostic Interview- Revised (ADI-R)
   5. Gilliam Autism Rating Scale (GARS)
   6. Gilliam Asperger's Disorder Scale (GADS)
   7. Adult Asperger's Assessment (AAA)
4. Medical information relating to the student's needs; may include impact of current medication to meet the demands of the post-secondary environment.
5. A statement of the current functional impact or limitation of the disability on learning or other major life activities and how it impacts the individual in the learning environment. Include the degree of the impact as compared to the average person, i.e., mild, moderate or severe.
6. Students with coexisting diagnoses of any other disability (ADD/ADHD/LD) may need to provide the results of a comprehensive medical/educational/or psychological assessment for that particular disorder.
7. Recommendations of accommodations appropriate for the student based on the information gathered and current test results may be included.

Further assessment by an appropriate professional may be required if coexisting disabling conditions are indicated. The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.

Download the AD/HD Guidelines (pdf).

Attention Deficit/Hyperactive Disorder (AD/HD) is considered a medical or clinical diagnosis.

Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the assessment of AD/HD and are experienced in assessing the needs of adult learners.  Recommended practitioners may include developmental pediatricians, neurologists, psychiatrists, licensed clinical or educational psychologists, family physicians, or a combination of such professionals. The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1. A clear statement of ADD or AD/HD with the DSM-IV diagnosis (including which DSM-IV criteria were met) and alternative diagnoses or explanations should be ruled out;
2. Documentation for eligibility must be current, within the last three years (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations);
3. A summary of the client's self report of past history (to demonstrate childhood onset and rule out other causes for the difficulties), past treatment and/or remediation history (if no previous treatment or remediation, why not), the chronic and pervasive nature of the condition as manifested in multiple settings;
4. A summary of hard data to support the client's self report (for example, performance reviews, past academic reports, reports from significant others, etc.);
5. A summary of the testing measures used to document the disabling condition (including standardized scores of all subtests as well as overall standardized test scores);
6. A conclusive summary that presents the sound rationale for the diagnosis based on the information presented, information gathered and tests administered;
7. A statement of the functional impact or limitations of the disorder or disability on learning or other major life activity and the degree to which it impacts the individual;
8. Medical information relating to the student's needs must include the impact of medication on the student's ability to meet the demands of the postsecondary environment;
9. Recommendations of strategies and accommodations that would be appropriate for the student based on the information gathered, testing results, and observations of performance.

Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions are indicated. The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.

Download the Blind/Low Vision Guidelines (pdf).

Ophthalmologists are the primary professionals involved in diagnosis and medical treatment of individuals who are blind or experience low vision.  Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties. The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as the foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1. A clear statement of a vision-related disability with supporting numerical description that reflects the current impact the blindness or vision loss has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations);
2. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores;
3. Presenting symptoms that meet the criteria for diagnosis;
4. Medical information relating to the student's needs, the status of the individual's vision (static or changing) and its impact on the demands of the postsecondary environment;
5. Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities which might be helpful in understanding the student's profile including the use of corrective lenses and ongoing visual therapy (if appropriate);
6. A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing disabling conditions are indicated.  The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.

Download the Deaf/Hard of Hearing Guidelines (pdf).

Physicians, including otorhinolaryngologists and otologists are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as the foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1.  An audiogram accompanied by a clear statement of deafness or hearing loss that reflects the current impact on the student's functioning (the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations);
2. Medical information relating to the student's needs, the status of the individual's hearing (static or changing), and its impact on the demands of the postsecondary environment;
3. A statement regarding the use of hearing aids and/or cochlear implants (if appropriate);
4. A description of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.  The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.

Download the Head Injury/Traumatic Brain Injury Guidelines (pdf).

Head injury and traumatic brain injury are considered medical or clinical diagnoses.  Individuals qualified to render a diagnosis for these disorders are practitioners who have been trained in the assessment of a head injury or traumatic brain injury.  Recommended practitioners may include physicians; neurologists; licensed clinical, rehabilitation and school psychologists; neuropsychologists and psychiatrists. The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as a foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1. A clear statement of the head injury or traumatic brain injury, the probable site of lesion, and the date of injury;
2. Documentation for eligibility must reflect the current impact the head injury has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations);
3. A summary of cognitive and achievement measures used and evaluation results including standardized scores used to make the diagnosis;
4. A summary of present residual symptoms which meet the criteria for diagnosis;
5. Medical information relating the student's needs must include the impact of medication on the student's ability to meet the demands of the postsecondary environment;
6. A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.  The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.

Includes but is not limited to: Mobility Impairments, Multiple Sclerosis, Cerebral Palsy, Chemical Sensitivities, Spinal Cord Injuries, Cancer, AIDS, Muscular Dystrophy, Spina Bifida

Download the Physical Disabilities and Systemic Illness Guidelines (pdf).

Any physical disability and/or systemic illness is considered to be in the medical domain and require the expertise of a physician, including a neurologist, psychiatrist or other medical specialist with experience and expertise in the area for which accommodations are being requested. The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as a foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1. A clear statement of the medical diagnosis of the physical disability or systemic illness;
2. Documentation for eligibility must reflect the current impact of the physical disability or systemic illness on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the student's request for accommodations, and the current status of the student; therefore, disabilities that are sporadic or degenerative may require more frequent evaluation);
3. If applicable, a summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable;
4. A description of presenting symptoms that meet the criteria for diagnosis;
5. Medical information relating to the student's needs must include the impact of medication on the student's ability to meet the demands of the postsecondary environment;
6. A statement of the functional impact of limitation of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.  The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the coordinator.

Includes but is not limited to: Depressive Disorders, Post-Traumatic Stress Disorder, Bipolar Disorders, and Disassociative Disorders

Download the Psychiatric/Psychological Disabilities Guidelines (pdf).

A diagnosis by a licensed mental health professional including licensed clinical social workers (LCSW), licensed professional counselors (LPC), psychologists, psychiatrists, or neurologists is required and must include the license number. The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as the foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1. A clear statement of the disability, including the DSM-IV diagnosis and a summary of presenting symptoms;
2. Documentation for eligibility must reflect the current impact the psychiatric/psychological disability has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations);
3. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results, including standardized or percentile scores;
4. Medical information relating to the student's needs must include the impact of the current medications (and compliance with) to meet the demands of the postsecondary environment;
5. A statement of the functional impact or limitations of the disability on learning or other major life activities and how it impacts the individual in the learning environment.  Include the degree of the impact as compared to the average person, i.e., mild, moderate or severe.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.  The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.

Please Note: Not all conditions listed in DSM-IV are disabilities or even impairments for the purposes of Section 504/ADA.  Therefore, a diagnosis does not in and of itself meet the definition of a disability necessitating reasonable accommodations under these laws.  In order to assist this office in determining a disabling condition under Section 504/ADA and institutional policies, please address the above-listed.

Download the Specific Learning Disabilities Guidelines (pdf).

Professionals conducting assessment and rendering diagnoses of specific learning disabilities (SLD) must be qualified.  A qualified professional needs to hold a degree in a field related to the diagnosis of SLD and have at least one year of diagnostic experience with adults and late adolescents.  Recommended practitioners may include: certified and/or licensed psychologists, learning disabilities specialists and educational therapists with the above characteristics.  The diagnostician must be an impartial individual who is not a family member of the student.

The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations.  Documentation serves as a foundation that supports a student's request for appropriate accommodations.  Recommended documentation includes all of the following:

1. Testing that is comprehensive, including a measure of aptitude, information processing and achievement in the areas of reading, mathematics and written language;
2. A narrative summary, including all standardized scores (subtest as well as overall scores), which supports the diagnosis;
3. Documentation for eligibility must be current, within the last three years, and reflect the current impact the learning disability has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations);
4. A clear statement that a learning disability is present along with the rationale for this diagnosis. (Note: individual "learning deficits," "learning styles," and "learning differences," do not, in or of themselves, constitute a learning disability);
5. A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if coexisting AD/HD or other disabling conditions are indicated.  The student and the Access Coordinator at Colorado Mountain College will collaborate regarding accommodations, with the final decision made by the Access Coordinator.