UMD: Disability Resources Documentation Guidelines

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General Documentation Guidelines

See below for specific guidelines for ADHD and Learning Disablities.

Students must provide documentation to qualify for disability accommodations. In general, the documentation must:

Be provided by a licensed professional, not related to the student, who has expertise in the relevant field
- Be on letterhead, dated and signed
- Clearly state the professional's credentials
Contain a clear diagnostic statement
- Include diagnostic information (e.g. test scores) when appropriate
- Describe the impact, extent, and duration of the condition
Describe the current functional limitations of the condition
- Which major life activity/activities is/are substantially limited?
Describe recommended accommodations
Provide a rationale for each recommended accommodation
Address the impact of medication or other treatments on major life activities
Be current
- Three years for ADHD and learning disabilities
- One year for changing conditions (psychological disabilities, some chronic illnesses)
- Five years for permanent, non-varying conditions (sensory, physical) disabilities

All documentation is confidential and will be maintained as such by Disability Resources.

A high school 504 plan or an individualized education plan (IEP) may contain important information and may be submitted along with the medical or clinical evaluation needed for college. Unlike the K-12 school system, students must bear the cost of obtaining documentation. Academic accommodations provided will be based on specific features/symptoms of disability as determined by Disability Resources specialists.

Please call (218) 726-6130 or email access@d.umn.edu if you have questions.

Attention-Deficit Hyperactivity Disorder (ADHD)

A complete ADHD documentation includes:

A diagnostic statement of ADHD based on DSM-IV criteria.
Quantitative and/or qualitative information that supports the diagnosis
Current level of functioning
Evidence of a substantial limitation to learning or other major life activity.
Statement of specific academic limitation (e.g., inability to sustain attention, processing speed deficit, etc)
Consideration of possible dual and/or confounding diagnoses (e.g. mood and behavioral, neurological, learning, personality disorders)
Be provided by a licensed professional who has expertise in the field
- Be on letterhead, dated and signed
- Clearly state the professional's credentials

Learning Disability Documentation

A complete learning disability assessment:

Utilizes test instruments that are standardized for use with an adult population.
Includes the following quantitative and qualitative information:
- Background information, including reason for referral
- Behavioral observations
- Cognitive functioning assessment scores
- Academic functioning assessment scores
- Clinical/interpretive summary
- Clear statement of diagnosis
Lists specific, recommended accommodations and provides support for them with test results or clinical observations.
Cites clear and specific evidence of learning disability and substantial limitation to learning or other major life activity.
Rules out or discusses potential factors related to academic difficulty such as language barriers, inadequate instruction, poor motivation, poor study skills, emotional problems, attention problems, cultural/language differences or other disability conditions.
Is done by a licensed professional such as a clinical or educational psychologist, neuropsychologist, learning disability specialist, or school psychologist.
- Be on letterhead, dated and signed
- Clearly state the professional's credentials