Criteria for Disability Documentation

Students with disabilities who are requesting accommodations from AAMU must submit
documentation of their disability to the Disability Services Office. Guidelines from the Association on Higher Education and Disability (AHEAD), Section 504 of the Rehabilitation Act of l973 and the Americans with Disabilities Act of 1990 state that qualified students with disabilities who meet the admission and academic standards of Alabama A&M University are entitled to reasonable accommodations. Under these laws, a disability is defined as any physical or mental impairment that substantially limits a major life activity. Having a history of impairment, or being perceived as having impairment may also qualify one as an individual with a disability. It is the student’s responsibility to disclose his/her needs and provide appropriate documentation to Disability Services. Documentation costs are the student’s responsibility.

Disability Services cannot accept documentation that is more than three years old (one year for psychiatric disabilities). Usually, documentation accepted by Disability Services is valid as long as the student is continuously enrolled at AAMU. However, updated documentation may be requested if a student leaves AAMU and returns, or if a student experiences a significant change in physical, mental, or social situation.

Confidentiality of Information

Disability Services is the only AAMU office that has access to documentation and information related to a student’s disability. (Documentation is maintained securely and disability diagnoses are kept confidential.) In addition, confidentiality is maintained in all verbal conversations between Disability Services staff members and registered students and faculty/staff. Generally, no information is released to anyone outside of Disability Services without the student’s informed and written consent. Disability Services may release information to AAMU officials if there is a direct threat to the health or safety of AAMU students, faculty, and/or staff. Documentation is destroyed seven years after the last semester students are enrolled at AAMU.

When submitting documentation, please note that all reports should be typed on letterhead, dated and signed. A High School IEP, 504 Plan, and /or a letter from a physician or other professional will not be sufficient to document a learning disability. Medication cannot be used to imply a diagnosis.

Documentation Requirements for Mobility, Sensory, and Systemic Disorders

All reports should be typed on letterhead, dated and signed.

Qualifications of the Evaluator – The evaluator’s name, title, and
license/certificate credentials must be stated.
Current Documentation – Evaluation data must be no more than one year old.
History to Support Diagnosis – A description of the duration and severity of the
disorder must be included. In addition, relevant medical, familial, and social
histories should be included.
Assessment of Mobility, Sensory, and/or Systemic Disorder – A description of
current symptoms and current treatments must be included. If the student is taking any
medication related to the disability, the evaluator should describe the impact of that
medication on the student’s ability to participate in an academic environment.
1. 1. 1. 1. Statutory blindness is defined in the law as central visual acuity of 20/200 or
        less in the better eye with the use of correcting lens. An eye which has a limitation
        in the field of vision so that the widest diameter of the visual field subtends an
        angle no greater than 20 degrees is considered to have a central visual acuity of
        20/200 or less.” (as required by the Social Security Administration Code of
        Federal Regulations § 404.1581).
        
        Examples of acceptable documentation proving legal blindness
        would be an eye report from an ophthalmologist, a statement from a
        physician, certified vocational rehabilitation counselor or low vision
        specialist.
      2. Statutory deafness is defined as a hearing impairment that is so severe that
        the individual is impaired in processing linguistic information through hearing, with
        or without amplification, that adversely affects a child's educational performance.
Diagnosis – A SPECIFIC statement that the student is diagnosed with a particular
disorder, including the DSM-V or ICD-10 diagnostic (numeral) code, is required.
Substantial Limitation to Learning – Mobility, sensory, or systemic disability must
limit a major life activity, such as walking, learning, seeing, or sleeping, and there must
be a significant limitation relative to what is common to the ‘average’ person. The
evaluator must describe the major life activity affected by the disability and describe
how the disability presents a substantial limitation to academic performance.
Recommendations for Accommodations – The report must include specific
recommendations for academic accommodations and the rationale for those
accommodations. A history of accommodations does not, in itself, warrant the provision
of similar accommodations at AAMU.

Documentation Requirements for Psychological Disorders

All reports should be typed on letterhead, dated and signed.

Qualifications of the Evaluator – The evaluator’s name, title, and
license/certificate credentials must be stated.
Current Documentation – Evaluation data must be no more than one year old.
History to Support Diagnosis – A description of the duration and severity of the
disorder must be included. In addition, relevant medical, familial, and social
histories should be included.
Assessment of Psychiatric Disorders – The evaluator should include specific
evaluation data to support a diagnosis of a psychiatric disorder. Results of
standardized assessments, rating scales, or checklists are important, but need
not be the sole criterion for a diagnosis of a psychiatric disorder. A description of
current symptoms and current treatments must be included. If the student is
taking any medication related to the disability, the evaluator should describe the
impact of that medication on the student’s ability to participate in an academic
environment.
DSM-V or ICD-10 Diagnosis – A SPECIFIC statement that the student is
diagnosed with a particular disorder, including the DSM-V or ICD-10 diagnostic
(numeral) code, is required.
Substantial Limitation to Learning – A psychiatric disability must limit a major
life activity, such as learning, sleeping, or working, and there must be a
significant limitation relative to what is common to the ‘average’ person. The
evaluator must describe the major life activity affected by the psychiatric disability
and describe how the disability presents a substantial limitation to academic
performance.
Recommendations for Accommodations – The report must include specific
recommendations for academic accommodations and the rationale for those
accommodations. A history of accommodations does not, in itself, warrant the
provision of similar accommodations at AAMU.

Documentation Requirements for Traumatic Brain Injury (TBI)

All reports should be typed on letterhead, dated and signed.

Qualifications of the Evaluator – The evaluator’s name, title, and license/certificate
credentials must be stated.
Current Documentation – Evaluation data must be no more than three years old.
History to Support Diagnosis – A description of the duration and severity of the
injury must be included. In addition, date of diagnosis, last contact with the individual,
approximate date of onset, and symptoms should be included.
Assessment of Cognitive Abilities and Educational Achievement – The
evaluator should provide an assessment of the student’s cognitive abilities, including
processing speed and memory (post-rehabilitation and within one year). Also, standard
scores from individually administered, standardized achievement tests must be
reported. The evaluator should assess reading comprehension, written language,
spelling, and mathematical abilities. If the student is taking any medication related to the
disability, the evaluator should describe the impact of that medication on the student’s
ability to participate in a college environment.
DSM-V or ICD-10 Diagnosis – A SPECIFIC statement that the student is diagnosed
with a neurological injury, including the DSM-V or ICD-10 diagnostic (numeral) code, is
required.
Substantial Limitation to Learning – The disability must limit a major life activity,
such as walking, learning, or working, and there must be a significant limitation relative
to what is common to the ‘average’ person. The evaluator must describe the major life
activity affected by the disability and describe how the disability presents a substantial
limitation to academic performance.
Recommendations for Accommodations – The report must include specific
recommendations for academic accommodations and the rationale for those
accommodations. A history of accommodations does not, in itself, warrant the provision
of similar accommodations at AAMU.

Documentation Requirements for Learning Disabilities (LD)

All reports should be typed on letterhead, dated and signed.

A High School IEP, 504 Plan, and /or a letter from a physician or other professional will not be sufficient to document a learning disability. Medication cannot be used to imply a diagnosis.

The following must be included in a report:

Qualifications of the Evaluator – The evaluator’s name, title, and
license/certificate credentials must be stated.
Current Documentation – Evaluation data must be no more than three years
old.
Academic History – Academic history documenting impact of learning
disability.
Neuropsychological or psychoeducational assessments - Data should
include subtest and standard scores to support conclusions, and should at least include
most recent versions of a comprehensive intelligence battery and a comprehensive
achievement battery.

All reports must include an interpretation of test results. Test protocol sheets,
handwritten summary sheets or scores alone are not sufficient.

Acceptable instruments – Aptitude / Cognitive ability
- - - Wechsler Adult Intelligence Scale III (or latest version). The WAIS is the
      preferred instrument
    - Woodcock-Johnson Psychoeducational Battery – Revised: Test of Cognitive
      Ability
    - Stanford-Binet Intelligence Scale

Unacceptable instruments – Aptitude / Cognitive ability

- - - The Kaufman Brief Intelligence Test (KBIT) is not a comprehensive measure and
      is therefore not suitable for documentation purposes at AAMU
    - Wechsler Intelligence Scale for Children (WISC) – this instrument is not
      standardized for use with adults

Acceptable instruments – Academic Achievement

- - - The Woodcock-Johnson Psychoeducational Battery – Revised: Test of
      Achievement
    - Wechsler Individual Achievement Test (WIAT)
    - Standard Test of Academic Skills (TASK)
    - Scholastic Abilities Test for Adults (SATA)
    - Specific achievement tests such as Test of Written Language – 3 (TOWL-3),
      Woodcock Reading Mastery Tests – Revised, or the Stanford Diagnostic
      Mathematics Test

Unacceptable instruments – Academic Achievements

- - - The Wide Range Achievement Test (WRAT)
    - Mini-Battery of Achievement (These are not comprehensive measures of
      achievement and are therefore not suitable for documentation purposes at USA).

V. Functional Limitations - Defined levels of functioning, limitations, and
recommendations supported by evaluation data.

VI. Diagnosis – DSM-V code and clearly stated diagnosis of a learning disability based
upon DSM-V criteria and supported by several subtest scores which show a significant
discrepancy AND are at least approaching one SD below the mean of the test (in most
cases, the mean is 100 with a SD of 15).

VII. Recommendations for Accommodations - The report must include specific
recommendations for academic accommodations and the rationale for those
accommodations. A history of accommodations does not, in itself, warrant the provision
of similar accommodations at USA

Documentation Requirements for Attention Deficit Hyperactivity Disorder (ADHD)

All reports should be typed on letterhead, dated and signed. A High School IEP, 504 Plan, and /or a letter from a physician or other professional will not be sufficient to document a learning disability. Medication cannot be used to imply a diagnosis.

The following must be included in a report:

Qualifications of the Evaluator – The evaluator’s name, title, and license/certificate
credentials must be stated.
Current Documentation – Evaluation data must be no more than three years old.
Evidence of early impairment - The condition must have been exhibited in childhood
in one or more settings. Please include a brief academic history.
Evidence of current impairment - In addition to the individual’s history,
documentation of current difficulties must include the student’s clinically significant
impairment in current social, academic, or occupational functioning. Must include
evidence of impairment in two or more settings. Please include a description of how this
individual is functionally limited in the classroom.
Historical Information, Diagnostic Interview, Psychological Evaluation
1. 1. 1. Developmental history, including history of symptoms
    2. Duration and severity of the disorder
    3. Relevant, developmental, historical, and familial data
    4. Behavioral Assessment Instruments for ADHD normed on adults; these should
      include at least two ratings scales (with scores and summary data) completed by
      individuals other than parents (preferably teachers).
Neuropsychological or psychoeducational assessments - Such
assessments are necessary to determine the current impact of the disorder on the
individual’s ability to function in an academic setting. Data should include subtest and
standard scores to support conclusions, and should at least include most recent
versions of a comprehensive intelligence battery and a comprehensive achievement
battery. (Note: Assessments such as checklist and rating scales are very important, but
checklists, scales or subtest scores should not be used as the sole criterion for a
diagnosis of ADHD.)

All reports must include an interpretation of test results. Test protocol sheets,
handwritten summary sheets or scores alone are not sufficient. Acceptable
instruments – Aptitude / Cognitive ability

- - - Wechsler Adult Intelligence Scale III (or latest version). The WAIS is the
      preferred instrument
    - Woodcock-Johnson Psychoeducational Battery – Revised: Test of
      Cognitive Ability
    - Stanford-Binet Intelligence Scale

Unacceptable instruments – Aptitude / Cognitive ability

- - - The Kaufman Brief Intelligence Test (KBIT) is not a comprehensive
      measure and is therefore not suitable for documentation purposes at AAMU
    - Wechsler Intelligence Scale for Children (WISC) – this instrument is not
      standardized for use with adults

Acceptable instruments – Academic Achievement

- - - The Woodcock-Johnson Psychoeducational Battery – Revised: Test of
      Achievement
    - Wechsler Individual Achievement Test (WIAT)
    - Standard Test of Academic Skills (TASK)
    - Scholastic Abilities Test for Adults (SATA)
    - Specific achievement tests such as Test of Written Language - 4 (TOWL -
      4), Woodcock Reading Mastery Tests – Revised, or the Stanford
      Diagnostic Mathematics Test

Unacceptable instruments – Academic Achievements

- - - The Wide Range Achievement Test (WRAT)
    - Mini-Battery of Achievement (These are not comprehensive measures of
      achievement and are therefore not suitable for documentation purposes at
      AAMU)

VII. Diagnosis - A clear and specific statement that the student is diagnosed with ADHD and the accompanying DSM-V code(s) are required. Must include DSM-V criteria upon which this diagnosis was established. Alternative explanations and diagnoses must be ruled out.

VIII. Medication - Indicate whether or not the student is diagnosed while on medication,
and whether or not the prescribed treatment produced a positive response.
Medication alone cannot be used to support a diagnosis.

IX. Recommendations for Accommodations – The report must include specific
recommendations for academic accommodations and the rationale for those
accommodations. A history of accommodations does not, in itself, warrant the
provision of similar accommodations.

Documentation Requirements for Emotional Support/Assistance Animal (ESA)

AAMU is committed to providing reasonable accommodations in accordance with federal guidelines to qualified students with disabilities, and recognizes that some members of the AAMU community with disabilities may require the use of service or assistance animals while at AAMU. These guidelines are intended to help you and your provider in preparation of documentation. Please keep in mind that thoroughly addressing guidelines helps Disability Services in determinations of disability and disability need for assistance animals. Requests for an assistance animal require complete documentation to be submitted before review and rendering of a decision and/or recommendation. Documentation must be dated within the last 12 months. The following should be included in the report:

Student information including name, date of most recent evaluation
The credentials and contact information of the evaluator(s);
Assessment information: results and interpretation of specific evaluation data to support diagnosis;
Length of time the provider and student have been in a therapeutic relationship;
Clear statement of diagnosis including the DSM-5 or ICD-10 diagnostic code and a description of the diagnostic methodology used (monthly medication management, psychotherapy, case management, etc.);
A description of the current functional limitations;
A description of the expected progression or stability of the disability;
A Treatment Plan for the past six months, outlining the goals and objectives for student, and the treatment role the Support Animal will play in the therapeutic process;
A description of current and past accommodations, services and/or medications;
Statement on how the animal serves as an accommodation for the verified
disability;
Length of time animal has been prescribed in care
Evidence of reduced symptomology, improved functioning from assistance animal treatment role
Statement on how the need for the animal relates to the ability of the
resident/student to use and enjoy the living arrangements provided by the
University
Evidence of current impairment:
- - - - Description of how disability currently impacts the student in social, academic, or occupational settings
      - Description of how the disability will limit the student in a residential setting
      - Discussion of how the assistance animal is necessary for the resident to use and enjoy College housing as compared to a person without a disability

Note: Some websites sell certificates, registrations, and licensing documents for assistance animals to anyone who answers certain questions or participates in a short interview and pays a fee. The Housing and Urban Development Department notes that such documentation, by itself, it not sufficient to establish disability or disability related need for an assistance animal. In accordance with the Fair Housing Act, AAMU expects requests for assistance animal accommodations be accompanied with sufficient documentation of a disability and a disability related need for an assistance animal. Please use caution when seeking assistance animal documentation from websites that claim to guarantee to provide all the documentation you need.

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