Register with DSS

DOCUMENTATION OF DISABILITY

Registration with the Disability Support Services (DSS) Office is on a voluntary, self-identifying basis. However, services are only available after a student has presented certified, current documentation of the disability from a medical or educational specialist. Once documentation has been reviewed and accepted as complete, the student will be registered wtih our office and can obtain accommodations. All information and documentation is confidential.

Do not send original documents to DSS. Keep your original documents along with copies of everything you send to DSS. The DSS Office is not a repository of your records and documentation.

To be eligible for accommodations, you must provide documentation that established your disability under the ADA. This documentation must show the history of the disability and how it limits you. Loyola Marymount University requires a written report prepared by an appropriately licensed professional that clearly diagnoses a disability and/or provides records showing the history of the disability. Medical doctors, psychiatrists, psychologists, and school psychologists are among the professionals who routinely evaluate, diagnose, and treat disabilities. This list is not intended to be exhaustive, nor to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes.

Hearing and speech disabilities. Qualified personnel include: ear, nose, and throat specialist; audiologist, speech therapist; psychologist; family physician; or other qualified medical specialist.
Learning disability and attention deficit disorder. Qualified personnel include: licensed psychologist, psychiatrist, school psychometrist, family physician, or other qualified licensed medical personnel.
Mental or psychological disabilities. Qualified personnel include: psychologist, psychiatrist, licensed counselor, hospital record, family physician, or other mental health professional.
Mobility, coordination, traumatic brain injury, HIV and AIDS, and health disabilities. Qualified personnel include: family physician, orthopedist, neurologist, cardiologist, rehabilitation specialist, or other medical professionals. Medical records must clearly document, diagnose, and discuss the condition.
Visual disabilities. Qualified personnel include: ophthalmologist, optometrist, family physician, or other medical specialist.

Additional Evaluation Criteria - The following guidelines are provided to assure that evaluation reports are appropriate to document eligibility:

Evaluations must be current. As a guideline, Loyola Marymount University general requires documentation prepared within the past three years. The Director reserves the right to request an updated or more extensive evaluation.
The written report must include a specific diagnosis, clear and specific evidence and identification of a disability. For example, terms such as "learning styles," "learning problems," and "academic difficulties" do not constitute a learning disability.
Diagnostic reports must include the names and titles of the diagnostician as well as the date(s) of testing. Reports must be typed and otherwise legible.
Information can be shared without written permission in the event of medical emergency, an official court order, or behavior that endangers the health and safety of the student or others.

All documentation of disabilities will be kept on file in the DSS office. No information related to a disabling condition should be placed in a student's academic file.

If you have not been tested before and are planning on doing this, we have specific forms which outline the information that needs to be contained in the documentation. You can download these from the web and print them out or feel free to contact the DSS office to request one of the following forms be sent to you--these forms will assist you in providing all the necessary information in the documentation you submit. You may also download the forms from this web site.

Documentation of a Learning Disability:

The DSS office needs all of the information listed below to accurately assess if a student qualifies for accommodations under the ADA. Please obtain a Learning Disability Verification Form (available from this web site by clicking on the link or by contacting the DSS office), which outlines these requirements for you. If your qualified professional has or will be organizing this information in their own format, please make sure all the following information is included before submitting it for review by our office:

A detailed summary of the student's educational history.
A clinical interview needs to be done by the qualified individual testing the student. The documentation needs to include a summary of the diagnostic interview.
Measurements of aptitude, academic achievement, and information processing, including all scores, scales and percentiles on sub-tests. For example, a measure of fluid reasoning is of potential value where mathematics related impairment or dyscalculia is indicated.
Documentation must be reasonably current (assessment done in late high school or as an adult, or following any additional injury or therapy that is relevant to the impairment).
A statistical analysis of specific discrepancies, if any, identifying how expected performance level was calculated and how actual achievement has been contrasted with expected.
Test score, sub-scores and normal measure intra-individual patterns and intra-individual discrepancies, if any.
A summary of the functional impact of the condition for the student, particularly on activities associated with learning and college level academic pursuits (i.e. how does the condition impact or limit the life-activity of learning? Are there side effects experienced by this individual that effect his or her ability to study and to learn?)
Be technically sound, reliable, and valid for the adult population and document the nature and severity of learning disabilities, if any.
A clear and specific diagnostic summary.
The name and signature of the qualified professional (licensed psychologist, psychiatrist, etc.)
The name and signature of the qualified professional (licensed psychologist, psychiatrist, etc.) who administered the test battery, and the name of the professional who prepared the report if different. A brief summary of the psychologist's or psychiatrist's background and expertise in assessing learning disabilities should be attached (and put on file with the DSS Office).
The diagnostic report must include specific recommendations for accommodation(s) as well as a detailed explanation of why each accommodation is recommended. If no prior accommodation(s) has been provided, the qualified professional and/or the candidate should include a detailed explanation of why no accommodation(s) was used in the past and why an accommodation(s) is needed at this time.

All psycho-educational assessment reports will be kept confidential with the DSS Office in compliance with the Family Rights and Privacy Act, and the professional and ethical standards of the Association on Higher Education and Disability (AHEAD). The DSS Office has available the Guidelines for Documentation of a Learning Disability in Adolescents and Adults published by the Association on Higher Education and Disability (AHEAD). Psychologists and other qualified professionals preparing psycho-educational assessment reports for our students are urged to obtain and follow those guidelines. They may obtain a copy of the AHEAD guidelines through the internet. This will assure maximum usefulness of the assessment report product for the student as the documentation requirements of many universities and testing agencies closely follow these requirements. Following the AHEAD guidelines will also assure the maximum utility for the DSS Office, enabling the University to best formulate accommodation recommendations for the student.

Documentation of ADHD:

The DSS office needs all of the information listed below to accurately assess if a student qualifies for accommodations under the ADA. Please obtain an ADHD Verification Form (available from this web site by clicking on the link or by contacting the DSS office), which outlines these requirements for you. If your qualified professional has or will be organizing this information in their own format, please make sure all the following information is included before submitting it for review by our office:

1. DIAGNOSIS: The report must include a DSM-IV diagnosis and a description of supporting past and present symptoms. There must also be clear reasoning for this particular diagnosis as supported by the current diagnostic battery. Include details of the basis of your assessment (for instance, medical and psycho-educational history, psychological/neurological testing, clinical interviews, response to medication, etc.)

2. TESTING: Testing must be comprehensive and a summary of assessment procedures and evaluation instruments used to make the diagnosis. The names of assessment instruments used and any resulting scores from the assessment should be included in the report.

3. DIAGNOSTIC INTERVIEW: A summary of the diagnostic interview must be included. Relevant information regarding the student's academic history and learning processes in elementary, secondary and postsecondary education should be addressed. The summary should also include developmental, medical, psychosocial, and family history as it relates to the student?s current level of functioning.

4. CLINICAL SUMMARY: A well-written diagnostic summary based on a comprehensive evaluation process is a necessary component of the report. The summary should include:

•Demonstration of the evaluator?s having ruled out alternative explanations for academic problems

•Indication of a substantial limitation to learning presented by the ADD/ADHD and the degree to which it impacts the individual in the learning context for which accommodations are being requested

•Discussion of any medication the student is taking and how this medication affects his/her academic performance

•Any record of prior accommodation or auxiliary aids and an evaluation of their effectiveness in helping the student accommodate his/her disability

•Indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated

5. Documentation must be reasonably current (assessment done in late high school or as an adult, or following any additional injury or therapy that is relevant to the impairment).

6. A copy of a perscription for medication if applicable.

7. The name and signature of the qualified professional (licensed psychologist, psychiatrist, etc.) who administered the test battery, and the name of the professional who prepared the report if different.

Documentation of a Physical Disability Requirements:

The DSS Office needs all of the information listed below to accurately assess if a student qualifies for accommodations under the ADA. Please obtain a Physical Disability Verification Form (available from this web site or by contacting the DSS Office), which outlines these requirements for you. If your qualified professional has or will be organizing this information in their own format, please make sure all the following information is included before submitting it for review by our office:

A listing of the first date of evaluation and/or treatment for his/her disability.
A description of the most current evaluation and treatment for this student.
The Assessment/evaluation procedures.
The severity of the psychological disability and current symptoms.
A clear and specific diagnostic summary.
Planned therapeutic interventions and the prognosis of these interventions.
The students compliance with the therapeutic interventions.
A copy of a prescription for medication if applicable and how this medication affects the student (side effects, etc).
Current compliance by the student with the medication plan.
A detailed summary of the student's educational history including how this disability has affected as well as how it currently affects his/her academic learning; (i.e. how does the condition impact or limit the life-activity of learning? Are there side effects experienced by this individual that effect his or her ability to study and to learn?)
The name and signature of the qualified professional (licensed psychologist, psychiatrist, etc.) who is seeing the student and administered the diagnosis/tests, and the name of the professional who prepared the report (if different).
The diagnostic report must include specific recommendations for accommodation(s) as well as a detailed explanation of why each accommodation is recommended. If no prior accommodation(s) has been provided, the qualified professional and/or the candidate should include a detailed explanation of why no accommodation(s) was used in the past and why an accommodation(s) is needed at this time.

LMU | LA - Loyola Marymount University

Register with DSS