Allow extra time to complete assigned work.For example, if your child’s grades are suffering due to unfinished work: The accommodations should be based on your child’s needs in the classroom. Angleton Internal Medicine & Primary Care.Brazoria County Dream Center Integrated Health Center.The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation. Appropriateness of age of documentation will be determined on an individual basis. Please include duration, dosage, and side effects.ĭocumentation that does not meet the above guidelines will be considered on a case by case basis. If no accommodations have been previously provided, a detailed explanation as to why none have been used and the rationale for the student’s currently needing accommodation/s must be provided.Ī description of current behavior modification techniques suggested and medication prescribed should be documented. In addition, discuss the recommendation and rationale for reasonable accommodations. Please provide evidence of interference with appropriate academic or social functioning. Assessments such as checklists and rating scales are valuable, but should not be used as the sole criterion for a diagnosis of ADHD. Possible data sources include results from the Continuous Performance Test, the T.O.V.A, or a neuropsychological evaluation. List a summary of relevant assessment data that supports or refutes a diagnosis of ADHD. Please describe the current symptoms which meet the criteria for ADHD. The diagnostician is encouraged to use, direct language in the diagnosis and documentation.Ī student’s developmental, academic, medical, and social histories should be investigated and summarized. There must be clear and specific evidence and identification of attention deficit/hyperactivity disorder.
Interpretation of relevant assessment measures must be included. The diagnostic report should validate the need for services based on the individual’s current level of functioning in the educational setting. It is not considered appropriate for professionals to assess members of their families. Professionals conducting evaluations, and rendering a diagnosis of attention deficit/hyperactivity disorder must be qualified to do so.
ADHD 504 ACCOMMODATIONS LICENSE
The name, title, and professional credentials of the evaluator, including information about license or certification, must be stated.
Protection under these civil rights statutes is based upon documentation of ADHD that currently substantially limits some major life activity, including learning.Īll current or updated reports should be on letterhead, typed, dated, and signed.
Appropriate documentation is required in verifying eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. An individualized education program (IEP) or a 504 plan is insufficient documentation, but can be included. Students seeking academic accommodations or support services from ECU’s Office of Disability Support Services on the basis of Attention Deficit/Hyperactivity Disorder are required to submit a completed diagnostic report. Attention Deficit Disorder/Hyperactivity Disorder (ADHD) Documentation Requirements
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