but is not limited to, students with anxiety, mood disorders, psychotic and
The guidelines are to aide you in working with your treating professional(s)
to prepare the information needed to evaluate your request. If, after reading
these guidelines, you have any questions, please contact Student Disability
- a. A diagnostic statement
identifying the disability, date of the current diagnostic.
b. A description of the diagnostic criteria and/or diagnostic test used.
- A description of the current
functional impact/limitations of the disability in an educational setting.
- Treatments, medications,
assistive devices/services currently prescribed or in use. A description
of treatments, medications, assistive devices, accommodations and/or
assistive services in current use and their estimated effectiveness in
ameliorating the impact of the disability. Significant side affects that
may impact physical, perceptual, behavioral, or cognitive performance
should also be noted.
- A description of the expected
progression or stability of the impact of the disability over time should
be included. This description should provide an estimate of the change in
the functional limitations of the disability over time and/or
recommendations concerning the predictable needs for reevaluation.
- The credentials of the
Information describing the certification, licensure, and/or the professional
training of individuals conducting the evaluation should also be provided.