General Guidelines for Documentation Providers
1. A diagnostic statement identifying the condition(s).
As appropriate, include ICD or DSM codes, the date of the most recent evaluation,
or the dates of evaluation performed by referring professionals. If the most recent
evaluation was not a full evaluation indicate when the last full evaluation conducted.
2. Current functional impact of the condition(s).
The current functional impact on physical (including mobility dexterity, and endurance),
perceptual, cognitive (including attention, distractibility and communication), and
behavioral abilities should be described as clinical narrative and/or through the
provision of specific results from the diagnostic procedures. Descriptions should
provide a sense of severity, information on variability over time or circumstance
and potential environmental triggers.
3. Treatments, medications, assistive devices/services currently prescribed or in
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 condition(s) is helpful. Include any significant side effects that
may impact physical, perceptual, behavioral or cognitive performance.
4. The expected progression or stability of the impacts described over time.
This description should provide an estimate of the change in the functional impacts
of the condition(s) over time and/or recommendations concerning the predictable needs
for reevaluation of the condition(s). If the condition is variable (based on known
cycles or environmental triggers) are they under self‐care for flare‐ups or episodes?
5. Recommended accommodations and services.
Recommendations should be logically connected to the impact of the condition. When
connections are not obvious they should be explained. Recommendations will be deferred
to whenever possible but will be evaluated in the context of the course or program.
Not all documentation will contain all of these elements, but the more information
we have, the easier it is to determine which accommodations are appropriate and beneficial.
For convenience, The Office of Accommodative Services provides a “Disability Verification
Form” for medical, sensory, and mental health providers.
Also of interest: The U.S. Department of Education Office for Civil Rights has issued
a pamphlet, "Students with Disabilities: Preparing for Postsecondary Education: Know
Your Rights and Responsibilities." The pamphlet is found at http://www.ed.gov/ocr/transition.html.
*Please go to Testing Center Student Information section of myDCC Student Tab for