Department of Social Justice

Documentation of a Psychological/Psychiatric Disability

All qualified WVU Tech or the C&T at WVU Tech students must provide appropriate documentation of a psychological/psychiatric disability in order to receive academic accommodations based upon that disability.

It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability for which they are requesting accommodations. The cost of obtaining professional documentation is the student’s responsibility. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA.

All diagnostic evaluation reports submitted as documentation of a Psychological/Psychiatric Disability must meet all of the following in order to receive disability-related academic accommodations:

The diagnostic report must be on official letterhead, typed, signed and dated by a qualified professional such as a psychiatrist or licensed psychologist trained in the differential diagnosis of psychological/psychiatric disorders.
Include test scores that substantiate a significant impairment in academic functioning as it relates to the diagnosed condition. If the disorder interferes with cognitive performance specific diagnostic test data must be provided as evidence of this interference. Poor grades are not sufficient as evidence of a conditions impact on academic functioning.
Address both the current level of functioning and present need for accommodations. If documentation is more than 6 months old the treating professional must provide a letter updating all pertinent information.
Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA.
Include a summary of assessment procedures used to make the diagnosis.
Describe present symptoms and fluctuation conditions/symptoms in relation to the diagnosis.
Describe current medications and dosage, including side effects.
Describe functional limitations supported by the diagnosis and substantiated by test scores.
When accommodations are requested based upon multiple diagnoses, documentation of all disabilities for which accommodations are being requested must meet documentation criteria for each disorder.

Each student’s academic accommodations will be determined on an individual basis and will be based on appropriate documentation. All new, transfer, or transient students must provide appropriate documentation in order to receive disability-based accommodations.
*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how their significant impairment “substantially limits” their academic functioning.
A significant impairment means below average functioning. An IEP or 504 plan from the public school system is not documentation of a disability for the purposes of providing accommodations at the University level.