Department of Social Justice

Documentation of Traumatic Brain Injury

All qualified WVU Tech or the C&T at WVU Tech students must provide appropriate documentation for the diagnosis of traumatic brain injury prior to receiving accommodations based on that disability. Accommodations will be determined on an individual basis.

It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability and related functional limitations for which they are requesting accommodations. 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 ensure 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.

All diagnostic evaluation reports submitted as documentation of traumatic brain injury must include all of the following in order to receive disability-related accommodations:

Be in the form of a signed and dated report on official letterhead, prepared by qualified physician.
Include a clinical diagnosis including the date of original diagnosis of the traumatic brain injury and the date of last contact with the individual.
Include a summary of assessment procedures used to make the diagnosis and determine functional limitations.
Identify the major life activities affected by the student’s traumatic brain injury that will affect the student in an academic setting.
Include test scores that substantiate a significant impairment** to learning, cognitive and academic functioning*** as it relates to the student’s traumatic brain injury. All sub-test standard scores must be provided for all tests reported.
Address both the current level of functioning and present need for accommodations, including an assessment of the individual’s cognitive abilities, including processing speed and memory.

*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 cognitive and academic functioning.
**A significant impairment means below-average functioning as measured by an objective psychoeducational/neuropsychological/psychological evaluation. An IEP or 504 Plan from the public school system is not sufficient documentation of a disability for accommodations at the college level.
***Poor grades in and of themselves are not acceptable as indicators of a significant impairment in academic functioning for the purpose of documenting a disability.