DOCUMENTATION OF A
PSYCHOLOGICAL/PSYCHIATRIC DISABILITY
All West Virginia University students seeking accommodations and/or academic modifications related to a
psychological or psychiatric disability must provide appropriate documentation of that diagnosis and the
associated significant functional limitations prior to receiving disability based accommodations and/or
modifications. Accommodations and/or modifications will be determined on an individual basis based upon
appropriate documentation.
It is the student’s responsibility to initiate contact with the Office of Accessibility Services and to provide
appropriate documentation of both the disability and the related significant functional limitations for which he/she
are requesting accommodations and/or modifications. This process follows the guidelines of the Americans with
Disabilities Act (ADA), the ADA Amendments of 2008 (ADAAA), Section 504 of the Rehabilitation Act of 1973
and current case law.* This process is designed to assure that reasonable and effective 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 and/or modifications.
Diagnostic evaluation reports submitted as documentation of Psychological/Psychiatric Disorder must meet all
of the following requirements in order for a student to be eligible to receive disability related academic
accommodations and/or modifications. The report must:
1. Be on official letterhead, typed, signed and dated by a qualified and licensed professional such as a
psychiatrist or licensed psychologist trained in the differential diagnosis of psychological/psychiatric
disorders;
2. Include a clear statement of diagnosis;
3. Include a summary of assessment procedures and results used to make the diagnosis; If documentation is
more than 6 months old the treating professional must provide a letter updating all pertinent information;
4. Include test results that substantiate a significant impairment in 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 condition’s impact
on academic functioning;
5. Provide adult normed test data; address the current level of functioning; and present the rationale for
accommodations and/or modifications based upon test results;
6. When appropriate, include evaluation results substantiating a significant impairment to a major area of
academic functioning and/or learning, such as, executive functioning, math, reading and/or written language;
7. Describe present symptoms and fluctuating conditions/symptoms in relation to the diagnosis; If
accommodations are requested based upon multiple diagnoses, documentation of all disabilities for which
accommodations are being requested must meet documentation criteria for each disorder; and
8. List current medications and dosage, including side effects currently experienced by the student.
* In order to meet the level of significance necessary for accommodations/modifications under these laws
and regulations, a person must provide documentation of how his/her condition “substantially limits” his/her
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
or accommodation by another college or organization may not meet the documentation requirements of
WVU.
Contact the West Virginia University Office of Accessibility Services
for more information or see our website at:
accessibilityservices.wvu.edu
Voice (304) 293-6700, FAX (304) 293-3861, Email: access2@mail.wvu.edu
Alternative formats are available on request
Revised 7/13