Disability Resource Center

UC System-Wide Practices

Federal and State law1 and University of California policies2 require the University to provide reasonable accommodation in its academic programs to qualified3 students with disabilities, including students with psychological disabilities.

The University is committed to providing reasonable accommodations appropriate to the nature and severity of the individual’s documented psychological disability in all academic programs, services, and activities.

UC Guidelines for Documentation and Accommodation of Students with Learning Disabilities

University of California students with learning disabilities typically have average to superior ability, yet experience marked difficulty in one or more academic areas as a result of a significant information processing disorder. To be considered a disability that warrants accommodations, the disorder must limit a major life activity.

Documentation of Learning Disabilities

It is the responsibility of each student who requests services from the University of California to provide a comprehensive written evaluation of his or her learning disability. To verify the student’s eligibility under Federal4 , State5, and University6 mandates and to document his/her need for reasonable accommodations and support services, this evaluation must demonstrate fulfillment of the following requirements:

A. Testing Must Be Comprehensive

It is not acceptable to administer only one test in making a diagnosis. The domains to be addressed must include, but are not limited to, the following:

  • Aptitude: The Wechsler Adult Intelligence Scale (WAIS-IV) with scaled scores and percentiles and/or the Woodcock–Johnson Psycho–Educational Battery (WJ-III): Tests of Cognitive Abilities (with standard scores and percentiles) are acceptable.
  • Achievement: The student’s current levels of functioning in reading, mathematics, and written language must be assessed under timed and untimed conditions to corroborate underachievement in specific academic areas. Acceptable instruments include: (a) the Woodcock–Johnson Psycho–Educational Battery: Tests of Achievement (WJ-III) including academic fluency tests or (b) the Wechsler Individual Achievement Test III and (c) specific achievement tests such as the Nelson–Denny Reading Test (NDRT), or the Woodcock Reading Mastery Tests–Revised. (The Wide Range Achievement Test (WRAT-3) is not a comprehensive measure of achievement and, therefore, is not suitable by itself.) Additional formal and informal tests, as well as observations, may be integrated with the above assessments to assist in determining the presence of a learning disability and differentiating from co-existing disorders.
  • Information Processing: Specific areas of information processing (for example, short- and long-term memory, reasoning, sequential memory, auditory and visual processing, processing speed, pragmatic expressive and receptive language and attention) are areas which should be considered. Suitable instruments include: the WAIS–IV; the cognitive portion of the (WJ–III);   the Wechsler Memory Scale (WMS–IV); the Comprehensive Test of Phonological Processing; or the Learning Efficiency Test-II, designed to assist in corroborating the existence of processing disorders as identified by the WAIS–IV or the WJ–III, Tests of Cognitive Abilities, are recommended.

B. Test Instruments

The test instruments used to determine eligibility must be statistically valid and reliable, and standardized with age-appropriate norms.

C. Test Score Data

Test score data must be included in the diagnostic reports to document the basis of the diagnosis. Test data must be reported in standard scores and percentiles based on national norms. Additionally, diagnosing professionals are required to report standard scores using age norms when available (as they are for the WJ-III).

D. Testing Must Be Current

Reasonably current documentation is needed to enable staff to determine the current functional limitations requiring reasonable accommodations and support services in the academic setting. Written reports must include the date of testing. The appropriateness of documentation will be determined by a Disabilities Specialist, the Disabilities Services Director, or other qualified staff member designated by the Disability Services Director. Additional testing may be required to determine the most appropriate accommodation(s).

E. Diagnosing Professionals

The professional(s) conducting the assessment and rendering diagnoses of specific learning disabilities must be qualified to do so. Qualified professionals include licensed educational or clinical psychologists, credentialed school psychologists, learning disabilities specialists, and speech and language pathologists. These professionals must have expertise in learning disabilities, training in administering the tests used, and be experienced in working with adults. The diagnosing professional’s name, title, signature and license number (if applicable) must be included on letterhead stationery.

F. Intake History and Presenting Concerns

A written summary of the student’s educational, medical, and family histories, and presenting concerns that may relate to learning disabilities, must be included in the diagnostic report. This summary should demonstrate that the student’s difficulties in acquiring and using various academic skills are not the result of other factors such as educational under-preparation, sensory impairment, serious emotional disturbance, cultural differences, or insufficient instruction, but, indeed, point to a lifelong history of learning difficulties.

G. Written Report

The reports must describe the testing procedures, the instruments used to assess the individual, and interpretation of the test results related to the behavioral observations and intake history. The diagnosing professional is encouraged to use direct language in the written report, including whether a learning disability is confirmed or ruled out.

Finally, there must be clear and specific evidence and identification of the student’s learning disability. Individual learning or processing differences do not, by themselves, constitute a learning disability. The determination of a learning disability should be based on: (a) an educational history, (b) behavioral observations, and (c) significant cognitive processing deficit and clearly marked impact on one or more areas of achievement To establish eligibility for accommodations under state and federal law, the documentation must show current (See Section D, Pg. 3) functional limitations imposed by the learning disability in the academic setting, and evidence that the learning disability limits a major life activity.

Academic Accommodations and Support Services

University academic accommodations and support services are not intended to remediate but are to provide students equal access by reducing the negative impact of their disabilities.

“Remediation” is defined as instruction in basic skills not acquired earlier in the educational process (for example, basic spelling), while “accommodation” refers to the provision of services that ensure equal access to a student with a learning disability (e.g., providing extended examination time for a student who processes information more slowly than other students because of a learning disability).

Academic accommodations and support services are determined on an individual basis.  Each accommodation is based on functional limitations as identified in the documentation and is designed to meet a student’s needs without fundamentally altering the nature of the student’s instructional program(s) or altering any directly related licensing requirement.

It is the responsibility of a Learning Disabilities Specialist, the Program Director, or other staff member designated by the Director to determine appropriate accommodations and services. This determination will be made following an intake interview conducted by a Disabilities Specialist or the Disability Services Director with the student, reviewing the information furnished by the diagnosing professional(s) and the students’ requests.  There must be an illustrated connection between the impact of disability, the described barrier and the accommodation request.  If there is not appropriate and sufficient evidence on which to base decisions concerning accommodations and services for a student with a learning disability, the student may be referred for additional assessments (e.g. tests of intelligence, cognition/information processing, and academic achievement).

Each campus has procedures for resolving complaints or grievances regarding the provision of academic accommodations and support services.

November 2013

UC Guidelines for Documentation and Accommodation of Students with Attention-Deficit/Hyperactivity Disorder

In defining a disability as primarily psychological in nature, these Practices consider the definition of mental disorders as described in the most current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). 7 8

Definition of Attention-Deficit/Hyperactivity Disorder

The University of California subscribes to the DSM- 5 definition of Attention-Deficit/Hyperactivity Disorder and the diagnostic criteria in the most current edition of the Diagnostic and Statistical Manual of Mental Disorders: Fifth Edition (DSM- 5), published in 2013. DSM- 5 names the disorder, “Attention-Deficit/ Hyperactivity Disorder” (AD/HD) and specifies the following presentations:

 314.00 (F90.0) Predominantly inattentive presentation. This subtype should be used if six (or more) symptoms of inattention for children, and five for adults, (but fewer than six symptoms for children and five for adults of hyperactivity-impulsivity) have persisted for at least six months.

 314.01 (F90.1) Predominantly hyperactive-impulsive presentation. This should be used if six (or more) symptoms of hyperactivity-impulsivity for children, and five for adults (but fewer than six symptoms for children and five for adults of inattention) have persisted for at least six months.

 314.01 (F90.2) Combined presentation. This should be used if six (or more) symptoms of inattention for children, and five for adults, and six (or more) symptoms of hyperactivity-impulsivity for children, and five for adults, have persisted for at least six months. Clinician may indicate other ADHD presentations if applicable:

  • 314.01 (F90.8) Other Specified Attention-Deficit/Hyperactivity Disorder. This category applies to presentations in which symptoms characteristic of ADHD that cause clinically significant distress or impairment in social, occupational or other important areas of functioning predominate but do not meet the full criteria for ADHD or any of the disorders in the neurodevelopmental disorders diagnostic class.
  • 314.01 (F90.9) Unspecified Attention-Deficit/Hyperactivity Disorder. This category applied to presentations in which symptoms characteristic of ADHD that cause clinically significant distress or impairment in social, occupational or other important areas of functioning predominate but do not meet the full criteria for ADHD or any of the disorders in the neurodevelopmental disorders diagnostic class. The unspecified ADHD category is used in situation in which the clinician chooses not to specify the reason that the criteria are not met for the ADHD or for a specific neurodevelopmental disorder, and includes presentation in which there is insufficient information to make a more specific diagnosis.

Documentation of Attention-Deficit/Hyperactivity Disorder

Professionals conducting assessments, rendering diagnoses of AD/HD and making recommendations for accommodations must be qualified to do so. Comprehensive training and relevant experience in differential diagnosis and the full range of mental disorders are essential.

The following professionals would generally be considered qualified to evaluate and diagnose AD/HD provided that they have comprehensive training in the differential diagnosis of AD/HD and direct experience with an adolescent and/or adult AD/HD population: licensed doctoral-level clinical, educational, or neuro-psychologists, psychiatrists, or other professional with training and expertise in the diagnosis of mental disorders. Also appropriate may be diagnoses using a clinical team approach consisting of a variety of educational, medical, and counseling professionals with training in the evaluation of AD/HD in adolescents and adults.

The name, title, and professional credentials of the evaluator – including information about license or certification as well as employment, and state or province in which the individual practices should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed and otherwise legible.

 An assessment for ADHD must be current. In most cases, this means that a diagnostic evaluation must have been completed within the past three years. If documentation is inadequate in scope or content, or does not address the individual’s current level of functioning and need for accommodations, reevaluation may be required. Campus Disability Services professional staff reserve the right to request updated or supplemental documentation on a case-by-case basis, and may consult with other professionals, as appropriate, regarding the adequacy of a student’s documentation. An assessment for AD/HD may include the following:

  • Interviews and questionnaires which permit the student to describe current concerns and past problems;
  • Interviews with significant people in the student’s life (for example, parents, spouse, partner, or friends) and/or questionnaires filled out by these people;
  • Observations of the student’s behavior;
  • Complete developmental, educational, and medical histories including specific statements concerning the effects of the student’s diagnosed AD/HD in the past and any current functional limitations;
  • The exact diagnosis (including secondary diagnoses and medical condition information), date of diagnosis, and specification of the diagnostic criteria on which the diagnosis was based (for example DSM- 5);
  • An evaluation of the effectiveness of past and current medications prescribed for the ADD/ADHD symptoms, an evaluation of the effectiveness of behavioral interventions; and its effect on that student that must include any medication used by the student during the assessment process;
  • A summary of assessment findings. If the student is found to have a disabling condition, the assessment summary must include a description of the current limitation (s) imposed by the disorder.

(Note that tests of intelligence, cognition/ information-processing, and academic achievement, which may not be part of the diagnostic process itself, may be needed by a disabilities specialist to determine appropriate accommodations and services for a student with ADD/ADHD. Therefore, it is recommended that educational testing be part of the evaluation process.)

Each student with ADD/ADHD should be provided with accommodations and services that are appropriate to the student’s disability-related academic needs. It is the responsibility of the campus Disability Services office to determine whether the student is eligible for services and, if so, provide appropriate accommodations and services based on the documentation provided and in consultation with the student and other professionals, as appropriate.9 It is the responsibility of students who seek accommodations and services from the University of California to provide comprehensive written documentation of their disabilities.  With the informed consent of each student, an appropriate and qualified member of the Disability Services office may contact the professional(s) who made the diagnosis, requesting further information in order to determine the most appropriate and reasonable accommodations. 

University accommodations and support services for a student with ADD/ADHD should be designed to minimize the limitations imposed by the student’s disability, thus providing an equal opportunity to learn, and to demonstrate what the student has learned in an academic setting. Academic accommodations should be provided in the most integrated setting possible and designed to meet the disability-related needs of qualified individuals without fundamentally altering the nature of the instructional programs or any licensing requirements specified by the student’s intended profession.

 Each campus has procedures for resolving complaints or grievances regarding the provision of academic accommodations and services.

UC Guidelines for Documentation and Accommodation of Students with Psychological Disabilities

The University is committed to providing equal access to its academic programs through reasonable accommodations appropriate to the nature and severity of the individual’s documented functional limitations resulting from a documented psychological disability.

In defining a disability as primarily psychological in nature, these Practices consider the definition of mental disorders as described in the most current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). 10

In the DSM-5, each of the mental disorders is conceptualized as a clinically significant behavioral or psychological syndrome or pattern that occurs in an individual and that is associated with present distress (e.g., a painful symptom) or disability (i.e., impairment in one or more important areas of functioning)…

In addition, this syndrome or pattern must not be merely an expectable and culturally sanctioned response to a particular event  Whatever its original cause, it must currently be considered a manifestation of a behavioral, psychological, or biological dysfunction in the individual. Neither deviant behavior (e.g., political, religious, or sexual) nor conflicts that are primarily between the individual and society are mental disorders unless the deviance or conflict is a symptom of a dysfunction in the individual, as described above. (p. xxi-xxii)  According to Title II of the Americans with Disabilities Act of 1990, current or future interpretation of psychological disabilities excludes common personality traits such as poor judgement or a quick temper. 11

For the purpose of these Practices, a mental disorder constitutes a verifiable disability only when there is a substantial limitation in a major life activity, included, but not limited to, such as learning, caring for oneself; or when there is a record of such an impairment.  While mental disorders may be a source of discomfort, distress, or disability, it should be emphasized that a student who has a mental disorder may not necessarily require accommodation. Eligibility for such services is made by the campus Disability Services professional staff, consistent with State and Federal law and University policy. 12

Documentation Requirements

Professionals conducting assessments and rendering diagnoses of psychological disabilities must be qualified to do so. Comprehensive training in the differential diagnosis of psychological disabilities and direct experience in diagnosis and treatment of adults is necessary. Qualified diagnosing professionals would include licensed psychologists, psychiatrists, and neurologists, or other professionals with training and expertise in the diagnosis of mental disorders.  Such documentation should be on letterhead and contain the professional’s signature and license number. Documentation must be current and dated within the past 6 months. 

The documentation should provide responses to the following questions:

  • Does the student have a diagnosable mental disorder? If so, what is the specific (DSM-5) diagnosis? Please provide all pertinent diagnostic information including subtypes and/or specifiers for diagnostic domains & subgroups as well as psychosocial stressors and environmental stressors.
  • What were the assessment or evaluation procedures used to make the diagnosis?
  • Is there historical data that is pertinent to the disability?
  • What are the major symptoms of the disorder currently manifested by the student, including level of severity?
  • If medications are currently prescribed, are there any substantial side effects for this individual?
  • What are the current functional limitations imposed by this disorder?
  • What is the current prognosis?
  • When did you last see this individual?

Accommodations and Services

Each student with a psychological disability should be provided with accommodations and services that are appropriate to the student’s disability-related academic needs. It is the responsibility of the campus Disability Services office to determine whether the student is eligible for services and, if so, provide appropriate accommodations and services based on the documentation provided and in consultation with the student and other professionals, as appropriate. It is the responsibility of the students who seek accommodations and services from the University of California to provide comprehensive written documentation of their disabilities.  With the informed consent of each student, an appropriate and qualified member of the Disability Service office may contact the processional(s) who made the diagnosis, requesting further information in order to determine the most appropriate and reasonable accommodations.

University accommodations and support services for a student with a psychological disability should be designed to minimize the limitations imposed by the student’s disability, thus providing an equal opportunity to learn, and to demonstrate what the student has learned in an academic setting. Academic accommodations should be provided in the most integrated setting possible and designed to meet the disability-related needs of qualified individuals without fundamentally altering the nature of the instructional programs or any licensing requirements specified by the student’s intended profession.

Each campus has procedures for resolving complaints or grievances regarding the provision of academic accommodations and services.

References

  1. Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the ADA Amendments Act of 2008 are the pertinent Federal laws; Section 504 of the Rehabilitation Act of 1973 uses the term “academic adjustments” when referring to ways of promoting instructional and programmatic access for students with disabilities. The term “reasonable accommodation and support services” is used in these Practices because it emphasizes the goal of addressing the student’s disability-related need for equal access in the academic setting.  For pertinent State law, see Chapter 14.2, Section 67310 of the California State Education Code. ↩
  2. University of California Policies Applying to Campus Activities, Organizations and Students, Section 140 (Guidelines Applying to Non-discrimination on the Basis of Disability). ↩
  3. “Qualified” with respect to post-secondary educational services, means “a person who meets the academic and technical standards requisite to admission or participation in the education program or activity, with or without reasonable modifications to rules, polices, or practices.” ↩
  4. California Education Code Part 40, Chapter 14.2 (conditions for State funding of services to disabled students) and Government Code sections 1135 and 12926 are the pertinent State law. ↩
  5. The syndrome commonly called “attention deficit disorder” has been variously explained and defined. Even its name has changed with different editions of the Diagnostic and Statistical Manual of Mental Disorders. To avoid confusion, these Practices use the term “Attention-Deficit/Hyperactivity Disorder” or the initials (AD/HD) to refer to the specific diagnosis which is based on the diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders: Fifth Edition (DSM-5). The purpose of these “Practices” is to describe the standards for documentation and provision of services for students at the University of California with AD/HD to faculty, staff and students with this disorder and their parents. Guidelines for Students with ADD were developed in December, 1995 and revised in February, 2001 as the current “Practices for the Documentation and Accommodation for Students with Attention-Deficit/Hyperactivity Disorder.” ↩
  6. Diagnostic and Statistical Manual of Mental Disorders 5, Washington D.C.: American Psychiatric Association, 201310. ↩
  7.  Diagnostic and Statistical Manual of Mental Disorders 5, Washington D.C.: American Psychiatric Association, 201310. ↩
  8. The syndrome commonly called “attention deficit disorder” has been variously explained and defined. Even its name has changed with different editions of the Diagnostic and Statistical Manual of Mental Disorders. To avoid confusion, these Practices use the term “Attention-Deficit/Hyperactivity Disorder” or the initials (AD/HD) to refer to the specific diagnosis which is based on the diagnostic criteria in the Diagnostic and Statistical Manual of Mental Disorders: Fifth Edition (DSM-5). The purpose of these “Practices” is to describe the standards for documentation and provision of services for students at the University of California with AD/HD to faculty, staff and students with this disorder and their parents. Guidelines for Students with ADD were developed in December, 1995 and revised in February, 2001 as the current “Practices for the Documentation and Accommodation for Students with Attention-Deficit/Hyperactivity Disorder.” ↩
  9. Section 143.34 of the University’s Guidelines Applying to Nondiscrimination on the Basis of Disability specifies that:  “… in attempting to provide any type of academic adjustment, faculty, disability-management staff, and students with disabilities should work in concert to formulate accommodations that meet the individual educational needs of qualified students with disabilities while maintaining the academic integrity of the program, service, or activity to be modified.” ↩
  10. Diagnostic and Statistical Manual of Mental Disorders IV (4th Edition), Washington D.C.: American Psychiatric Association, 1994. ↩
  11. IBID ↩
  12. Section 141.10 of the University’s Guidelines Applying to Nondiscrimination on the Basis of Disability defines an individual with a disability as “…any person who has a physical or mental impairment which substantially limits one or more major life activities, who has a record of such an impairment, or who is regarded as having such an impairment.” ↩
Last modified: Apr 04, 2024