View our documentation guidelines for school counselors, practitioners, and students with disabilities.

Students requesting accommodations through the Disabilities Support Services Office at Prince George’s Community College are required to submit documentation to determine eligibility for services under the Americans with Disabilities Act of 1990 (ADA), the ADA Amendments Act of 2008 (ADAAA), and Section 504 of the Rehabilitation Act of 1973. The following guidelines are provided to ensure that the documentation is valid and supports the request for accommodations. Submitting the required documentation will facilitate the process of providing the student with reasonable accommodations.

Learning Disability

A specific learning disability is defined as a significant discrepancy between intellectual functioning and achievement as measured by individually administered standardized tests. The college normally recognizes a diagnosis of a specific learning disability when the following criteria are met:

  1. A professional who is certified or licensed to perform psycho-educational evaluations must perform the evaluation. This may include clinical or educational psychologists, school psychologists, neuropsychologists, and educational diagnosticians (under proper supervision).
  2. The evaluation must have been completed within the last three years for students just graduating from high school. It is preferred that individuals who are 17 years of age or older be tested using diagnostic instruments normed for adults. For students who have been out of school for a number of years, documentation that is more than five years old may be considered on a case-by-case basis. However, in most instances the student may be required to submit more recent documentation.
  3. A complete assessment of cognitive ability must include assessment of both verbal and nonverbal ability, as well as working memory and processing speed. Subscale/subtest scores should be listed. One of the following instruments is acceptable: WAIS-IV; Stanford-Binet Intelligence Scales V; WISC-V; WJ-V (Test of Cognitive Abilities); or C-TONI2; K-BIT; and Slosson. [Note: Abbreviated batteries and other screening tests that are not comprehensive measures are not usually suitable for use in the initial diagnosis of a learning disability]. Scores from screening instruments can only be considered when accompanied by scores from one of the full-scale instruments mentioned above. Submission of results from screening instruments does not guarantee that these scores will be used to establish eligibility.

    Note:     The WISC-V (for those under 18 years of age) or the WAIS-IV (for those 18 years or older) is the preferred assessment tool to assess current cognitive functioning.
  4. Administration of a comprehensive achievement battery that measures current levels of performance in Basic Reading (single word decoding of both real and nonsense words); Reading Comprehension (oral/silent reading in context); Math Calculations; Math Reasoning; Written Expression; Oral Expression; and Listening Comprehension. Acceptable instruments include, but are not limited to: Woodcock-Johnson IV Test of Achievement; Wechsler Individual Achievement Test-III (WIAT-III); Stanford Achievement Test Series-Tenth Edition; Scholastic Abilities Tests for Adults (SATA).

    Note: The Wide Range Achievement Test-Revised (WRAT-R) is not a comprehensive measure of achievement, and therefore is not acceptable if used as the sole measure of achievement. The Nelson-Denny should not be used as the sole diagnostic measure of reading achievement. It is a useful screening instrument when administered under standardized conditions, but it should not be used as a basis for diagnosis.

It is important to note that an individual suspected of suffering from an Intellectual Developmental Disorder must have his/her adaptive functioning abilities assessed AND must be under the age of 18 years old. This diagnosis cannot be given prior to age 18, then the individual’s adaptive functioning can be re-assessed to determine current level of functioning.

Documentation must include the following information:

  • Evaluation submitted on letterhead of the qualified professional or that of a school district or system. 
  • Names, titles, addresses, and phone numbers of the evaluator(s). 
  • Signature of the evaluator. 
  • Date of the report. 
  • Reason for assessment. 
  • Review of language, physical, medical, behavioral, academic or other factors that could influence learning. 
  • Name(s) of the assessment instruments used and the date of administration. 
  • Quantitative and qualitative information that supports the diagnosis. 
  • The substantial limitations to academic functioning posed by the disability. 
  • The extent to which these limitations impact academic performance. 
  • Recommendations for specific accommodations that can be linked to assessment data/observation. 
  • Additional observations or recommendations that could assist us in adequately serving this student.

IEP’s can only be used as a supplement to the above stated measures and cannot be used as the sole criterion to establish eligibility for reasonable accommodations. Students should be encouraged to bring a completed psycho-educational report with them when meeting disability support services personnel or when exiting high school.

Attention-Deficit Hyperactivity Disorder (ADHD) 

Current documentation must validate the need for services based on an individual's present level of functioning. In order for a person to be covered under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act, a disability must substantially limit a major life function, including learning. Therefore, a well-written report with an interpretive summary based on a comprehensive evaluation is a necessary component of the documentation.

  1. The evaluation must be on letterhead, typed, dated, and signed. It should also include the place of employment, address, and phone number of the evaluator(s).
  2. The evaluation must be conducted by a qualified professional with comprehensive training and relevant experience in the diagnosis neurodevelopmental disorders
  3. Professionals generally considered qualified may include: Psychologist (accept school Psychologist, Psychiatrists, and other relevantly trained medical doctors.
  4. The documentation should be current. In most cases, this means the diagnostic evaluation must have been completed within the past three years. If documentation is inadequate or does not address the individual's current level of functioning and need for accommodations, reevaluation may be necessary. In some cases, it may be necessary to update the evaluation report.
  5. The documentation must include the following information:
    • A history of presenting attention problems and evidence of ongoing impulsive/hyperactivity behaviors that have significantly impaired functioning in more than one setting over time.
    • Developmental, family, medical, and educational history
    • Relevant psychosocial history (to include family, social, medical behavioral/mental health, educational history, employment history, legal history, and substance use history) and relevant interventions
    • A specific diagnosis of ADD/ADHD according to DSMIV diagnostic criteria and specification of presenting symptoms
    • Names of the assessment instrument(s) used, date administered, and both quantitative and qualitative information which supports the diagnosis
    • The severity of the condition and the areas of educational impact
    • Recommendations for prescriptive treatments and medications prescribed, if any
    • Validation of the need for accommodations based on the student's present level of functioning including a rationale for such accommodations.

Psychiatric Disabilities

The term "psychiatric disabilities" encompasses a broad range of conditions characterized by emotional, cognitive, and/or behavioral disorders. These may include, but are not limited to, chronic conditions such as Major Depressive Disorder, Bipolar Disorders, Schizophrenia, Anxiety Disorders, or Trauma-and Stress-Related Disorders. Students who are requesting support services through the Disability Support Services Office are required to submit current documentation of their condition in order to qualify for services. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate:

  1. A licensed professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders must perform the evaluation. This may include Clinical psychologists, Psychiatrists, Neuropsychologists, Neuropsychiatrists, Licensed Clinical Professional Counselors, Licensed Professional Counselors, and Licensed Clinical Social Workers.
  2. The evaluation must have been completed within the last six months. If the evaluation is more than 6 months old, the student must submit a letter from the qualified professional that states an update on the diagnosis, description of the current level of functioning during the last 6 months, and a rationale for the requested accommodations.
  3. A specific psychiatric condition, with appropriate DSM/V diagnosis, must be stated within the documentation submitted. If another diagnosis is applicable, it should also be stated. A statement should be included indicating the current status of the psychiatric condition and the relevance of the diagnosis to the institutional setting.
  4. The evaluator should also investigate and rule out the possibility of other factors that may influence the diagnosis such as neurological, medical, substance abuse, educational, linguistic, sensor motor, or cultural factors.
  5. The evaluator should make a notation of recommended treatment including therapy and current medications prescribed, if any, and the potential impact on learning/behavior.

Documentation must include the following information: 

Evaluation submitted on letterhead of the qualified professional or team of individuals performing the evaluation.

a. Names, titles, addresses, phone numbers and signature(s) of the evaluator(s). 

b. Date of the report.

c. Description of the presenting problem(s). 

d. Psychosocial history, to include any significant developmental, medical, behavioral/mental health, employment, family, social, legal, and or substance use information. 

e. Name(s) of the assessment instruments used and the date of administration. 

f. Statement of the diagnosis and a list of current symptoms. 

g. Any additional information that supports the diagnosis. 

h. Duration and severity of the psychiatric condition (please include hospitalizations if applicable.)

Summary which lists:

  • Substantial limitations to major life functions across settings
  • The extent to which these limitations impact academic performance
  • Recommendations for specific accommodations that can be linked to assessment data/observation.
  • Additional observations or recommendations which could assist us in adequately serving this student

Physical Disabilities

Physical disabilities encompass a broad range of medical conditions and may include difficulty with physical mobility, dexterity, or chronic health problems.

A person may have one or more physical conditions for which they are being treated and these may be temporary, chronic, or progressive in nature. Students requesting support services through the Disability Support Services Office are required to submit current documentation of their disability and this condition must affect a major life function in order to qualify for services. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate:

1. The evaluation and diagnosis should be made by a medical doctor or appropriate specialist licensed in the specific field of disability. The evaluator's name, title, and professional credentials and affiliations should be provided. Information about the licensure, area of specialization, and the professional address and phone number of the physician must be included.

2. Documentation must be typed on letterhead from the attending physician.

3. The documentation should include the following:

a. A specific medical diagnosis for the disabling condition(s).

b. Brief medical history related to the diagnosis.

c. Indication of the stability of the disability:

1. Is the disability stable, chronic, progressive, fluctuating?

2. Is the disability temporary or permanent?

d. Statement regarding the severity of the disability (mild, moderate, severe).

e. Assessment and information regarding the specific academic functions affected by disability (e.g. ability to concentrate, ability to attend class regularly)

f. Recommendations for academic accommodations based on specific features/symptoms of the disability (e.g. special seating, adaptive technology /equipment).

4. The diagnosis must be current. However, the recency of the documentation is dependent on the nature/stability of the disability. It should accurately reflect how the disability impacts the student in a college setting.

5. Documentation must reflect the current array of symptoms/features and level of functioning; if the documentation does not, students may be required to submit updated information and/or documentation.

6. Based on the nature/stability of the disability, students may be required to provide updated information each semester/school year.

Information in this guideline was derived from a variety of sources, including the Association of Higher Education and Disability (AHEAD) and the Educational Testing Service. Both organizations have developed comprehensive documentation guidelines for use by postsecondary institutions.

Prince George’s Community College does not provide psycho-educational testing to students due to issues regarding liability. Students may be referred, however, to a community agency or professional for updated evaluation or assessment on a fee for service basis.

If you have any questions concerning your documentation, please feel free to contact us.
Email: DSS@pgcc.edu