Accepted Forms of Disability Documentation
For the Complete Formal Document of University Disability Policy, visit: http://www.uri.edu/disability/dss/policies/index.html
Disability is defined as a permanent, longstanding significant condition that substantially limits one or more of the major life functions (including but not limited to: seeing, hearing, walking, breathing, learning, working, etc.). Students with disabilities are eligible, under the Americans with Disabilities Act (ADA), for reasonable accommodations that will support equal opportunity and inclusion for university programs and services.
Temporary conditions are NOT regarded as ADA eligible, however, depending on the nature and severity of the temporary condition, environmental supports may be provided.
The documentation requirements to substantiate the nature and severity of ADA eligible conditions and temporary conditions are summarized below.
Required Medical, Psychological, and/or Educational Documentation:
For most disabilities we accept a dated letter or report from a credentialed examiner (see specific examiner below), describing a comprehensive evaluation, including diagnosis, nature and severity of disability, and how the condition might impact the student's participation in the program or service. For Learning Disability and/or Attention Deficit Hyperactivity Disorder psycho-educational information may be required. (see Full Psycho-educational report details below)
The letter or report from the examiner must include the following characteristics:
- Name and address of Examiner or Provider
- Word document on official letterhead stationery
- Signature of examiner
- Professional credentials of the examiner
- Diagnosis of Disability
- Description of the nature and severity of the disability
- Functional Limitations of the disability in the University environment.
- Suggested accommodations
Handwritten notes, or notes on prescription pads are specifically NOT accepted as documentation of disability.
Acceptable examiners by Disability:
ADHD/ADD – Preferred: full Psychoeducational assessment report (see below) from a Neuro-psychologist; Also acceptable: detailed letter from a Psychiatrist or Neurologist.
Asperger Syndrome/Developmental Disability – Neuropsychological Report
Mental Health – Psychiatrist, Licensed Psychologist or Licensed Clinical Social Worker
Physical – Orthopedic surgeon (Physical therapist may be acceptable)
Vision – Ophthalmologist / Optometrist
Hearing – Ear, Nose Throat Physician / Audiologist
Health - Medical Practitioner who is knowledgeable about the condition
Head Injury - Neurologist or Neuropsychologist
Learning Disabilities - Full Psycho-Educational Testing Report completed by a professional evaluator (see below)
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The Full Psycho-educational report must include:
- Name and Title of examiner
- Professional credentials of the examiner
- Date of evaluation
- The documentation must be current (generally less than three years)
- Psychometric data (scores) must be included.
Additionally the psycho-educational report should include descriptions of performance in the following domains (suggested evaluation instruments are listed)
Aptitude (IQ ):
Accepted examples of these instruments include, but are not limited to:
Wechsler Adult Intelligence Scale- Third Edition (WAIS-III) & Woodcock-Johnson Psychoeducational Battery-III: Tests of Cognitive Ability (WJ-III)
Stanford-Binet Intelligence Scale (5th Edition)(for intelligence testing)
Information Processing (i.e.verbal comprehension, perceptual organization, working memory, and processing speed:)
Accepted examples of these instruments include, but are not limited to:
Detroit Tests of Learning Aptitude-3 (DTLA-3)
WAIS-III Index Scores (verbal comprehension, perceptual organization, working memory, and processing speed)
Academic Achievement Testing:
Accepted examples of these instruments include, but are not limited to:
Woodcock-Johnson Psychoeducational Battery-III:
Tests of Achievement (WJ-III)
Wechsler Individual Achievement Test Edition II (WIAT-II)
