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Required Diagnostic Documentation

The University of Washington Tacoma does have policies for the type of testing and diagnostic evaluation required in order to diagnose a Learning Disability, Attention Deficit/Hyperactive Disorder (ADHD) and psychological disabilities. An Individual Educational Plan (IEP) is not acceptable documentation for the diagnosis of a disability. If you have questions about our documentation policies, please contact the DSS Office

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Physical or Sensory Disabilities

A treatment provider who is qualified to diagnose the respective disability describing a physical or sensory disability must submit the documentation. It should be written on the treatment provider's letterhead, dated and signed by the treatment provider, and must include the following:

• A diagnosis of the disability that is as current as possible;
• A description of the current effects of the disability and their influence on your ability to function in a post-secondary education setting;
• The anticipated duration of the disability and associated symptoms;
• A description of any side effects resulting from medications used for treating the disability.

If the diagnostic report is incomplete or inadequate to determine the present extent of the disability or appropriate accommodations, the University may require supplemental assessment of the disability at the student's cost. If the diagnostic report is complete, but the University requires a second opinion (which may include getting a second opinion regarding the diagnostic report or a re-evaluation of the disability) the University may select the treatment provider and shall bear the cost of the second assessment.

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Diagnostic Documentation
A learning disability is indicated by a severe discrepancy between the student's intellectual ability and academic achievement in one or more of the following areas: oral expression listening comprehension written expression basic reading skill reading comprehension mathematics calculations mathematics reasoning

Learning Disabilities

The tests used in the diagnostic reports must be administered by a licensed psychologist and must meet the criteria listed below. Minimally, domains to be addressed include but are not limited to:

• aptitude (such as the WAIS-R)
• achievement
• information processing
• memory
• general psychological evaluation (e.g., diagnostic interview or structured personality inventory).

Each diagnosis of a learning disability must contain the names and results of tests (including raw test scores and protocols), specify the nature and effects of the learning disability upon university-level academic and related endeavors, and suggest appropriate educational compensation strategies. The evaluator must address the student's ability to function effectively in a university environment (e.g., ability to focus on assignments, organize one's time, attend class, work in groups and alone, do independent research, and take projects to completion).

The diagnostic report is to be used for two purposes:

1. to document the existence, nature, and extent of the learning disability
2. to identify reasonable accommodations.

Please bring this printable version to your healthcare provider: Required Documentation for Diagnosis of Learning Disabilities

Because the provision of all reasonable accommodations and services is based upon assessments of the current impact of the student's disability on his or her academic performance in a specific academic program, it is in the student's best interest to provide recent and appropriate documentation. In most cases, this means that the testing has been conducted within the past three years. Learning assessments must be based on adult-level learning. Assessments made at a pre-college level will qualify as acceptable documentation only if they reflect adult capabilities and the academic demands of higher education. If you have questions about the appropriateness of your last documentation, contact the DSS Office to discuss it.

Identification of a Learning Disability

In identifying a learning disability, the University of Washington Tacoma generally follows the approach of Title 392, Chapter 171 of the Washington Administrative Code. According to Title 392, Chapter 171, Section 406 (which applies to public schools in the state but is not binding on the University), a learning disability is indicated by a severe discrepancy between the student's intellectual ability and academic achievement in one or more of the following areas:

• oral
• expression
• listening comprehension
• written expression
• basic reading skill
• reading comprehension
• mathematics calculations
• mathematics reasoning

A disability that is the result of visual or hearing problems, motor difficulties, mental retardation, behavioral or emotional disturbance, or environmental, cultural or socio-economic factors is not a learning disability for the purposes of this policy. Please note that a student with a diagnostically documented disability, other than a learning disability, may be entitled to reasonable accommodations for that disability.

Inadequate Documentation

If the diagnostic report is incomplete or inadequate to determine the present extent of the disability or appropriate accommodations, the University may require supplemental assessment of the disability at the student's cost. If the diagnostic report is complete but the University requires a second opinion (which may include getting a second opinion regarding the diagnostic report or a re-evaluation of the disability) the University may select the licensed psychologist and shall bear the cost of the second assessment.

Diagnostic Test Requirements

Tests used to assess the student's intellectual ability and academic achievement shall be:

• current
• reliable as demonstrated by reliability coefficient of .85 or above
• normed on representative national samples
• individually standardized procedures described in the test manuals

Assessment materials, procedures, and instruments used for the purpose of assessment and placement shall be selected and administered so as not to be racially or culturally discriminatory. All tests and other evaluation materials shall have been validated for the specific purpose for which they are used and shall accurately reflect whatever factors the tests purport to measure.

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Psychological Disabilities Including ADHD

Psychological Disability Defined

For the purposes of this policy, the University of Washington Tacoma defines a psychological disability as a psychological disorder resulting in impairment of cognitive, educational, and/or social functioning as diagnosed by a licensed psychiatrist or licensed psychologist using the American Psychiatric Association's Diagnostic and Statistical Manual, Fourth Edition (DSM IV), or successive editions.

Diagnosis of Psychological Disabilities

Please bring this printable version to your healthcare provider: Required Documentation for Diagnosis of Psychological Disability Including ADHD

The diagnostic report is to be used for two purposes:

1. to document the existence, nature, and extent of the psychological disability and
2. to identify reasonable accommodations

The tests used in the diagnostic reports must be administered by a licensed psychiatrist or licensed psychologist. Diagnostic reports should be the most recent available and must not be more than three years old. All diagnostic reports must be current and comprehensive and include a diagnosis that meets or exceeds the standards set forth in the American Psychiatric Association's Diagnostic and Statistical Manual, Fourth Edition (DSM IV) or successive editions.

Each diagnosis must include the names and results of tests, including raw test data and specify the nature and effects of psychological impairment upon university-level academic and related endeavors. The evaluator must address the student's ability to function effectively in a university environment (e.g., ability to focus on assignments, organize one's time, attend class, work in groups and alone, do independent research and take projects to completion).

If the diagnostic report does not include recommendations for accommodations, DSS may request permission from the student to contact the licensed psychiatrist or licensed psychologist for recommended accommodations. At its cost, the University may obtain an opinion, a re-evaluation, or both from a licensed psychiatrist or licensed psychologist of the University's choice.

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Regarding All Disabilities

On a case-by-case basis, the UWT Disability Support Services Manager and the University of Washington tri-campus (Seattle , Tacoma, Bothell ) disability specialists will work with the otherwise qualified student with a disability to identify reasonable accommodations. The University shall make reasonable accommodations unless they fundamentally alter the nature of the University's curriculum, pose an undue financial or administrative burden on the University, or otherwise constitute an undue hardship. A student's requested accommodations will be considered, but the University will make the final determination whether the requested accommodations are reasonable under Washington State Law Against Discrimination , The Americans with Disabilities Act of 1990 , the Rehabilitation Act of 1973 , and RCW 28B.10.910-914 (the Washington State Core Services Law of 1994).

Please see the Guide to Disability Rights Laws furnished by the U.S. Department of Justice , on the web or view their printable version.

DSS shall attempt to find an alternate accommodation in cases where the preferred accommodation of an otherwise qualified student with a disability is unable to be made. If DSS is unable to identify accommodations that do not impose an undue hardship, DSS will refer the request to the ADA Coordinator on the Seattle Campus of the University of Washington for review. If a student is not satisfied with an alternative accommodation offered by DSS, the student may request a review by the ADA Coordinator on the Seattle Campus of the University of Washington. Faculty members may also make requests for review of accommodations. Faculty members disagreeing with requirements to make accommodations may also request a review by the ADA Coordinator on the Seattle Campus of the University of Washington.

As part of the review, the ADA Coordinator may consult with others. If no reasonable accommodation is identified, the ADA Coordinator will so notify the AVC Student Affairs/Chief Student Affairs Officer or the appropriate UWT academic director or dean, who will review the matter and prepare a written report of the reasons for the denial of accommodation. DSS will retain one copy of this report and provide the student with another.

For further information regarding grievance procedures, visit the page containing our Non-Discrimination Policy.

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