Office of Disability Services

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Documentation for Pervasive Developmental Disorders
Autism Spectrum/Aspergers Syndrome

Students requesting accommodations based on a diagnosis of a Pervasive Developmental Disorder are required to submit documentation which verifies eligibility according to the Rehabilitation Act of 1973 (amended, 1978, 1992, 1998). and the Americans with Disabilities Act of 1990. This documentation must include a comprehensive evaluation prepared by a licensed or otherwise properly credentialed professional who: 1.) is certified to evaluate the disability, 2.) is familiar with the challenges and functional requirements of a college environment, and 3.) is an impartial evaluator who is not a family member nor in a dual relationship with the student. The documentation must include a clear statement of the diagnosis and prognosis as well as the extent, duration, and current functional impact of the disability. The diagnosis and recommended accommodations must be clearly linked to the test data and must include an explanation of each. The assessment must include the information listed as follows.

checkmarkHistory should be comprehensive and include:

● Approximate age of onset
● Dates of first and most recent diagnosis
● Evidence of significant impact on academic functioning
● Prior accommodations and treatments with an explanation of successes (or not)
● If no prior accommodations or treatments were employed, explain why
● If not previously diagnosed/treated, what factors allowed for successful compensation

checkmarkA Comprehensive neuropsychological examination that includes:

● Performed within the past three years
● Summary of all evaluative procedures as well as diagnostic tests/evaluation results

checkmarkAcademic Testing should include test results, interpretation, and recommendations:

● Standardized achievement tests, including scores in these areas

arrowReading
arrowWritten Languages
arrowMathematics


● A thorough review of the student’s academic record

checkmarkAn assessment of the student’s social/emotional functioning must include:

● Current level of functioning
● Recommended compensatory strategies or interventions

Adapted with permission from Jane Thierfeld-Brown, Ed.D., Kathleen
Monagle, & Lorraine Wolf, Ph.D.