Documentation Guidelines

A persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.The diagnosis of ADHD is based on the specific criteria included in the current version of the DSM of the American Psychiatric Association. DOCUMENTATION GUIDELINES

A neurological and developmental disorder that begins early in childhood and lasts throughout a person's life. It affects how a person acts and interacts with others, communicates, and learns. It includes what used to be known as Asperger syndrome, Asperger's disorder, and pervasive developmental disorder. It is referred to as a "spectrum" because ASD can present in many different ways, with varying degrees of impact. DOCUMENTATION GUIDELINES

Typically grouped into general categories: neurological, musculoskeletal, and severe, chronic medical conditions. Such medical conditions may include, but are not limited to, diabetes, cancer, epilepsy, HIV or AIDS, cystic fibrosis, food allergies, multiple sclerosis and muscular dystrophy. DOCUMENTATION GUIDELINES

Individuals who are deaf or experience hearing loss may be considered disabled if their condition significantly impairs one's functioning in the major life activity of hearing. DOCUMENTATION GUIDELINES

A significant difficulty in a specific area of learning (reading, writing, math, nonverbal), despite strengths in other areas. Learning Disabilities are persistent throughout life, but may manifest differently depending on the learning demands, academic setting, or the use of compensatory strategies. DOCUMENTATION GUIDELINES

A severe disruption to mood, thinking, and behavior regulation that are secondary to a psychological disorder. Many different psychological disorders can interfere with cognitive, emotional, and social functioning and may negatively impact a student's ability to function in an academic environment. DOCUMENTATION GUIDELINES

Challenges in communication and related areas, such as oral-motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech. DOCUMENTATION GUIDELINES

A significant impairment to one's functioning in the major life activity of seeing, which are not mitigated by glasses or lenses. DOCUMENTATION GUIDELINES

Students with a temporary injury/impairments can request temporary accommodations by using the Medical/Health documentation guideline. Temporary accommodations for students with temporary injuries may be providing a scribe or note-taker for students with a injured dominant arm, or temporary housing for students with temporary mobility injuries.

A student who has a short-term illness (e.g. cold, flu, mononucleosis), or who is recovering from surgery not based on a long-term condition, or loses mobility for a short period of time (e.g., due to a broken limb, appendage, or a surgery) would not be considered to have a disability.