Guidelines for Attention Deficit/Hyper Activity Disorder (AD/HD) Disability Documentation

The following guidelines are provided to assure that documentation of disability submitted to the Accessible Education Center (AEC) is appropriate to both verify disability and to support requests for accommodations, academic adjustments and/or auxiliary aids.

It is the policy of San José State University to provide appropriate accommodations to students who have a documented disability of Attention Deficit Disorder or Attention Deficit with Hyperactivity Disorder (AD/HD). To establish eligibility for services students must present documentation which meets the following criteria:

  1. Diagnosis must be determined by a clinician with expertise in the diagnosis of AD/HD. Qualified professionals are presumed to be psychologists, neurologists, or psychiatrists who have training and experience in the diagnosis and treatment of AD/HD.

  2. Documentation must include clinician's name, title, license number, phone number and address; summary of all instruments and procedures; date(s) of diagnosis and examination.

  3. Documentation must be comprehensive and include evidence of early impairment as well as evidence of current impairment. The following information should be included in a comprehensive assessment:

    • Historical information establishing symptomology indicative of AD/HD throughout childhood, adolescence and adulthood (i.e.: teacher comments, tutoring evaluations, psychoeducational testing, third party interviews)

    • Student’s presenting attentional symptoms should provide demonstrating evidence of ongoing impulsive/hyperactive behaviors which significantly impair functioning

    • Diagnostic interview summary should include but not be limited to the following:

      1. history of presenting attentional symptoms

      2. ongoing behaviors that have significantly impaired functioning

      3. psychoeducational evaluations

      4. description of functional limitations relevant to an educational related setting

    • The diagnostic report must include a specific diagnosis of AD/HD following the
      DSM-IV diagnostic criteria.

  4. The student’s assessment must demonstrate the current impact of the AD/HD in the academic environment and support the student’s need for accommodations and auxiliary aids. Accommodation recommendation by the evaluator should include a rationale.