Developmental disabilities (such as autism)

a. Qualifications of the evaluator: Evaluators should have experience or training in the assessment of Autism or the specific developmental disability being identified. Neuropsychologists in particular will also be viewed as particularly qualified to substantiate the extent of the disability and its impact on academic performance. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employer and state/province in which the individual practices should be clearly stated. All reports should be on letterhead, typed, dated, signed and otherwise legible.

b. Substantiation of the disability: The required document will be a comprehensive diagnostic neuro-developmental evaluation report or a neuropsychological report. An IEP or 504 plan is NOT sufficient as documentation, but may be attached to the comprehensive diagnostic report. The complete diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, and information processing, a specific diagnosis, test scores, and clinical summary with suggested accommodations. A complete report will indicate the nature and severity of the disability and will identify functional limitations in the college environment. (See Appendix B for a specific list of test instruments that are considered acceptable as documentation).

c. Recommendations for accommodations: The recommendations should indicate why specific accommodations are needed and how the effects of the specific disability are accommodated. The specific test results or clinical observations should support the recommendations.