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The following are the criteria to be applied for determining a disability among University of New Haven students. The purpose of this criteria is two-fold: first, to give practitioners a set of guidelines to follow when evaluating individuals who are/will be attending the University of New Haven, and second, the criteria are used to determine a studentÐÓ°ÉÔ­°æ™s eligibility for receiving services that are directly provided by the Accessibility Resources Center (ARC) and for receiving accommodations that are recommended by the ARC.

Documentation serves as a foundation that legitimizes a studentÐÓ°ÉÔ­°æ™s request for appropriate reasonable accommodations.

Any incoming student who is requesting services and/or reasonable accommodations who does not meet the University criteria of a student with a disability according to state and/or federal regulations may be required to undergo further evaluation for consideration of receiving academic accommodations and services.

For All Documentation/Diagnostic Reports

1. All diagnostic reports/letters of evaluation must include the names, titles, and professional credentials (e.g. licensed psychologist) of the evaluators as well as the dates of testing. All reports must be typed. Handwritten scores or summary sheets are not acceptable.


2. Recommendations for reasonable accommodations must be included and should be based on objective evidence of a substantial limitation to a major life activity, should be supported by specific test results or clinical observation(s). Reports should establish the rationale for any accommodation that is recommended, using test data to document the need.


3. Because the provision of all appropriate reasonable accommodations and services is based upon assessment of the current impact of the disability on academic performance, documentation of a disability must be current.


4. Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.

Attention Deficit Disorders (ADHD)

ADHD is a medical or clinical diagnosis. Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the assessment of ADHD and are experienced in assessing the needs of adult learners. Some recommended practitioners include: developmental pediatricians, neurologists, psychiatrists, licensed clinical or educational psychologists, family physicians or a combination of such professionals. The diagnostician must be impartial and not a family member of the student.

The following documentation criteria for eligibility for reasonable accommodations must be met.

The documentation must be recent and include:

1. A clear statement of ADHD with the DSM-IV diagnosis and a description of supporting past and present symptoms.


2. A summary of assessment procedures and evaluation instruments used to make the diagnosis.


3. A narrative summary, including all scores, which supports the diagnosis.


4. A statement of the functional impact or limitations of the disorder or disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.


5. Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs, including the medication(s) the student is taking and the impact of medication on the studentÐÓ°ÉÔ­°æ™s ability to meet the demands of the postsecondary learning environment.

Autism Spectrum Disorders

A diagnosis by a psychologist, psychiatrist or medical doctor is recommended. This diagnostician must be an impartial individual who is not a family member of the student, and the diagnosis must include his/her license number in the report/letter. Summaries from any clinician(s) such as occupational therapists, speech/language pathologists, developmental/educational specialists, and/or social workers who have worked with the student within the last three (3) years are encouraged. Name, title, signature, professional credentials, licensure/certification information, and location of practice must be included on any reports submitted. Evaluators must have training in, and experience with, evaluating Autism Spectrum Disorder in adolescents and/or adults.

Documentation must be current.

Reports must reflect adult norms and should be based on evaluations performed within the last three (3) to five (5) years. All documentation (including any supplements), should describe the current impact of the diagnosed condition(s). All documentation should make recommendations currently appropriate to a college academic environment. Recommendations of accommodations appropriate for the student based on the information gathered and current test results should be included.

Documentation must be comprehensive.

Reports should include a history (medical, developmental, academic, familial), and indicate evidence of early impairment, even if not formally diagnosed in childhood or early adolescence. The history of functional limitations of major life activities resulting from the disorder may include, but not be limited to: communication or language skills; social interaction; restricted, repetitive and/or stereotypical patterns of behavior and activities; sensory functioning and sensitivity to environmental conditions and motor planning. Reports should indicate evidence of current impairment, including the results of a diagnostic interview and a battery of psycho-educational tests designed to identify Autism Spectrum Disorder. All test scores must be included, along with an interpretation of each and a summary. Minimally, testing must include a) assessment of cognitive ability/intellectual functioning, b) measurement of academic achievement, c) instruments that measure various domains of information processing, d) other instruments to help rule in or rule out the diagnosis of Autism Spectrum Disorder.

• Comprehensive testing, based on adult norms where applicable, may include measures of aptitude, achievement information, processing and social communication. This testing may include the following commonly used evaluation instruments:

• A comprehensive standardized IQ test based on adult norms (including cognitive/achievement scores)

• A communication assessment specifically addressing the use of language in a social context

• Autism Diagnostic Observation Scale (ADOS)

• Autism Diagnostic Interview- Revised (ADI-R)

• Gilliam Autism Rating Scale (GARS)

• Gilliam AspergerÐÓ°ÉÔ­°æ™s Disorder Scale (GADS)

• Adult AspergerÐÓ°ÉÔ­°æ™s Assessment (AAA)

• A clear statement of the diagnosis, including the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) code. Reports must indicate that criteria have been met for any DSM-IV diagnosis. If the evaluation does not clearly indicate the existence of Autism Spectrum Disorder, the examiner must state that fact.

• Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs; may include impact of current medication to meet the demands of the post-secondary environment.

• A statement of the current functional impact or limitation of the disability on learning or other major life activities and how it impacts the individual in the learning environment. Include the degree of the impact as compared to the average person, (i.e. mild, moderate or severe).

• Documentation should address any coexisting disorders or suspected coexisting disorders. Students with coexisting diagnoses of any other disability may need to provide the results of a comprehensive medical/educational/or psychological assessment for that particular disorder.

• Documentation should include recommendations for accommodations that are directly related to the functional limitations, including a rationale explaining why each recommendation for accommodation is appropriate.

Blind/Low Vision/Other Visual Disorders Not Related to Acuity

Ophthalmologists are the primary professional involved in diagnosis and medical treatment of individuals who are blind or who experience low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties.

Learning-related visual disabilities include, but are not limited to, the following disorders: ocular motility dysfunction/eye movement disorders, vergence dysfunction/inefficiency in using both eyes together, strabismus/misalignment of the eyes, amblyopia/lazy eye, accommodative disorders/focusing problems, visual sensory disorders, and motor integration. Professionals conducting assessments and rendering diagnoses of these disabilities must be qualified to do so and have experience assessing the needs of adult learners. The qualified professional in this field is licensed to practice as an optometrist and is a Fellow of the College of Optometrists in Vision Development. The diagnostician must be impartial and must not be a family member.

The documentation must be recent and include:

1. A clear statement of vision-related disability with supporting numerical description that reflects upon the current impact the blindness, vision loss or other learning-related visual disability has on the studentÐÓ°ÉÔ­°æ™s functioning. (The age of acceptable documentation is dependent upon the disabling condition, the current status of the student, and the studentÐÓ°ÉÔ­°æ™s request for accommodations.)


2. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores.


3. Present symptoms that meet the criteria for diagnosis.


4. Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs, the status of the individualÐÓ°ÉÔ­°æ™s vision (static or changing), and its impact on the demands of the academic program.


5. Narrative or descriptive text providing both quantitative and qualitative information about the studentÐÓ°ÉÔ­°æ™s abilities that might be helpful in understanding the studentÐÓ°ÉÔ­°æ™s profile including functional limitation, the use of corrective lenses and ongoing visual therapy (if appropriate).


6. A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Deaf/Hearing Impaired

Physicians, including otorhinolaryngologists and otologists, are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. The diagnostician must be an impartial individual who is not a family member of the student.

The documentation must be recent and include:

1. A clear statement of deafness or hearing loss, with a current audiogram that reflects the current impact the deafness or hearing loss has on the studentÐÓ°ÉÔ­°æ™s functioning (the age of acceptable documentation is dependent upon the condition, the current status of the student, and the studentÐÓ°ÉÔ­°æ™s request for accommodations.


2. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate.


3. Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs, the status of the individual's hearing (static or changing) and its impact on the demands of the academic program.


4. A statement regarding the use of hearing aids (if appropriate).


5. A statement of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Head Injury/Acquired Brain Injury

Head injury or traumatic brain injury is considered a medical or clinical diagnosis. Individuals qualified to render a diagnosis for these disorders are practitioners who have been trained in the assessment of head injury or traumatic brain injury. Recommended practitioners include: physicians; neurologists; licensed clinical, rehabilitation, and school psychologists; neuropsychologists and psychiatrists. The diagnostician must be an impartial individual and not a family member of the student.

The documentation must be recent and include:

1. A clear statement of the head injury or traumatic brain injury and the probable site of lesion.


2. The current impact the head injury has on the studentÐÓ°ÉÔ­°æ™s functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the studentÐÓ°ÉÔ­°æ™s specific request for accommodation(s)).


3. A summary of cognitive and achievement measures used and evaluation results including standardized scores or percentiles used to make the diagnosis.


4. A summary of present residual symptoms which meet the criteria for diagnosis.


5. Medical information relating to studentÐÓ°ÉÔ­°æ™s needs to include the impact of medication on the studentÐÓ°ÉÔ­°æ™s ability to meet the demands of the postsecondary learning environment.


6. A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Learning Disability Criteria

The following guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for reasonable accommodations, academic adjustments, and/or auxiliary aids

1. Testing must be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, domains to be addressed must include (but not be limited to):


1. Aptitude. The Wechsler Adult Intelligence Scale-Revised or WAIS -III with subtest scores is the preferred instrument. The Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Cognitive Ability, The Kaufman Adolescent and Adult Intelligence Test or the Stanford-Binet Intelligence Scale: Fourth Edition are acceptable. The Kaufman Brief Intelligence Test (KBIT) is NOT a comprehensive measure, and therefore is not suitable.


2. Achievement. Current levels of functioning in reading, mathematics, and written language are required. Acceptable instruments include the Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA); or specific achievement tests such as the Test of Written Language-3 (TOWL-3), Woodcock Reading Mastery Tests-Revised, Nelson-Denny Reading Skills Test or the Stanford Diagnostic Mathematics Test. The Wide Range Achievement Test-3 (WRAT-3) and the Mini Battery of Achievement are NOT comprehensive measures of achievement, and therefore are not suitable.


3. Information Processing. Specific areas of information processing (e.g. short and long term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Use of subtests from the WAIS-R, WAIS-III, the Woodcock Johnson Tests of Cognitive Ability, the Detroit Tests of Learning Aptitude-Adult (DTLA-A) as well as other instruments relevant to the presenting learning problems(s) may be used to address these areas.

This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes.


2. Testing must be current. In most cases, this means completed within the past three to five years. All documentation must be indicative of current functioning. Since the provision of all reasonable accommodations and services is based upon assessment of the current impact of the studentÐÓ°ÉÔ­°æ™s disabilities on his/her academic performance, it is in a studentÐÓ°ÉÔ­°æ™s best interest to provide recent and appropriate documentation.


3. There must be clear and specific evidence and identification of a learning disability. Individual learning styles and learning differences in and of themselves do not constitute a learning disability.


4. Actual test scores must be provided. Standard scores are required; percentiles and grade equivalents are not acceptable unless standard scores are also included. This is important since certain University policies and procedures require actual data to substantiate eligibility.


5. In addition to actual test scores, interpretation of results is required. Test protocol sheets or scores alone are not sufficient.


6. Professionals conducting assessment and rendering diagnoses of learning disabilities must be qualified to do so. Trained, certified and/or licensed school psychologists, neuropsychologists, clinical psychologists, learning disability specialists, and other professionals with training and experience relevant to adults and their evaluation are typically involved in the process of assessment. Experience working with an adult population is essential. The diagnostician must be impartial and not a family member of the student.


7. Tests used to document eligibility must be technically sound (i.e. statistically reliable and valid) and standardized for use with an adult population.


8. A written summary of or background information about the studentÐÓ°ÉÔ­°æ™s educational, medical, and family histories that relate to the learning disability must be included.


9. A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. Include information about the specific conditions under which the accommodation was used. (e.g. standardized testing, final exams) and whether or not it benefitted the student.


10. Individual Education Programs (IEPs) are useful, but are not, in and of themselves, sufficient documentation to establish the rationale for accommodations.



In addition, the Accessibility Resources Center reserves for itself the right to require its own evaluation of a student when it is dissatisfied with the quality of the presenting documentation.

Past Drug Addiction/Alcoholism

Professionals who are qualified for diagnosing, treating and providing documentation for individuals who have been rehabilitated for drug addiction or are under treatment for alcoholism include physicians with a specialty in addiction, clinical psychologists, psychiatrists and licensed mental health professionals or state health department certified addiction counselors who are supervised by psychologists or psychiatrists.

The diagnostician must be impartial and not a family member of the student.

University of New Haven Substance Abuse Policy
In compliance with all federal, state and local laws, the University of New Haven prohibits the possession, manufacture, sale, distribution, unlawful use/abuse of any and all controlled substances and drugs. The University of New Haven also abides by and enforces Connecticut state laws regarding alcohol which state that only persons 21 years of age or older may buy, deliver, consume, possess, or transport alcoholic beverages. (University of New Haven Student Handbook).

The documentation must be recent and include:

1. Rehabilitated Drug Use: A clear statement of successful completion of a supervised drug rehabilitation program with the DSM-IV diagnosis. A dated statement attesting to the compliance with appropriate post-rehabilitation treatment (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodation(s).

   Alcoholism: A clear statement of the disability, including the DSM-IV diagnosis and a summary of present symptoms.


2. A summary of assessment procedures and evaluation instruments used to make the diagnosis.


3. A summary of qualitative and quantitative information that supports the diagnosis.


4. Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs including functional limitation and the impact of medication on the studentÐÓ°ÉÔ­°æ™s ability to meet the demands of the postsecondary learning environment.


5. A statement of current functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested.


6. Documentation for eligibility must reflect current impact of the former drug addiction and/or alcoholism on the studentÐÓ°ÉÔ­°æ™s functioning.

Physical and Chronic-Health Related Disorders

Includes, but is not limited to such physical conditions or systemic disorders which cause impaired mobility function or other specific limitations to a major life activity such as: arthritis, multiple sclerosis, cerebral palsy, cystic fibrosis, chemical sensitivities, spinal cord injuries, cancer, AIDS, muscular dystrophy, and spina bifida.

Any physical or systemic illness is considered to be in the medical domain and requires the expertise of a physician, including a neurologist, physiatrist or other medical specialist with experience and expertise in the area for which accommodations are being requested. The diagnostician must be impartial and not a family member of the student.

The documentation must be recent and include:

1. A clear statement of the medical diagnosis of the orthopedic/mobility disability or systemic illness.


2. Current impact the physical disability or systemic illness has on the studentÐÓ°ÉÔ­°æ™s functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the studentÐÓ°ÉÔ­°æ™s specific request for accommodations).


3. A summary of assessment procedures and evaluation instruments used to make the diagnosis, including results and standardized scores if applicable.


4. A description of present symptoms that meet the criteria for diagnosis.


5. Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs to include the impact of medication on the studentÐÓ°ÉÔ­°æ™s ability to meet the demands of the postsecondary learning environment.


6. A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Psychiatric/Emotional Disorders

Includes, but is not limited to depressive disorders, post-traumatic stress disorder, bipolar disorders and dissociative disorders.

A diagnosis by a licensed mental health professional including licensed clinical social workers, licensed professional counselors, psychologists, psychiatrists and neurologists is required and must include the professionalÐÓ°ÉÔ­°æ™s license number. The diagnostician must be impartial and not a family member of the student.

The documentation must be recent and include:

1. A clear statement of the disability, including the DSM-IV diagnosis and a summary of present symptoms.


2. Current impact the psychiatric/emotional disability has on the studentÐÓ°ÉÔ­°æ™s functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the studentÐÓ°ÉÔ­°æ™s specific request for accommodations).


3. A summary of assessment procedures and evaluation instruments used to make the diagnosis, including results and standardized scores if applicable.


4. Medical information relating to the studentÐÓ°ÉÔ­°æ™s needs, including the impact of medication on the studentÐÓ°ÉÔ­°æ™s ability to meet the demands of the postsecondary learning environment.


5. A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

The Rights of the University and the Disability Services & Resources Office

The University of New Haven reserves the right to determine the appropriateness of documentation submitted and requests for accommodation(s) on a case-by-case basis, using the professional judgment of the Accessibility Resources Center staff and/or 504/ADA/FHA Committee.

Additional information may be requested to determine eligibility.

Relevant information regarding the studentÐÓ°ÉÔ­°æ™s disability may be shared those who have a legitimate educational interest.

Diagnostic information regarding the studentÐÓ°ÉÔ­°æ™s disability may be shared with the 504/ADA/FHA Committee