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Please note that you are encouraged to schedule a meeting with us even if you do not have access to the necessary paperwork. Our first priority is meeting with you, not reviewing documents. Please email academicsuccess@ciu.edu if you would like to schedule a meeting prior to submitting documentation.

What needs to be included in the documentation?

For ADHD:

All documentation should be from a current treating provider and should be signed, dated, and printed on letterhead.

Additional documentation may be requested if the initial paperwork is insufficient.

• A clear diagnostic statement from a professional who is qualified to diagnose ADHD
• The date of the diagnosis along with condition severity
• An indication of how the professional arrived at the diagnosis (clinical interview, medical history, continuous performance assessment, psychological assessment, behavior rating scales, etc.)
• Support for the diagnosis and how it meets the definition of a disability under the ADA and/or Section 504 of the Rehabilitation Act
• A description of how this impairment substantially limits one or more major life activities in general
  • And also in an academic setting
• Relevant information relating to the impact of medication and/or treatment on the student's ability to participate in all aspects of the university environment (classroom, housing, dining, etc.)

For Learning Disability:

All documentation should be from a current treating provider and should be signed, dated, and printed on letterhead.

Additional documentation may be requested if the initial paperwork is insufficient.

• A clear diagnostic statement from a psychologist, psychiatrist, or other treating provider who is qualified to diagnose a learning disability
• Evidence of a comprehensive diagnostic evaluation
• Assessment date, interpretation of data, history, and observations
• A detailed statement about how the student's education is substantially impacted as well as any other aspects of the university environment
• Support for the diagnosis and how it meets the definition of a disability under the ADA and/or Section 504 of the Rehabilitation Act
• Historical perspective of academic adjustments

For Physical Disability:

All documentation should be from a current treating provider and should be signed, dated, and printed on letterhead.

Additional documentation may be requested if the initial paperwork is insufficient.

• A clear diagnostic statement from a professional who is qualified to make such a diagnosis
• The date of the diagnosis along with condition severity
• Test data, interpretation of data, history, and observations
• Support for the diagnosis and how it meets the definition of a disability under the ADA and/or Section 504 of the Rehabilitation Act
• A description of how this impairment substantially limits one or more major life activities in general
  • And also in an academic setting
• Relevant information relating to the impact of medication and/or treatment on the student's ability to participate in all aspects of the university environment (classroom, housing, dining, etc.)
  • An annual update will likely be requested

For Psychological/Psychiatric Disability:

All documentation should be from a current treating provider and should be signed, dated, and printed on letterhead.

Additional documentation may be requested if the initial paperwork is insufficient.

• A clear diagnostic statement from a professional who is qualified to diagnose such a disability along with the DSM Code 
• The date of the diagnosis along with condition severity
• An indication of how the professional arrived at the diagnosis (clinical interview, medical history, continuous performance assessment, psychological assessment, behavior rating scales, etc.)
• Support for the diagnosis and how it meets the definition of a disability under the ADA and/or Section 504 of the Rehabilitation Act
• A description of how this impairment substantially limits one or more major life activities in general
  • And also in an academic setting
• Relevant information relating to the impact of medication and/or treatment on the student's ability to participate in all aspects of the university environment (classroom, housing, dining, etc.). If specific accommodations are being requested, ASC may request that the treating provider specifically indicate that those accommodations, if approved, would not be counter to the treatment plan.
  • An annual update will likely be requested