Documentation

At the post-secondary level identifying your disability is voluntary, but in order to receive services a student must provide supporting documentation . If you anticipate using accommodations it is important you meet with the Coordinator of Services for Students with Disabilities as early as possible to identify yourself and discuss the services you may need. Do not assume that you will automatically receive the same services in college as you did in high school. No one will know about you, or supply you with the services you need, unless you have registered with the the Office of Services for Students with Disabilities.

Students will need to provide a recent copy (within 3 years) of their psycho-educational evaluation.  It is recommended that the student considering post secondary education get a full re-evaluation in their final year of high school. Colleges need to know what the student's current level of functioning is upon entering college.  There must be clear and specific evidence of a disability and its effects and limitations on the student's ability to learn or another life activity.

         The following sections address some of the common questions related to documentation.   If you have additional questions, contact the Coordinator at the college you’re interested in attending or ask your current special education service provider.

Section 1:  What documentation is needed?

Section 2:  Where do I get copies?

Section 3:  To whom do I send the information?

Section 4:  When should I send my information?

Section 1: What documentation is needed?

Students will need to provide a copy of the most recent psycho-educational evaluation.   In high school, it is required that these tests are updated every three years.  It is NOT necessary to send a copy of the entire IEP (Individualized Education Plan).   After graduation students are no longer covered under IDEA regulations for services.   Decisions about services will be based upon what the documentation provided suggests and not what services were previously utilized. The following pages outline the specific evaluations required as documentation for each particular disability.

  (Click below for specific disabilities)

Learning Disabilities

Attention Deficit Disorder

Medical/ Emotional & other disorders

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For Learning Disabilities

Learning Disabilities:  The applicant must provide the results of age-appropriate diagnostic testing performed by a qualified professional.  Documentation,  including all standard scores and percentiles (including subtests), which are reliable, valid, and standardized measures, must address the following:

1.       Description of the presenting problem(s) and its (their) developmental

history, including relevant educational and medical history.

2.       Neuropsychological or psycho educational evaluation which includes

results of an aptitude assessment using a complete and comprehensive battery.

3.       Results of a complete achievement battery.

4.       Results of an assessment of information processing.

5.       Other appropriate assessments for consideration of differential diagnosis from co-existing neurological or psychiatric disorders.

6.       Specific diagnosis and evidence that alternative explanations were ruled out.

7.       Description of the functional limitations supported by the test results and a rationale for the recommended accommodations specific to those functional limitations.

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For Attention Deficit Disorder

Attention Deficit Hyperactivity Disorder:  The applicant must provide diagnostic results from an evaluation by a qualified professional.  Documentation must address the following:

1.       Evidence of early impairment which, by definition in the Diagnostic and Statistical Manual of Mental Disorders (4 ^th Ed.) (DSM-IV), is first exhibited in childhood and manifests itself in more than one setting.

2.       Evidence of current impairment including:

a.        statement of presenting problem.

b.       Diagnostic interview.

3.       A ruling out of alternative diagnoses and explanations.

4.       Relevant testing using reliable, valid, standardized and age-appropriate assessment.

5.       Number of applicable DSM-IV criteria and description of how they impair the individual.

6.       Specific diagnosis.

7.       Interpretive summary including a discussion of how the effects of ADHD are mediated by the recommended accommodation(s).

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Physical, Medical, Psychiatric or Psychological Disabilities

If the disability is of a physical, medical, psychiatric or psychological nature, documentation must be submitted by an appropriate and qualified health professional (e.g. a medical doctor, licensed clinical social worker, psychiatrist, psychologist or neurologist, etc.).

Documentation should provide information regarding the severity of the symptoms, as well as its effects on the individual’s educational functioning.

If medication is taken for the condition, the name and dosage should be included in the documentation.

Individualized assessments of aptitude and achievement are recommended. Appropriate services will be determined from the specific information provided.

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Section 2: Where do I get c opies?  

       The complete copy of the psycho-educational evaluation is kept in the student’s special education file.   Contact your current   (or most recent) special education service provider or your school psychologist to get copies.   School districts independently decided how long they keep records after a student graduates so don’t delay!

For physical, medical or psychiatric/psychological disabilities, contact your appropriate health care professional for written documentation.

Please note: In order for any professional to release confidential information to any support service provider directly, the student will be required to sign a written release of information.

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Section 3: To whom do I send the information?

        Identifying your disability is voluntary and confidential.   Some college applications request information about disabilities to be used for statistical purposes. It is not required in order for you to be eligible for services.   It is entirely up to you whether or not you choose to answer questions regarding disabilities on your application.

        When you receive your acceptance letter, contact the Coordinator of Services for Students with Disabilities as early as possible.   Send copies of your documentation directly to him or her and NOT to the admissions office.  

At SUNY Delhi, please send documentation to:

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Section 4: When should I send my i nformation?

Send your documentation when you receive your letter of acceptance.   Call to make sure that it has arrived and arrange a time to meet with the Coordinator of Services for Students with Disabilities to review it.   If at all possible, do not wait until the first week of classes.   This is a big transition and there will be many other things to attend to when you arrive on campus .        

Do not send copies of your documentation with your admissions application .   The admissions counselors do not utilize the information to determine your acceptance into the college.   It simply creates the possibility for communication breakdown in trying to get the information transferred to the Coordinator of Services for Students with Disabilities.

Please contact Mrs. Linda Weinberg (607.746.4593) for additional information. 

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