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  • Submitting Documentation

    In order to consider academic and programmatic adjustments, The New School needs documentation from a qualified clinician that includes

    • A diagnosis of the disability or disabilities
    • A list of functional limitations the student will experience in an academic environment
    • Possible appropriate academic accommodations

    The documentation should also include the credentials of the diagnosing professional(s); the date of the most current diagnostic evaluation; and the date of the original diagnosis. Additional information that could prove helpful includes any treatments, medications, and assistive devices and services currently prescribed and a description of the expected prognosis or stability of the impact of the disability over time.

    It is important to note that test and evaluation results as well as diagnostic labels are not, in and of themselves, sufficient in terms of accommodation requests. A clinician's evaluative summary of these test and evaluation results that includes the information listed above is needed. A qualified clinician is considered a professional with credentials that would be generally accepted as appropriate to diagnose the disability. It is recommended that the student speak with his or her doctor or practitioner to create documentation that appropriately explains the nature of the disability in such a way that the Student Disability Services office can make necessary and suitable accommodations.

    In all cases, documentation should be recent enough to describe the current status of the disability. Older documentation will be considered on a case-by-case basis. In addition, statements from other schools as to what accommodations were provided are, in and of themselves, not sufficient for services and will not be accepted as official documentation.

    Documentation received will be treated as confidential and will not become part of a student's permanent record. Information provided will be shared within the university on a need-to-know basis and with the sole intent of providing related services to the student. In some cases, as in the diagnosis of an unfamiliar disease, the documentation may be referred to a physician in the Student Health Services Center for review.

    Documentation should be sent directly to the Student Disability Services (SDS) office by postal mail, fax, or email attachment (PDF).

    Students are strongly encouraged to obtain updated documentation at the start of each academic year when reasonable. The university reserves the right to ask for updated documentation before providing accommodations.

    All documentation should follow the guidelines stated above. Below is additional information for specific disabilities.

    Learning Disabilities and Dyslexia Information Processing

    • Testing should be recent (conducted within the past three years). Older documentation will be considered on a case-by-case basis.
    • Testing must provide a clear and specific diagnosis of a learning disability.
    • Testing must be comprehensive in terms of measuring aptitude, academic achievement, and
    • The tests used should be reliable, valid, and standardized for use with an adolescent to adult population.
    • A diagnostic summary is needed that interprets the evaluation results to show what specific accommodations are needed and why on the basis of the listed functional limitations of the student.
    • Test scores and data must be included.
    • Diagnostic reports must include the names and titles of the evaluators as well as the date(s) of testing.

    Attention-Deficit Hyperactivity Disorder and Related Disorders

    • Testing should be recent (conducted within the past three years). Older documentation will be considered on a case-by-case basis.
    • A clear and specific diagnosis of ADHD or related conditions must be provided.
    • A diagnostic report is needed that includes a review and discussion of the diagnoses and the tests, questionnaires, interviews, and/or observations used to identify the disorder.
    • A summary of how the disorder limits academic functioning with a list of and rationale for recommended academic accommodations. This summary should include information regarding the onset, longevity, and severity of the symptoms.
    • A qualified evaluator such as a clinical psychologist, a neuropsychologist, or a psychiatrist must provide the diagnosis and evaluative summary.

    Orthopedic and Chronic Illnesses

    • Documentation must be provided by a licensed physician or other licensed professional qualified to diagnose the condition.
    • A diagnosis, a list of functional limitations, and a list of possible accommodations with rationales must be provided. Any information concerning prognosis that is deemed important should be included.

    Psychological or Psychiatric Conditions

    • Diagnosis must coincide with current DSM IV requirements and include the student's current level of functioning.
    • Documentation must be provided by a licensed psychologist, psychiatrist, or other qualified licensed professional. A list of functional limitations and accommodations with rationales must be provided.

    Hearing Loss or Deafness

    • The preferred form of documentation is an audiogram by a licensed audiologist and any supporting medical documentation.
    • A summary must be provided that includes the student's functional limitations and recommended academic accommodations including the need for adaptive equipment and interpreting services.
    • A statement as to the student's preferred means of communication (e.g., American Sign Language or signed English) should be included.

    Visual Impairments

    • Documentation must be provided by an ophthalmologist and include specific visual acuity representations for each eye and a specific diagnosis, including a statement of legal blindness if appropriate.
    • A summary should be provided that includes the student's functional limitations and recommended academic accommodations including the need for adaptive equipment. A statement as to the student's preferred method of obtaining academic material (e.g., books in an alternative format, Braille, or enlarged text) should be included.

    Temporary Disabilities

    • Students who develop a medical condition or suffer an injury that is considered temporary yet disabling will be provided with the same level of attention and consideration as students with more permanent disabilities.
    • Documentation should include the date when it is expected that the condition will no longer be disabling or the date of the next medical evaluation. The university reserves the right to obtain updated documentation as deemed appropriate.

    Disabilities Not Otherwise Specified

    • Students with disabilities not covered in this section should contact their designated administrator if additional information is needed.
    • Consultations with a medical provider or documentation source are possible with written and signed permission from the student. Consultations will be for clarification of required documentation and/or requested accommodations only.
    • Phone conversations from physicians and other evaluators cannot take the place of necessary documentation.

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