Washtenaw Community College

Search Washtenaw Community College

Learning Support Services, Washtenaw Community College
   WCC Home: Study and Learning Assistance: Learning Support Services

Temporary Relocation during 2015 to the Student Center, First Floor-SC 108
Click this icon for print-friendly version Print-friendly format Click this icon to e-mail this web page. E-mail this page

Learning Support Services:


Services and Student Responsibilities

Special Population Eligibility Requirements

Learning Support Services Home

Tutoring Information:

Tutoring Resource Links

Hours and Locations

Learning Support Services Home

Disability Support Services:

Academic Advising


Note Taker Guidelines and Student Responsibilities

Test Taking Accommodation Procedures

Guidelines for Documentation

Assistive Technology

Confidentiality and Release of Information

Equipment Loan

Learning Disabilities Assessment


Special Needs Services

Service Animals

Faculty Instructions for Test Administration in Learning Support Services

Faculty Quick Guide: Understanding Disability Services

Documentation of Academic Accommodations

Learning Support Services Home

Guidelines for Documentation: Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADD/ADHD)
  • The following professionals would generally be considered qualified to evaluate and diagnose ADHD provided they have comprehensive training in the differential diagnosis of ADHD and direct experience with an adolescent or adult ADHD population: psychologists, neuropsychologists, psychiatrists and other relevantly trained medical doctors.

  • In most cases a diagnostic evaluation must have been completed within the past three years OR must have been completed as an adult (18 years or older) and still be considered current. If documentation is inadequate in scope or content, or does not address the individual's current level of functioning and need for accommodations, re-evaluation may be required.

  • Developmental history that is documented using independent sources, of appropriate symptoms and problem behaviors across multiple settings. Possible data sources: past evaluations, school records, teacher report.

  • Evidence of a current impairment is required. Include statements of the presenting problem, diagnostic interview, and discussion (or ruling out) of the possibility of dual diagnoses, alternative or coexisting mood, behavioral, neurological and/or personality disorders as well as educational and cultural factors affecting the individual.

  • Test scores or subtest scores alone should not be used as a sole measure for the diagnostic decision regarding ADHD. Checklists and/or surveys may supplement the diagnostic profile but are not adequate for the diagnosis of ADHD and do not substitute for clinical observations and sound diagnostic judgment. All data must logically reflect a substantial limitation to learning for which the individual is requesting the accommodation. Also, there must be clear evidence and documentation of interference with developmentally appropriate academic, social or vocational functioning.

  • The report must include a specific diagnosis (DSM-IV) of ADHD and an interpretative summary specifying which. Information about medication prescribed and the side effects of these medications, if any, should be included. Also, identify if specified limitations persist even with medication.

  • Each accommodation recommended by the Evaluator must include a rationale and be correlated with specific functional limitations determined through interview, observation or testing. Include in the documentation any record of prior accommodations or auxiliary aids.

Return to Guidelines for Documentation page


Home / Academics / Services / Activities / News & Events / About Us / Jobs / Contact Us
© 2015 Washtenaw Community College, 4800 East Huron River Dr,  Ann Arbor MI  48105-4800
734-973-3300 / Feedback & Suggestions / | Flickr | You Tube