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The evaluation should be conducted by a qualified professional with training and experience in evaluating adolescent/adult populations. Evaluators include clinical psychologists, neuro-psychologists, psychiatrists, other relevantly trained medical doctors; a clinical team approach to diagnosis may also be appropriate.

• Reports should be on letterhead, typed, dated, signed and otherwise legible.
• Name, title, professional credentials of the evaluator, and state/province in which the individual practices should be clearly stated in the documentation.
• Identify the type of disability (i.e. the diagnosis )
• A description of the symptoms
• A statement of functional limitations due to the disability
• A summary of the assessment procedures and/or evaluation instruments that were used to make the diagnosis
• Information about current medication(s) used to treat the disability.
• Possible side effects of any prescribed medication.
• Suggested recommendations for effective and reasonable accommodations.

Documentation will be reviewed by qualified OEA staff members and accommodations determined on a case-by-case basis.

The evaluation should be conducted by a qualified professional with training and experience in evaluating adolescents/adults for learning disorders (evaluators include clinical psychologists, neuropsychologists, school psychologists, and learning disorders specialists; a clinical team approach to diagnosis may also be appropriate).

The evaluation should be comprehensive, including:

• A clinical interview with relevant background information (e.g., current difficulties/limitations in functioning; academic, medical, psychological, and/or family history)
• Aptitude testing with a comprehensive, well-established measure (e.g., the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)
• Achievement testing with a comprehensive, well-established measure (e.g., the Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III)
• Information processing testing (subtests of the WAIS-IV may be used)
• If relevant, supplemental measures (e.g., measures of emotional or personality functioning or specific achievement tests such as the Nelson-Denny Reading Test) that may further indicate difficulties in functioning

The report should include:

• The name, title, professional credentials, signature, and contact information of the evaluator
• The date of the evaluation
• A summary of the measures used in the evaluation
• Test scores, preferably standard scores and/or percentiles
• A diagnosis that is supported by the evaluation
• Recommendations for accommodations that are supported by the evaluation
• The evaluation should be conducted by a qualified professional with training and experience in evaluating adolescents/adults for learning disorders (evaluators include clinical psychologists, neuropsychologists, school psychologists, and learning disorders specialists; a clinical team approach to diagnosis may also be appropriate).

Students who experience a temporary physical or mobility impairment due to an injury or surgery must provide documentation of the impairment from a qualified examiner such as a medical doctor or emergency room personnel.

• Reports should be on letterhead, typed and legible
• The name, title, professional credentials of the physician, and date of evaluation.
• Nature of the impairment.
• The anticipated duration of the impairment.
• The impact it has on the student. Please note, for lower limb injuries, the documentation must state that the student is non-weight bearing to be eligible for golf cart transportation assistance.
• Suggested accommodations based on the impairment that is supported by the evaluation (i.e. golf cart transportation, scribing, note taking, etc.)