Eligibility for Students with Attention Deficit Hyperactivity Disorder
- Diagnosis
Attention Deficit Hyperactivity Disorder (ADHD) lies on a continuum and may affect the academic performance of students in different ways. Everyone experiences some ADHD symptoms, but it is the frequency and intensity of symptoms that lead to a diagnosis of ADHD. A comprehensive evaluation helps identify symptoms that substantially limit learning and provides recommendations for appropriate accommodations and services.
The procedures outlined in this document are meant to serve as guidelines for professionals who diagnose UGA students with ADHD. Persons qualified to diagnose ADHD may include psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors. The name, title, and professional qualifications of the evaluator should be clearly stated in the documentation. All reports need to be on letterhead, typed, dated, and signed.
A student may qualify to receive support services at UGA if the student has received a diagnosis of ADHD as outlined in the current version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Students are encouraged to pursue a comprehensive evaluation. Generally, documentation should be relatively recent. A suggested guideline is less than three years old. Typically, comprehensive ADHD documentation includes:
- Relevant testing information, including diagnostic tests used, test scores obtained, and the interpretation of these scores
- Evidence of current impairment and rationale that supports the need for specific academic accommodations
- Adult normed testing
- Clear statement of ADHD diagnosis and DSM code based on the current DSM criteria
- Alternative explanations to rule out potential factors related to academic difficulty such as cultural/language barriers, emotional issues, learning disabilities, or other disabilities
The DRC reserves the right to accept documentation which varies from the above guidelines, but is professionally sound and of high quality, or conversely to reject current documentation viewed as inadequate to support a requested accommodation. Often, medical doctors provide limited information based on student interviews. Should this not provide sufficient information to determine academic accommodations, additional evaluation may be warranted. The DRC staff will consult with students and give suggestions on how to obtain further testing. Factors to consider when submitting evaluative materials include:
- At the postsecondary level, an Individualized Educational Plan or 504 Plan is not used to determine eligibility for services. However, an accompanying psycho-educational evaluation report may serve as appropriate documentation if it is comprehensive and clearly states a diagnosis.
- The DRC reserves the right to request an updated evaluation if the initial documentation is inadequate to determine the extent of the disability or to support the need for requested accommodations. The cost of obtaining further documentation is the responsibility of the student.
- A DRC specialist is available to consult with any student regarding these documentation guidelines.
- Diagnosed Condition Satisfies Definition of a Disability
- Behavior must be consistent with the University of Georgia Conduct Code