Eligibility for Students with Attention Deficit Hyperactivity Disorder

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 recommendations outlined below 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 health practitioners.

  1. Prepare documentation on professional letterhead, with the dates of assessment, signatures, and license numbers or credentials of the diagnosing professional.
  2. Include a diagnosis of ADHD as outlined in the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM).
  3. Provide relevant testing information, including diagnostic tests used, test scores obtained, and the interpretation of these scores.
  4. Present evidence of current impairment and rationale that supports the need for specific academic accommodations.
  5. Rule out potential factors related to academic difficulty such as cultural/language barriers, emotional issues, learning disabilities, or other disabilities.

The DRC also considers records of past accommodations and services in high school or other colleges when evaluating requests for accommodations. The DRC may need 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 coordinator is available to consult with the student or professional regarding these documentation guidelines.

Mental Health Professional – Detailed ADHD Guidelines

Comprehensive and detailed documentation enables the Disability Resource Center to determine appropriate accommodations for individual students on a case by case basis.  Please address the following items.

A clear diagnostic statement and date of diagnosis

A description of the diagnostic criteria, evaluation methods, tests and dates of administration, and/or a clinical narrative (Diagnostic Interview, etc.).

Please provide information on how the diagnostic information was obtained.  Did you interview the patient, parents or significant others or use inventories, etc.?

A description of how the disability impacts the student and the severity of the functional limitations (distractibility, impulsivity, etc. – list all)

This area forms one of the key elements for determining the severity of the patient’s ADHD and how his ADHD impacts his ability to learn.  If you only mention attention and concentration that would not satisfy the DSM-5 requirements for ADHD.  Please list all of this client’s symptoms (functional limitations) thus lending more support that his ADHD impacts learning so that accommodations can be based on these symptoms or functional limitations.

Information on the cyclical or episodic nature of the disability and suspected environmental triggers to episodes

A description of current medications and any adverse side effects

Please list medications that may have side effects.  For example, some medications can make a person drowsy which could impact the speed for completing tasks which would support extended time for tests.

Recommendations for accommodations and support services that are logically related to the functional limitations (extended time on tests, low distraction environment, note takers, etc.)

This last part provides logical support for accommodations based on the patient’s functional limitations (symptoms).  For instance, if the student is noted to have “difficulty sustaining attention,” they may need assistance in taking notes in class or need audible textbooks.  Many students with ADHD must read materials several times to get the meaning.  If the student is “easily distracted by extraneous stimuli,” they may need a low distraction environment and/or additional time on tests. The more complete and detailed your report the better able we are in determining appropriate academic accommodations for your patient.

Please return this information in a letter that is typed, dated, and on letterhead to the address listed below or fax it to (706)542-7719.

If you have any questions, please contact the intake coordinator at 706-542-8719.

Last revised on 3 August 2016

Contact the DRC

Clark Howell Hall
825 South Lumpkin Street

VOICE: (706) 542-8719
FAX: (706) 542-7719
TTY: (706) 542-8778

EMAIL: drc@uga.edu


Monday - Friday

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