撰写文件指引
残疾:创伤性脑损伤

A PDF version of these guidelines is available 在这里. In addition, the corresponding verification form is available 在这里.

Students seeking support services from Student Disability 服务 (SDS) on the basis of a previously diagnosed Traumatic Brain Injury (TBI) must submit documentation that verifies their eligibility under Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA) and the ADA Amendments Act.

The documentation must describe a disabling condition, which is defined by the presence of substantial limitations in one or more major life activities. 仅仅是提交 evidence of a diagnosis, and/or a discrepancy between ability and achievement on the basis of a single subtest score is not sufficient to warrant academic accommodations. Similarly, nonspecific diagnoses, such as individual attention problems, academic problems, and test difficulty/anxiety in and of themselves do not constitute a disability.

The guidelines below are intended to provide guidance for the assessment process, including the areas that must be assessed in order for SDS staff to make appropriate 决定. Examples of specific tests that may be used within each area are available 要求. Please do not hesitate to contact SDS at (972) 721-5056 if you have 任何问题.

Students submitting documentation of physical and/or cognitive sequelae related to 创伤性脑损伤(如.g., head trauma, CVA’s, tumors, other medical conditions) must submit evidence of a disabling condition with evidence of functional impairment in major life activities of relevance to the classroom. 这些文件应 包括:

1. DSM-IV or ICD Diagnosis (text and code): 详细背景资料– including information obtained in diagnostic interviews, relevant hospital and/or rehabilitation records, history of premorbid functioning (including prior academic history and developmental history), any pertinent medical and psychological history, and a discussion of dual diagnosis, if present; this includes a history of any coexisting disorders that could affect functioning. As above, all testing/evaluation reports 应该是 current (within the last three years), comprehensive, and have been conducted and 由合格的专业人士签名. Qualified professional should not be related to the individual being assessed.
2. 评价: Comprehensive neuropsychological evaluation– conducted after the injury, which includes, but is not limited to, the domains described above for learning and communication disorders.
3. 功能的局限性: Evidence of current impairment, including behaviors that significantly affect functioning, and how these relate to academics 应该是 provided. 预估发病前的讨论 功能也应包括在内. Detailed information regarding residual physical or medical impairments– current treatment regimens, including current medications. Functional limitations 应该是 determined WITHOUT consideration of mitigating measures (i.e. 药物等.). If condition is episodic in nature, level of functioning 应该是 assessed based on active phase of symptoms.
4. 住宿: Suggested recommendations, modifications and/or accommodations.

General Guidelines for all Disabilities

It is important to recognize that accommodation needs can change over time and are not always identified during the initial diagnostic process. 先前的住宿史， without demonstration of current need, does not in and of itself warrant provision 类似的住宿.

SDS will make the final determination as to whether appropriate and reasonable accommodations are warranted and can be provided to the individual.

In addition to documentation as described above, transfer students should provide written verification of accommodations received (and dates served) from the previously 参加学校(s).

The diagnostic report must include the 姓名、头衔和执照号码 评估者的.

All documentation submitted to SDS is considered confidential.

Documentation 应该是 sent to the following address:

波胆网站
Student Disability 服务, 学术成就 Office
东北门路1845号
欧文，德克萨斯州75062

Documentation may be faxed to (972) 265-5712, emailed to ada@8051turk.com，或交给布拉尼夫.