Cognitive (Traumatic Brain Injuries)

Appropriate documentation should include an evaluation that has been completed within the last 3 years (in most cases) by a certified and credentialed professional such as a psychologist, psychiatrist neuropsychologist or other licensed professional with expertise in this field. The evaluation should make evident the academic impact of the disability as it relates to the accommodations and services being requested. Reports must include:

  • Name of the professional
  • Title and professional credentials, including licensing number
  • Date of the evaluation
  • Printed on professional letterhead
  • Typed
  • Dated
  • Signed by professional who completed the evaluation

The evaluation must include standard scores and/or percentile ranks as well as the evaluator’s interpretation of provided scores. The evaluation must include the following:

Overall Summary and Evidence of Disability:

  • Reason for evaluation
  • Date of initial diagnosis (or injury)
  • Current functioning in the educational setting (strengths and weaknesses, including current weaknesses that significantly restrict the student’s ability to perform in the education setting)
  • Relevant background information such as: developmental, academic, psychosocial, family, etc.
  • List and discussion of age-appropriate evaluation tools used
  • Specific behavioral observations during assessments
  • Discussion of prior appropriate accommodations

Evaluation (Neuropsychological) Must Contain Evidence of the Disability:

  • List and discussion of comprehensive age-appropriate evaluation tools used (such as: Woodcock-Johnson IV, Bender Gestalt, etc.)
  • Tests of information processing and/or cognitive abilities (examples: processing speed, visual-auditory, perceptual motor processing, cognitive efficiency)
  • Tests of Executive Functioning (examples: concentration, memory)
  • Tests of Academic Achievement (reading, reading comprehension, writing, math, oral language, etc.)
  • Motor, visual, auditory, tactile facility
  • Speech/language and/or communication
  • Personality tests, if applicable

Comprehensive Evaluative Summary:

  • Evaluator’s comprehensive explanation of provided scores for each assessment
  • Statement of diagnosis or specific impairment, including DSM-5 code (s)
  • Explanation of the type of functional limitations to major life activities created by the disability
  • List of current medications and other treatments, including potential side effects
  • Specific accommodation, auxiliary aides and/ or services recommendations for the academic setting with evidence from the supplied evaluation
  • Identification of the evaluator including name, date evaluation was completed and evaluator’s signature

Students are encouraged to submit all required documentation along with their online request at least 6 weeks prior to the start of the semester.

Submit questions, or inquiries for assistance in the accommodations process to accessibility@sacredheart.edu.

Adapted from: Connecticut Association on Higher Education and Disability Revised Documentation Guidelines