Head Injury/Traumatic Brain Injury Documentation Guidelines:
: Guidelines are to assist the Student Accessibility and Support in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation for appropriate accommodations. The Student Accessibility and Support reserves the right to deny services or accommodations while receipt of appropriate documentation is pending. A student's Individualized Educational Plan (IEP) alone is not sufficient documentation.
- Must be completed by a qualified professional (Qualified professionals include physicians, neurologists, licensed clinical, rehabilitation, and school psychologists; neuropsychologists and psychiatrists. Qualified practitioners are those who have been trained in the assessment of head injury or traumatic brain injury).
- Should be prepared on letterhead paper from diagnosing professional (licensure information, address and phone number need to be included).
- Reasonably Current: Documentation should be current, preferably within the last three years or from a date following further injury or significant therapy, (the age of acceptable documentation is dependent upon the condition).
Recommended documentation includes
- A clear statement of the head injury or traumatic brain injury and the probable site of lesion.
- A statement of the functional impact of limitations of the disorder or disability on learning or other major life activity and the degree to which it impacts the individual in the academic setting for which accommodations are being requested. A neurological educational assessment battery is most helpful in designing appropriate accommodations.
- A summary of cognitive and achievement measures used (including standardized scores or the percentages used to arrive at conclusion).
- The impact of medication on the student's ability to meet the demands of the postsecondary environment.
- Suggestions of reasonable accommodations, which might be appropriate at the postsecondary level, are welcome.