Documentation of Disability

Evaluation & Diagnosis

Wheeling University requires a written report prepared by an appropriately licensed professional that clearly diagnoses a disability and/or provides records showing the history of the disability. Medical doctors, psychiatrists, psychologists, and school psychologists are among the professionals who routinely evaluate, diagnose, and treat disabilities. The following guidelines are provided to assure that evaluation reports are appropriate to document eligibility:

• Hearing and speech disabilities – Qualified personnel include: ear, nose, and throat specialist; audiologist; speech therapist; psychologist; family physician; or other qualified medical specialist. 
• Learning disability and attention deficit disorder – Qualified personnel include: licensed psychologist, psychiatrist, school psychometrist, family physician, or other qualified licensed medical personnel. 
• Mental or psychological disabilities – Qualified personnel include: psychologist, psychiatrist, licensed counselor, hospital record, family physician, or other mental health professional.
• Mobility, coordination, traumatic brain injury, HIV & AIDS, and health disabilities – Qualified personnel include: family physician, orthopedist, neurologist, cardiologist, rehabilitation specialist, or other medical professionals. Medical records must clearly document, diagnose, and discuss the condition. 
• Visual disabilities – Qualified personnel include: ophthalmologist, optometrist, family physician, or other medical specialist. This list is not intended to be exhaustive or to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes.

Additional Evaluation Criteria

Evaluations must be current. As a guideline, Wheeling University generally requires documentation prepared within the past three years. The Student Success Center reserves the right to request an updated or more extensive evaluation. The written report must include a specific diagnosis, clear and specific evidence and identification of a disability. For example, terms such as “learning styles,” “learning problems,” and “academic difficulties” do not constitute a learning disability.

Diagnostic reports must include the names and titles of the diagnostician as well as the date(s) of testing. Reports must be typed and otherwise legible. Information can be shared without written permission in the event of medical emergency, an official court order, or behavior that endangers the health and safety of the student or others.