Disability Documentation Guidelines

Cleveland State 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. This list is not intended to be exhaustive or to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes. 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 psychologist, family physician, or other qualified licensed medical personnel. A recent Multifactor Evaluation (MFE) or Educational Testing Report (ETR) from the student’s K-12 school district may also suffice. An IEP, while helpful, is not considered documentation of disability.
• 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 and 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.

Additional Evaluation Criteria:

• Evaluations must be current. As a guideline, Cleveland State University generally requires documentation prepared within the past three years. The University reserves the right to request an updated or more extensive evaluation.
• The report should describe the functional limitations imposed by the disability that could impact functioning in the educational environment.
• 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.

Here is a list of Learning Disability Evaluators in the Cleveland Area. This list is not exhaustive and is in know way an endorsement of these facilities' services by our office.