All data must logically reflect a substantial limitation to learning for which the individual is requesting the accommodation. A diagnostic report should include a review and discussion of the DSM-IV criteria for ADHD both currently and retrospectively and specify which symptoms are present. The report must include a specific diagnosis of ADHD based on the DSM-IV diagnostic criteria. An interpretive summary based on a comprehensive evaluation process is a necessary component of the documentation. The determination of reasonable accommodations rests with the Access office, which is the University's designated service provider for students with disabilities.
Accommodations are always individually determined.
These include the student's interest in receiving an accommodation, the academic demands in a particular class, the availability of educational supports in that class, the student's response to medications, as well as the student's development of effective strategies over time. A prior history of accommodations, without demonstration of a current need, does not in and of itself warrant the provision of a like accommodation. If no prior accommodations were provided, the qualified professional should include a detailed explanation of why no accommodations were used in the past and why accommodations are needed now. The University of North Carolina-Chapel Hill ADHD guidelines have also been a resource in the establishment of these guidelines.