Durham Technical Community College
Disability Services Office
1637 Lawson Street /
Durham, North Carolina 27703
-536-7208 disabilityservices@durhamtech.edu
Autism Spectrum Disorder Documentation Guidelines
Durham Tech provides reasonable accommodations for students with documented autism spectrum disorder.
Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA)
does not exist at the college level; however, an IEP may be included as part of a more comprehensive report.
Durham Tech students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the
Rehabilitation Act, specifically subpart E.
Durham Tech Disability Services Office will make the final determination of whether appropriate and reasonable
accommodations are warranted and can be provided for the individual. Students with disabilities are expected to
satisfy the academic standards required by the college and perform essential course functions without
substantially altering the curriculum requirements.
Student: Complete this release form and return to the Durham Tech Disability Services Office.
Be sure to complete the personal impact statement on the back of this sheet.
Student name: Date of birth:
Student ID number: Phone:
Address:
Signature: Date:
REQUIRED DOCUMENTATION—Must be current (within the past five years)
1. The following professionals are considered qualified to assess and diagnose autism spectrum disorder:
psychologists, psychiatrists, developmental pediatricians, neurologists, or an interdisciplinary team. All
reports should be on letterhead, dated, signed, and include the name, title, and professional credentials of
the evaluator.
2. A psychoeducational report including social-behavioral testing should be current within five years.
Documentation should substantiate the need for service based on the student’s current functioning in an
educational setting. If the student has been evaluated by an autism center such as TEACCH, please include
the evaluation in the submitted documentation. Do not submit handwritten documents.
3. A clear diagnostic statement of the disorder, including DSM-IV, IV-R, or V diagnosis, and a summary of
present symptoms must accompany the documentation. In addition, a summary of evaluation procedures,
diagnostic tests used, and evaluation results should be included. A comprehensive report would include:
• Ability testing
• Achievement testing
• Specific cognitive processing evaluated for strengths and weaknesses, including visual-spatial
processing
• Social-emotional status—formal assessment instruments and/or clinical interviews are appropriate
The Slosson Intelligence Test and the Kaufman Brief Intelligence Test are screening devices that are not
comprehensive enough to provide the information necessary to make accommodation decisions.
The Wide Range Achievement Test is not a comprehensive measure of achievement and, therefore, is not
useful as the sole measure of achievement.
4. The impact of the disability on the individual should be discussed with particular detail regarding academic
and social requirements. If specific recommendations of accommodations are made, the rationale must
relate the accommodation to the functional limitations imposed by the disability.
Evaluator’s name (please print):
Licensure/Certification: Date:
02/2016
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