Traumatic Brain Injury
Traumatic Brain Injury (TBI) is defined as trauma to the brain resulting from injury, cerebral vascular accidents, tumors, or other medical conditions
- Students requesting accommodations on the basis of a TBI or brain injury must provide documentation by a neuropsychologist.
- Documentation must be current: within the past 3 years for a high school student and within the past 5 years for an adult.
- All testing instruments must be standardized for use on adults.
- A school plan such as an IEP or 504 Accommodation Plan is NOT sufficient documentation.
Documentation must include, but is not limited to, the following:
- A Neuropsycholgical Evaluation that addresses:
- Visuoperception/Visual Reasoning
- Academic Skills
- Executive Function
- Motor and Emotional status.
- Data should include standard scores and percentiles.
- Evidence of current impairment
- Documentation should discuss history of the individual’s presenting symptoms and evidence of behaviors that significantly impair functioning.
- Diagnostic interview. Must contain self-report and third-party information pertaining to:
- Developmental History
- Family History
- Learning or Psychological Difficulties
- Relevant Medical History
- Thorough Academic History
- Evidence that Alternative Diagnoses or Explanations were ruled out:
- The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, learning, behavioral, and/or personality disorders that may confound the diagnosis.
- Include a specific statement of diagnosis, as well as the corresponding DSM-IV-TR code.
- Clinical Summary. Must address:
- The substantial limitations to major life activities posed by the disability.
- A description of the extent to which these limitations would impact the academic context for which accommodations are being requested.
- Suggestions as to how the specific effects of disability may be accommodated.
- The rationale behind the suggested accommodations. Any recommendation for an accommodation should be based on objective evidence of a substantial limitation to learning, supported by specific test results and clinical observations. In establishing the rationale for recommended accommodations, test data should be used to document the need.*
- Additional Requirements
- Interpretation of test results is required. Test protocol sheets, handwritten summary sheets or scores alone are not sufficient.
- All reports must be in narrative format, typed, and signed by the diagnosing clinician.
- It must include the names, titles, and professional credentials of the evaluators as well as the date(s) of testing.
- Documentation must be submitted on the official letterhead of the professional diagnosing the disability.
* A history of accommodations does not in itself warrant the provision of similar accommodations at UNA. The final determination of appropriate and reasonable accommodations rests with the decision of the university.