Students requesting accommodations on the basis of a traumatic brain injury/acquired brain injury must provide documentation administered and signed by a qualified professional who has completed comprehensive training specific to brain injuries. This would include a neurologist, physician, licensed psychologist, neuropsychologist and/or psychiatrist. The documentation must include, but is not restricted to, the following:
- An Assessment: Neuropsychological or a psycho-educational evaluation is required. The assessment must include an evaluation of the areas of attention, visual reasoning, language, academic skills, memory/learning, executive function, sensory, motor and emotional status. Evidence of a substantial limitation to learning or other major life activity must be provided. Both aptitude and academic achievement must be evaluated and included in the report.
The following tests are considered acceptable:
- Aptitude: Wechsler Adult Intelligence Scale, Stanford-Binet IV; Woodcock Johnson Psycho-educational Battery Revised: Test of Cognitive Ability
- Academic Achievement: Woodcock-Johnson Psycho-educational Battery Revised: Test for Achievement; Wechsler Individual Achievement Test; Stanford Test of Academic Skills; Scholastic Abilities Test for Adults
- Evidence of current impairment: A history of the presenting symptoms and evidence of behaviors that significantly impair functioning.
- A diagnostic interview: The interview must contain a self-report and third-party information pertaining to developmental history, family history, learning or psychological difficulties, relevant medical history, and a thorough academic history.
- Evidence of alternative diagnoses or explanations 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.
- A Clinical Summary: The clinical summary is to include the substantial limitations to major life activities posed by the disability, describe the extent to which these limitations would impact the academic context for which accommodations are being requested, suggest how the specific effects of the disability may be accommodated, and state how the effects of the disability are mediated by the recommended accommodations. If applicable, include the specific psychological diagnosis as per the Diagnostic and Statistical Manual - IV (DSM-IV). Copies of an Individual Educational Plan (IEP) or a 504 Plan alone generally do not provide sufficient documentation. Prior accommodations in an educational setting do not necessarily warrant the provision of current accommodations.
Accommodations and Services
The final determination of appropriate accommodations, auxiliary aids and services rests with UC Merced’s Student Accessibility Services program in consultation with individual academic and nonacademic programs.
All information obtained in diagnostic and medical records will be maintained and used in accordance with applicable confidently requirements
All documentation is confidential and should be submitted to:
UCM Student Accessibility Services
5200 N. Lake Rd., 222 Kolligian Library
Merced, CA 95343