Support Services for Students with Disabilities

Autism Spectrum Disorder / Asperger's Syndrome

Students requesting support services are required to provide the Dean of Students/Academic Support Services with current documentation of a diagnosed Autism Spectrum Disorder or Asperger’s Syndrome from a recognized authority.  If documentation of ASD has been established during the time that the student attended K-12 school, then the diagnosis will generally be sufficient.  However, a description of the current functional limitations of the disorder should be provided.

Content of Documentation

 1.      A specific diagnosis that conforms to the DSM-IV including the criterion for Autism Spectrum Disorder, Asperger’s Syndrome or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS).

 2.      Current functional limitations on major life activities resulting from ASD. These may include but are not limited to:

3.      Evidence to support the functional limitations statement. This may include, but is not limited to:

 Intellectual Functioning

A complete intellectual assessment is required with all sub-test and standard scores.

The preferred instrument is:


A complete achievement battery, with all subjects and standard scores, should be provided. The battery should include current levels of academic functioning in reading, decoding and comprehension, mathematics, and written language. Scores reflecting measure of fluency should be provided. Acceptable instruments include, but are not limited to:

Information Processing

Specific areas of information processing, such a as short and long-term memory, auditory and visual processing, and processing speed must be assessed. Acceptable instruments include, but are not limited to:

 Actual Test Scores

Standard scores and percentiles must be provided for all normed measures. Grade equivalents are not acceptable unless standard scores and/or percentiles are also included.              

4.      Recommended Accommodations.  All accommodations should be directly related to the functional limitations listed in the report.  The rationale for each recommendation should be supported by the test data and/or clinical observations.

5.    Recommendations for other support services or strategies that may be beneficial in a higher educational environment.  This may include suggestions for single room, assistive technology, medication, as well as other recommended interventions, such as counseling services.