The University is committed to providing equal access to its academic programs through reasonable accommodations appropriate to the nature and severity of the individual's functional limitations resulting from a psychological disability.
In defining a disability as primarily psychological in nature, these Practices consider the definition of psychological disorders as described in the most current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
- In the DSM-5 each of the psychological disorders is defined as a clinically significant behavioral or psychological syndrome or pattern that occurs in an individual and that is associated with present distress (e.g., a painful symptom) or disability (i.e., impairment in one or more important areas of functioning).
For the purpose of these Practices, a psychological disorder constitutes a verifiable disability only when there is a limitation in a major life activity, included, but not limited to, such as learning, caring for oneself; or when there is a record of such an impairment. While psychological disorders may be a source of discomfort, distress, or disability, it should be emphasized that a student who has a psychological condition may not necessarily require accommodation. Eligibility for such services is made by the campus Disability Services professional staff, consistent with State and Federal law and University policy.
Documentation Requirements
Professionals conducting assessments and rendering diagnoses of psychological disorders must be qualified to do so. Comprehensive training in the differential diagnosis of psychological disorders and direct experience in diagnosis and treatment of adults is necessary. Qualified diagnosing professionals would include, but are not limited to licensed psychologists, psychiatrists, and neurologists, or other professionals with training and expertise in the diagnosis of psychological disorders. Such documentation should be either via our form, or on the provider's letterhead and contain the professional’s signature and license number. Documentation must be current and dated generally within 1 year.
The documentation should provide responses to the following questions:
- 1. Does the student have a diagnosable psychological disorder? If so, what is the specific (DSM-5) diagnosis? Please provide all pertinent diagnostic information including subtypes and/or specifiers for diagnostic domains & subgroups as well as psychosocial stressors and environmental stressors.
- 2. What were the assessment or evaluation procedures used to make the diagnosis?
- 3. Is there historical data that is pertinent to the disability?
- 4. What are the major symptoms of the disorder currently manifested by the student, including level of severity?
- 5. If medications are currently prescribed, are there any substantial side effects for this individual?
- 6. What are the current functional limitations imposed by this disorder?
- 7. What is the current prognosis?
- 8. When did you last see this individual?
ACCOMMODATIONS AND SERVICES
Each student with a psychological disability should be provided with accommodations and services that are appropriate to the student’s disability-related academic needs. It is the responsibility of the campus Disability Services office to determine whether the student is eligible for services and, if so, provide appropriate accommodations and services based on the documentation provided and in consultation with the student and other professionals, as appropriate. It is the responsibility of students who seek accommodations and services from the University of California to provide comprehensive written documentation of their disabilities. With the informed consent of each student, an appropriate and qualified member of the Disability Service office may contact the professional(s) who made the diagnosis, requesting further information in order to determine the most appropriate and reasonable accommodations.
University accommodations and support services for a student with a psychological disability should be designed to minimize the limitations imposed by the student’s disability, thus providing an equal opportunity to learn, and to demonstrate what the student has learned in an academic setting. Academic accommodations should be provided in the most integrated setting possible and designed to meet the disability related needs of qualified individuals without fundamentally altering the nature of the instructional programs or any licensing requirements specified by the student’s intended profession.
Each campus has procedures for resolving complaints or grievances regarding the provision of academic accommodations and services.