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Students with LD, ADHD or ADD

Each student seeking disability-related academic accommodations and services from Seneca College’s Accessibility Services or funding for assistive services and technology is responsible for providing a written, comprehensive psychological and/or medical evaluation verifying a diagnosis of Learning Disability (LD), ADD or ADHD. Ideally, the student should provide a psychoeducational assessment report, but a letter from a physician may suffice on a temporary basis.

Assessments completed after the student reaches the age of 18 are considered current. Student’s may be encouraged to engage in a partial or full reassessment where more information is needed to understand the student’s learning needs within the current post-secondary environment or other circumstances have changed. Full re-assessments are required when assessments provided are out of date for reasons of age of the assessments or change of circumstances. Updated assessments are required if past assessments were completed five or more years prior to the student's initial request for disability-related services at Seneca College (i.e., if the student is now 19 years of age and the assessment was completed at age 14) or as required by specific program licensing bodies or funders (e.g., Nursing, Accounting, Employment and Immigration).

Students must have their disabilities verified by a clinician with expertise in the diagnosis of LD, ADD or ADHD. The clinician must be a registered educational and/or clinical psychologist, psychiatrist, or neuropsychologist. The clinician must be a neutral, unrelated, and non-biased professional.

Documentation must include:

  1. Clinician's name, title, phone number, and address; date(s) of examination on letterhead
  2. Summary of all instruments and procedures were relevant
  3. Summary of educational, medical, family histories and behavioral observations
  4. A clear statement of the DSM-5 or ICD diagnosis; summary of evaluation results, including standardized scores
  5. Statement of specific functional limitations relating to academic performance
  6. Suggestions for specific academic accommodations to minimize the impact of functional limitations on the student's academic performance.

NOTE: Other documentation, such as a high school Individual Program Plan or a letter from a physician, is helpful but not sufficient in determining appropriate academic accommodation.