Loyola University Maryland

Student-Athlete Support Services Office

Students With Disabilities

It is the policy and practice of Loyola to comply with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and state and local requirements regarding students with learning disabilities and Attention Deficit/Hyperactivity Disorder (ADD). No qualified individual with a disability shall be denied access to, or participation in services, programs and activities at Loyola. Academic accommodations are provided for students with documented learning disabilities/ADHD so that these students are viewed according to their abilities, not disabilities.


Academic Advising and Support Center

The Academic Advising and Support Center serves as an advocate for students with learning disabilities and/or ADHD, ensuring programmatic access to all college programs that will affect mainstreaming into the campus community.

Academic Advising and Support Center
Maryland Hall, Room 138
Hours: Monday – Friday, 9 a.m. – 5 p.m.
Phone Number: 410-617-5050
Fax Number: 410-617-2161
E-mail: aasc@loyola.edu
Assistant Director: Leslie Brown Chiles, ext. 2663

Disability Support Services

The Office of Disability Support Services (DSS) provides services to students with psychiatric and physical disabilities, sensory impairments and chronic illnesses.

Disability Support Services
Newman Towers, 107 West
Hours: Monday – Friday, 8:30 a.m. - 5 p.m.
Phone Number: 410-617-2062 or 410-617-2750
Fax Number: 410-617-2080
TDD: 410-617-2141
Director: Marcia Wiedefeld, ext. 2062
Assistant Director: Megan Henry, ext. 5137
Accommodations Coordinator: Michelle Hackley, ext. 2750

How to Register with DSS

To register with Disability Support Services, you must submit a completed application (pdf format) and provide proper documentation of the disability.

Students requesting support services from Loyola's Disability Support Services are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

Under the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are protected from discrimination and may be entitled to reasonable accommodations and equal access to programs and services. To establish that an individual is covered under the ADA, documentation must indicate that a specific disability exists and that the identified disability substantially limits one or more major life activities. A diagnosis of a disorder/ impairment in and of itself does not automatically qualify an individual for accommodations under ADA. The documentation must also support the accommodations requested.

The following guidelines are provided to ensure that documentation is complete and appropriate:

  1. The evaluation must be conducted by a qualified professional, such as psychologist, neuropsychologist, psychiatrist or other medical doctor who has had comprehensive training in the differential diagnosis of ADHD and direct experience with an adult ADHD population. The name, title and professional credentials of the evaluator should be clearly stated. All reports should be on letterhead, typed, dated, signed and otherwise legible.
  2. Documentation must be current. The diagnostic evaluation must adequately address the individual’s current level of functioning and need for accommodations. In most cases, the evaluation must have been completed in the last three years. A school plan, such as an Individualized Education Plan (IEP) or 504 Plan, is insufficient documentation, but can be included as part of a more comprehensive evaluative report.
  3. Documentation necessary to substantiate the diagnosis must be comprehensive and include:
      - Evidence of early impairment. Historical information must be presented to demonstrate symptoms in childhood which manifested in more than one setting.

      - Evidence of current impairment, which may include presenting attentional symptoms and/or ongoing impulsive/hyperactive behaviors that significantly impair functioning in two or more settings. In addition, the diagnostic interview should include information from, but not limited to, the following sources: developmental history, family history, academic history, medical history and prior psychoeducational test reports.

     - Alternative diagnoses or explanations should be ruled out. The evaluator must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological and/or personality disorders that may confound the diagnosis of ADHD.

     - Relevant testing information must be provided and all data must reflect a diagnosis of ADHD and a resultant substantial limitation to learning.

     - Documentation must include a specific diagnosis. The diagnosis must include specific criteria based on the DSM-IV, including evidence of impairment during childhood, presentation of symptoms for at least the past six months, and clear evidence of significant impairment in two or more settings. The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of such terms as "suggests," "is indicative of," or "attentional problems."

     - An interpretive summary must be provided that demonstrates that alternative explanations have been ruled out and that explains how the presence of ADHD was determined, the effects of any mitigating measures (such as medication), the substantial limitation to learning caused by the ADHD, and the rationale for specific accommodations.

Submit documentation to:

Disability Support Services
Newman Towers, 107 West
Loyola University Maryland
4501 N. Charles St.
Baltimore, MD 21210
410-617-2062 or 410-617-2750
410-617-2080 (fax)
410-617-2141 (TDD)

Loyola will not release any part of the documentation without the student’s informed consent.

Note: Guidelines for documentation were reproduced, in part, with permission by ETS (Educational Testing Services), "Policy Statement for Documentation of Attention-Deficit/ Hyperactivity Disorder in Adolescents and Adults," June 1999 (Revised).