Asperger's and other Pervasive Developmental Disorders

The most solid evaluation has been performed by a professional who has comprehensive training in the field of Asperger’s and other Pervasive Developmental Disorders and direct experience working with an adult population.

 In addition, solid documentation includes:

• Any specific objective measures used to help substantiate the diagnosis.
• A detailed description of the student’s current functioning including:
  • communication/language skills
  • ability to interact socially
  • restricted, repetitive and/or stereotyped patterns of behavior, activities and sensory functioning
  • sensitivity to environmental conditions
  • motor planning
  • Evidence to support these statements should include results of aptitude and achievement testing, standardized tests of language skills and standardized scales of symptoms related to autism; as well as clinical observations including level of severity.
• The student’s current limitations, resulting from Asperger’s Disorder including communication skills, social/emotional functioning and functioning in the living and academic environment in the post-secondary setting.
• For students who wish to receive consideration for academic accommodations, the evaluator must provide relevant academic performance data including results of aptitude and achievement standardized tests.
• Relevant information regarding current treatment and prognosis.
• Relevant medical information relating to the student’s Asperger’s Disorder including a description of
  the impact any prescribed medications or medication side effects have on the student’s ability to
  meet the demands of the postsecondary environment.
•  Schedule a meeting with the Coordinator of Academic Support before classes begin to make sure there is a mutual understanding of the student's strengths and challenges.