Documentation must include, but not be limited to the following:

Name and professional credentials of the evaluator
The evaluator should have training and experience in the evaluation of the adolescent/adult psychiatric disorders and specifically with ADHD.

Based upon the information from the assessment and utilizing DSM-IV criteria, the student has been identified as having ADHD. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning and symptoms are not better accounted for by another disorder (e.g. Pervasive Development Disorder, Schizophrenia, Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). The diagnosis must indicate level of severity and reasonable accommodations specific to the diagnosed disability.

DSM-IV Diagnosis
To facilitate the gathering of such critical information, the qualified professional must submit a full diagnostic report and respond to the following questions.

  • Date of diagnosis and last contact with student.
  • Current Global Assessment of Functioning (GAF) Scale Score.
  • What instruments/procedures were used to diagnose the ADD/ADHD?
  • Describe symptoms which meet the criteria for this diagnosis with the approximate date of onset.
  • In order for our staff to determine the impact of this student's disorder on academic activities such as exam-taking, note-taking and concentrating, please describe what major life activity(s) is impacted by this disorder as well as how significant this impact is. Please identify if you've observed this directly or would anticipate it occurring in an educational setting.
  • What measures (formal or informal) were used to assess the educational impact of the ADD/ADHD?
  • Recommendations regarding effective academic and residential accommodations to equalize this student's educational opportunities at the post-secondary level.
  • Is this student currently taking medication? If so, what is the medication?
  • Does this medication need to be monitored locally?
  • With appropriate treatment (e.g., counseling, medication, etc.), does this student continue to need the above services and accommodations? Is so, why?
  • In addition to the diagnostic report and educational assessment, please attach any other information relevant to this student's academic needs.
Please forward this information, marked confidential, to:

Lorraine N. Lalli
Assistant Dean of Students
Roger Williams University School of Law
10 Metacom Avenue
Bristol, RI 02809
Phone: (401) 254-4593
Fax: (401) 254-5359

Close Course Type Descriptions

Course Types

We have classified RWU Law classes under the following headers. One of the following course types will be attached to each course which will allow students to narrow down their search while looking for classes.

Core Course

Students in the first and second year are required to take classes covering the following aspects of the law—contracts, torts, property, criminal law, civil procedure, and constitutional law, evidence, and professional responsibility.  Along with these aspects, the core curriculum will develop legal reasoning skills.


After finishing the core curriculum the remaining coursework toward the degree is completed through upper level elective courses.  Students can choose courses that peak their interests or courses that go along with the track they are following.


Seminars are classes where teachers and small groups of students focus on a specific topic and the students complete a substantial research paper.


Inhouse Clinics and Clinical Externships legal education is law school training in which students participate in client representation under the supervision of a practicing attorney or law professor.  RWU Law's Clinical Programs offer unique and effective learning opportunities and the opportunity for practical experience while still in law school.