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Disability Support Services
Documentation Guidelines
Introduction
Individuals with disabilities who attend or plan to attend a postsecondary institution in Wyoming may need reasonable accommodations, modifications, and/or auxiliary aids in order to have equal access to the programs and services offered. The laws that require postsecondary institutions to provide these services to otherwise qualified students include: Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). To receive accommodations in the postsecondary environment, a student must notify the institutions Disability Services Office (or other designated office) and initiate the process for determining their eligibility for accommodations.
Purpose
These documentation guidelines are provided to assist students in obtaining appropriate documentation from qualified professionals. While appropriate documentation of a disability is only one part of determining eligibility for accommodations, the provision of this documentation assists the disability service provider to understand the impact of the disabilities, needs, and potential accommodations. Institutions might also request documentation for the following reasons:
to verify the existence of a disability;
to support the request for each specific accommodation;
to review the nature of the disability or disabilities and its impact in the postsecondary environment; and
to assist in the collaborative determination of eligibility for auxiliary aids and services to minimize the impact of the disability.
Please note: An Individualized Education Plan (IEP), 504 Plan, or General Education Initiative from a secondary school may not provide enough information for the documentation of disability and needed accommodations. Please refer to the institutions documentation guidelines for the required information.
Rights and Responsibilities
In addition to providing notification and documenting the need for accommodation(s), students with disabilities also have the following rights and responsibilities:
Rights
to an equal opportunity to participate in and benefit from courses, programs, services or activities;
to an equal opportunity to work, to learn, to receive reasonable accommodations, academic adjustments, and/or auxiliary aids and services;
the assurance that all disability-related records will be confidential and maintained separately from college/university records.
Responsibilities
to meet qualifications and maintain essential institutional standards for courses, programs, services or activities;
to initiate all requests for accommodations and services;
to give institutions advance notice of needed accommodation(s).
Documentation accepted at this college or university might not be accepted by other institutions, agencies and/or programs (e.g. testing agencies, licensure exams, certification programs). Please check with the specific institutions and/or programs to determine their documentation requirements. Documentation Guidelines
For
Attention Deficit/Hyperactive Disorder
Attention Deficit/Hyperactive Disorder (AD/HD) is considered a medical or clinical diagnosis. Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the assessment of AD/HD and are experienced in assessing the needs of adult learners. Recommended practitioners may include developmental pediatricians, neurologists, psychiatrists, licensed clinical or educational psychologists, family physicians, or a combination of such professionals. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
A clear statement of ADD or AD/HD with the DSM-IV diagnosis (including which DSM-IV criteria were met) and alternative diagnoses or explanations should be ruled out;
Documentation for eligibility must be current, within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations);
A summary of the clients self report of past history (to demonstrate childhood onset and rule out other causes for the difficulties), past treatment and/or remediation history (if no previous treatment or remediation, why not), the chronic and pervasive nature of the condition as manifested in multiple settings;
A summary of hard data to support the clients self report (for example, performance reviews, past academic reports, reports from significant others, etc.);
A summary of the testing measures used to document the disabling condition (including standardized scores of all subtests as well as overall standardized test scores);
A conclusive summary that presents the sound rationale for the diagnosis based on the information presented, information gathered and tests administered;
A statement of the functional impact or limitations of the disorder or disability on learning or other major life activity and the degree to which it impacts the individual;
Medical information relating to the students needs must include the impact of medication on the student's ability to meet the demands of the postsecondary environment;
Recommendations of strategies and accommodations that would be appropriate for the student based on the information gathered, testing results, and observations of performance.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist. Documentation Guidelines
For
Specific Learning Disability
Professionals conducting assessment and rendering diagnoses of specific learning disabilities (SLD) must be qualified. A qualified professional needs to hold a degree in a field related to the diagnosis of SLD and have at least one year of diagnostic experience with adults and late adolescents. Recommended practitioners may include: certified and/or licensed psychologists, learning disabilities specialists and educational therapists with the above characteristics. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
Testing that is comprehensive, including a measure of Aptitude, Information Processing and Achievement in the areas of reading, mathematics and written language;
A narrative summary, including all standardized scores (subtest as well as overall scores), which supports the diagnosis;
Documentation for eligibility must be current, within the last three years, and reflect the current impact the learning disability has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations);
A clear statement that a learning disability is present along with the rationale for this diagnosis. (Note: individual "learning deficits," "learning styles," and "learning differences," do not, in or of themselves, constitute a learning disability);
A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing AD/HD or other disabling conditions is indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist.
Documentation Guidelines
For
Head Injury/Traumatic Brain Injury
Head Injury and Traumatic Brain Injury are considered medical or clinical diagnoses. Individuals qualified to render a diagnosis for these disorders are practitioners who have been trained in the assessment of a Head Injury or Traumatic Brain Injury. Recommended practitioners may include physicians; neurologists; licensed clinical, rehabilitation and school psychologists; neuropsychologists and psychiatrists. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
A clear statement of the head injury or traumatic brain injury, the probable site of lesion, and the date of injury,
Documentation for eligibility must reflect the current impact the head injury has on the student's functioning; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the students specific request for accommodations);
A summary of cognitive and achievement measures used and evaluation results including standardized scores used to make the diagnosis;
A summary of present residual symptoms which meet the criteria for diagnosis;
Medical information relating the students needs must include the impact of medication on the student's ability to meet the demands of the postsecondary environment;
A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist.
Documentation Guidelines
For
Physical Disabilities and Systemic Illnesses
(Includes but is not limited to: Mobility Impairments, Multiple Sclerosis, Cerebral Palsy, Chemical Sensitivities, Spinal Cord injuries, Cancer, AIDS, Muscular Dystrophy, Spina Bifida)
Any physical disability and/or systemic illness is considered to be in the medical domain and require the expertise of a physician, including a neurologist, psychiatrist or other medical specialist with experience and expertise in the area for which accommodations are being requested. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
A clear statement of the medical diagnosis of the physical disability or systemic illness;
Documentation for eligibility must reflect the current impact of the physical disability or systemic illness on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the students request for accommodations, and the current status of the student. Therefore, disabilities that are sporadic or degenerative may require more frequent evaluation);
If applicable, a summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable;
A description of presenting symptoms that meet the criteria for diagnosis;
Medical information relating to the students needs must include the impact of medication on the student's ability to meet the demands of the postsecondary environment;
A statement of the functional impact of limitation of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist. Documentation Guidelines
For
Psychiatric/Psychological Disabilities
(Includes but is not limited to: Depressive Disorders, Post-Traumatic Stress Disorder, Bipolar Disorders, and Disassociative Disorders)
A diagnosis by a licensed mental health professional including licensed clinical social workers (LCSW), licensed professional counselor (LPC), psychologists, psychiatrists, or neurologists is required and must include the license number. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as the foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
A clear statement of the disability, including the DSM-IV diagnosis and a summary of presenting symptoms;
Documentation for eligibility must reflect the current impact the psychiatric/psychological disability has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations);
A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results, including standardized or percentile scores;
Medical information relating to the students needs must include the impact of the current medications (and compliance with) to meet the demands of the postsecondary environment;
A statement of the functional impact or limitations of the disability on learning or other major life activities and how it impacts the individual in the learning environment. Include the degree of the impact as compared to the average person, i.e. mild, moderate or severe.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist.
Please Note: Not all conditions listed in DSM-IV are disabilities or even impairments for the purposes of Section 504/ADA. Therefore, a diagnosis does not in and of itself meet the definition of a disability necessitating reasonable accommodations under these laws. In order to assist this office in determining a disabling condition under Section 504/ADA and institutional policies, please address the above-listed items.
Documentation Guidelines
For
Deaf/Hard of Hearing
Physicians, including otorhinolaryngologists and otologists are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as the foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
An audiogram accompanied by a clear statement of deafness or hearing loss that reflects the current impact on the student's functioning, (the age of acceptable documentation is dependant upon the condition, the current status of the student, and the student's request for accommodations);
Medical information relating to the student's needs, the status of the individual's hearing (static or changing), and its impact on the demands of the postsecondary environment;
A statement regarding the use of hearing aids and/or cochlear implants (if appropriate);
A description of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist.
Documentation Guidelines
For
Blind/Low Vision
Ophthalmologists are the primary professionals involved in diagnosis and medical treatment of individuals who are blind or experience low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties. The diagnostician must be an impartial individual who is not a family member of the student.
The following documentation requirements will assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as the foundation that supports a student's request for appropriate accommodations. Recommended documentation includes all of the following:
A clear statement of a vision-related disability with supporting numerical description that reflects the current impact the blindness or vision loss has on the student's functioning, (the age of acceptable documentation is dependant upon the disabling condition, the current status of the student and the student's request for accommodations);
A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores;
Presenting symptoms that meet the criteria for diagnosis;
Medical information relating to the student's needs, the status of the individual's vision (static or changing) and its impact on the demands of the postsecondary environment;
Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities which might be helpful in understanding the student's profile
including the use of corrective lenses and ongoing visual therapy (if appropriate);
A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing disabling conditions are indicated. The student and the Disability Coordinator at ԺƵ will collaborate regarding accommodations with the final decision made by the disability specialist.
DEFINITIONS
These definitions are taken from Title II Highlights and Title III Highlights, U.S. Department of Justice, Civil Rights Division, Office on the Americans with Disabilities Act, Section 504 Compliance Handbook, and ADA Alliance.
The two federal laws governing institutions of higher education are The Americans with Disabilities Act of 1990 (ADA) and The Rehabilitation Act of 1973.
Provisions of the ADA prohibits discrimination on the basis of disability in
Title I - Employment
Title II - Public services and transportation (includes state universities)
Title III - Public accommodations related to goods, programs, and services (includes most private universities)
Section 504 of the 1973 Rehabilitation Act states: "No otherwise qualified disabled individual in the United States ... shall, solely by reason of his disability be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance..."
An individual with a disability is defined as a person who has a "physical or mental impairment" that substantially limits a "major life activity," or has a record of such impairment, or is regarded as having such impairment.
A physical impairment is defined as any physiological disorder, condition, cosmetic disfigurement, or anatomical loss which affects one or more of the following body systems: neurological, musculoskeletal, sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin and endocrine. Examples:
AIDS epilepsy muscular dystrophy
cancer hearing impairments speech impairments
cerebral palsy heart disease visual impairments
diabetes multiple sclerosis bodily functions
A mental impairment is defined as any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, as well as specific learning disabilities.
Substantially Limits is defined as an individual being unable to perform a major life activity or significantly restricted as to the condition, manner or duration under which s/he can perform a major life activity.
Major life activities include functions such as
breathing learning speaking
caring for self performing manual tasks walking
hearing seeing working
A qualified individual with a disability is one who meets the essential eligibility requirements for the program or activity offered by a public entity. The essential eligibility requirements will depend on the type of service or activity involved.
A qualified person with a disability in regard to education is defined as a person who meets the academic and technical standards requisite to admission or participation in the institution's programs and activities. Factors such as safety may be considered in determining whether a disabled person is qualified.
Reasonable accommodations are the adaptation of a program, facility, or work place that allows an individual with a disability to participate in the program or services or perform a job. Accommodations may consist of changes in policies, practices, services or location and the use of auxiliary aids. Accommodations must be made unless it can be demonstrated that the accommodations would impose an undue hardship on the operation of the program. A modification is not mandated if it would "fundamentally alter" the goods, services, or operations of the public accommodation.
Auxiliary aids will be provided when they are necessary to ensure effective communication with individuals with hearing, vision, or speech impairments. Auxiliary aids include such services or devices as qualified interpreters, assistive listening headsets, television captioning and decoders, telecommunications devices for deaf persons, videotext displays, readers, taped texts, brailled materials, and large print materials.
A disability is NOT: homosexuality, bisexuality, transvestitism, transsexuals, compulsive gambling, or substance abuse disorders resulting from current illegal use of drugs.
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