Disability Guideline Information

It is the responsibility of the student to provide information which verifies that the student's condition meets the definition of a disability as defined by applicable laws (i.e., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the ADA Amendments Act of 2008). Federal Law requires that requests for services for students with disabilities be considered on an individual, case-by-case basis. The following information is gathered in order to establish a disability and then determine appropriate academic adjustments and/or accommodations.
Disability-related documentation should provide information on the current functional impact of the disability in an academic setting so that effective academic adjustments/accommodations can be identified. Criteria for the source, scope and content of documentation differs by disability type. Documentation may include assessments, reports, and/or letters from qualified evaluators, professionals, or institutions. Common sources of documentation are health care providers, psychologists, diagnosticians, and/or information from a previous school (e.g., accommodation agreements/letters, 504, IEP, or ARD documents).
Sources of information used for determining a disability and/or academic adjustments and/or accommodations may include a student’s self-report, direct observation and interaction with the student, and/or documentation from qualified evaluators or professionals.

Essential Documentation Elements:

  1. Typed on letterhead, dated, and signed by a qualified professional.
  2. Diagnostic Statement with any related diagnostic methodology (diagnostic criteria and/or procedures).
  3. Description of current functional limitations or symptoms.
  4. Severity and/or expected progression.
  5. Current medication(s) and any related side-effects.
  6. Current and/or past accommodations.