Documentation Guidelines

The following guidelines have been developed to assist students in gathering information which may aid the Office of Student Accessibility Support Services in 1) verifying the presence of a disability, which substantially limits a major life activity and 2) establishing the need for accommodation, due to barriers created by the disability, in order to assure equal access. The guidelines outlined here are not all-inclusive and should not be viewed as such. Documentation is reviewed on a case-by-case basis.

Please note: prospective students should not submit any documentation to the Office of Student Accessibility Support Services prior to officially enrolling at the college.

Current students may submit any and all documentation in support of their request for accommodation. They should not delay meeting with the Accessibility Coordinator out of a concern for not having appropriate paperwork. The Office of Student Accessibility Support Services will meet with any interested student and provide individual guidance on necessary documentation.

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Mobility, Systemic, or Health-Related Disabilities:

• A diagnosis or other identification of disability
• An assessment of current functional limitations, major life functions limited, and barriers created by the disability
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Hearing Loss:

• An audiological evaluation and/ or audiogram which reflects current levels of functioning, particularly if hearing loss is progressive
• An assessment of current functional limitations, major life functions limited, and barriers created by the hearing loss
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Visual Impairments or Blindness:

• An ocular assessment or evaluation which reflects current levels of functioning
• A low-vision evaluation of residual visual function, when appropriate
• An assessment of current functional limitations, major life functions limited, and barriers created by the visual impairment or blindness.
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Specific Learning Disabilities, Attention Deficit Hyperactivity Disorder, and/ or Psychological Disorders Affecting Learning:

• A comprehensive psycho-educational or neuropsychological report which reflects current levels of functioning and includes:
  • Evaluation by a qualified diagnostician with comprehensive training and experience (i.e. licensed clinical psychologist, school psychologist, educational psychologist, neuropsychologist, psychiatrist, other relevantly trained medical doctors)
  • Diagnostic Interview, including a description of the presenting problem(s) or referral concern(s); relevant developmental, medical, psycho-social, and employment history (including evidence of early onset for ADHD diagnoses); family history; language history and current level of English fluency; current medications; and a discussion of co-morbidity, as appropriate
  • Assessment, including standardized achievement assessment, standardized cognitive assessment, standardized behavioral rating scales, informal achievement assessment, observation, and other relevant data
  • Clinical summary, which includes relevant educational classifications, DSM-5 diagnoses, or other diagnoses and demonstrates current functional limitations, major life functions limited, and barriers created by the cognitive impairment
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Traumatic Brain Injuries and/ or Concussions:

• A comprehensive neuropsychological evaluation which reflects current levels of functioning and includes:
  • Evaluation by a qualified diagnostician with comprehensive training and experience
  • Diagnostic interview, including a description of the presenting problem(s) or referral concern(s); relevant self-report and third-party information regarding developmental history, family history, learning or psychological difficulties, medical history, and academic history; current medications; and a discussion of co-morbidity, as appropriate
  • Assessment of the following areas: attention, visual perception, visual reasoning, language, academic skills, memory/ learning, executive functioning, sensory, motor, and social-emotional functioning
  • Clinical summary, which includes relevant educational classifications, DSM-5 diagnoses, or other diagnoses; clinical impressions and expected timelines for improvement and/ or resolution, as appropriate; and demonstrates current functional limitations, major life functions limited, and barriers created by the brain injury.
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Psychological, Psychiatric, and/ or Mental Health Disabilities:

• A specific, current diagnosis or identification of disability consistent with the DSM-5, which includes any relevant specifiers and subtypes
• An assessment or description of current symptoms, functional limitations, major life functions limited, and/ or barriers created by the disability
• Details regarding date of diagnosis, ongoing treatment (if applicable), and treatment plan (if applicable)
• Prescribed medications, including dosages, schedules, side effects, and consistency of utilizing medications
• Recommendations regarding accommodations which may provide access
• Information regarding accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)