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Disability Services

Disability Services provides confidential accommodations and support services to any student with a documented disability while they are enrolled at Goldfarb School of Nursing at Barnes-Jewish College.

Admitted students with disabilities are strongly encouraged to contact Disability Services as soon as they decided to attend Barnes-Jewish College so they can submit required documentation in a timely fashion.

What is disability documentation?

Disability documentation is credible evidence that attests to the existence of an impairment that substantially limits one or more major life activities, the impact of the impairment on academic performance and related competencies, and recommendations for equal access and/or compensatory measures, commonly referred to as accommodations. Disability documentation provides:
  • Evidence of impairment that verifies that the impairment currently exists;
  • Information about the nature of the impairment, including its severity (e.g., mild, moderate, severe), frequency (e.g., how often the symptoms occur), and duration (e.g., permanence and long term versus short term and temporary condition);
Background information which describes history of presenting problem(s) such as:
  • Prior academic struggles, informal supports and coping skills used by the student;
  • Review of prior evaluative reports (if any);
  • Any special education services received and review of all pertinent academic history of elementary, secondary, and postsecondary education;
  • All relevant developmental, psychosocial, and employment histories;
  • Medical history of prior treatment, therapy, interventions, and/or accommodations used.
  • Objective evidence or test and subtest scores based on a comprehensive battery of standardized tests;
  • Information about a specific diagnoses;
  • Information ruling out alternative diagnoses or explanations for the impairment;
  • An integrated summary that synthesizes all sources of objective, reported, and observed evidence to establish a disability and demonstrate that the impairment(s) constitute substantial limitations to a major life activity.
(Adapted from ETS Disability Documentation Guidelines. See www.ets.org)

What is the purpose of disability documentation?

  • Information is used by postsecondary disability service providers to determine eligibility of disability status, as well as individualized academic accommodations and services.
  • The determination of eligibility and accommodations is made on a case-by-case basis as informed by student needs and the rights of the College to ensure academic standards while not encountering undue financial burden.
How current should documentation be?
Because the provision of accommodations and services is based upon assessment of the current impact of the condition (s) on academic performance and access to educational activities, it is in an individual’s best interest to provide recent and appropriate documentation.

In general, documentation should be no more than three years old.

How comprehensive should documentation be?
Disability documentation must verify the nature and extent of the impairment in accordance with professional standards and techniques and it must clearly address the need for all of the student’s specific accommodation requests.
  • Information regarding the student’s current level of functioning in and educational setting is required.
  • Comprehensive documentation should include the following six components:
  • Evidence of existing impairment;
  • Background information (i.e., interview, review of records);
  • Relevant testing;
  • Specific diagnosis;
  • Rule-out of alternative diagnoses or explanations;
  • Integrated summary.
School plans, such as an Individualized Education Plan (IEP), A Summary of Performance (SOP) or a Section of 504 Plan are useful but may not, in and of themselves, be sufficient documentation to establish the rationale for accommodations. 

Documentation requirements: