Disability Services

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 (i.e. mild, moderate, severe), frequency (i.e. how often the symptoms occur) and duration (i.e. permanence and long term versus short term and temporary condition)
• Background information which describes the 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 post-secondary 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 diagnosis
  • 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 any impairment constitutes substantial limitations to a major life activity

(Adapted from ETS Disability Documentation Guidelines.)

What is the Purpose of Documentation?

Documentation information is used by post-secondary disability service providers to determine the 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 Should Students Be Documented?

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. 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 an 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
  • Ruling out 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.