Documentation Guidelines

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GENERAL GUIDELINES

Students diagnosed with a disability, who request services or accommodations, will be asked to provide appropriate documentation. Students who have multiple disabilities should provide documentation for each disability for which they are requesting accommodations.

Student history and student self-report can be used in conjunction with current documentation to obtain a comprehensive picture of student needs. The determination of reasonable accommodations on campus is based on satisfying the documentation guidelines outlined below and on a clear demonstration of functional limitations in an academic setting.

ALL DISABILITY TYPES RECOGNIZED BY THE ADA

For all disability types the evaluation presented as documentation should:

• Be conducted by a qualified professional.
• Include the professional’s name, title, professional credentials, including information about state licensure or certification number.
• Be dated.
• Be signed by the professional responsible for the assessment.
• Contain diagnosis information. 
• Be current. Disabilities may change in severity over time and documentation should support current accommodation needs.
• Include recommendations and rationale for accommodations that are based on analysis of how the diagnosis impacts the student’s functioning. 

LEARNING DISABILITY 

The evaluation presented should:

• Be conducted by an evaluator with comprehensive training with adolescents and adults with learning disabilities.
• Include test scores to document the nature and severity of the disability.
• Include a description of how the diagnosis impacts the student’s functioning (e.g. how the learning process may be affected by the diagnosis).
• Include specific recommendations and rationale for academic accommodations/assistive technology. 

ADD/ADHD

The evaluation presented should:

• Be conducted by a qualified professional whose background includes training and relevant experience in the full range of neuropsychiatric disorders.
• Be current as of the date of request for accommodations.
• Include a summary of relevant historical information including initial onset, diagnosis, medication and indication of ADD/ADHD throughout adolescence or adulthood.
• Identify functional limitations in the educational setting.
• Include specific recommendations and rationale for academic accommodations/assistive technology.

PSYCHOLOGICAL & PSYCHIATRIC DISORDERS

The evaluation presented should:

• Be made by a professional who is qualified with appropriate training in diagnosing psychological and/or psychiatric disorders.
• Be current as of the date of request for accommodations.
• Include a summary of relevant historical information including initial onset, diagnosis, medication and indication of psychological/psychiatric disorders throughout adolescence or adulthood.
• Include specific recommendations and rationale for academic accommodations/assistive technology. 

MOBILITY/ORTHOPEDIC DISABILITIES

The evaluation presented should:

• Be made by a qualified professional with the appropriate training in diagnosing physical disabilities.
• Be current and relevant. If the conditions change, an updated report will be required.
• Identify functional limitations and provide specific recommendations for academic accommodations/assistive technology. 

VISUAL IMPAIRMENT OR BLINDNESS

The evaluation presented should:

• Include an ophthalmologic evaluation made by a qualified professional or granted by a recognized resource such as NY State Commission for the Blind (include CBVH Registry Number).
• Reflect present condition. In the case of visual acuity changes, new documentation should be submitted.
• Identify functional limitations and provide specific recommendations for academic accommodations/assistive technology. 

DEAF/HARD OF HEARING

The evaluation presented should:

• Include an audiological evaluation conducted by a qualified professional.
• Include a description of functional limitations.
• Provide specific recommendations for academic accommodations, interpreter services, and other services including assistive technology. 

CHRONIC MEDICAL CONDITION

The evaluation presented should:

• Be submitted on letterhead by a qualified health professional.
• Be within the past six months. If the condition changes, new documentation will be required.
• Identify medication, if any, and include information describing the possible impact of the medication upon academic performance.
• Identify functional limitations in the academic environment and provide specific recommendations for accommodations and/ or assistive technology.

SUBSTANCE ABUSE/CHEMICAL DEPENDENCY

The evaluation presented should:

• Be submitted from a qualified professional with experience in the field of Chemical Dependency.
• Be completed within twelve months of the date of request for accommodations.
• Include treatment program and medication information in the report.
• Identify academic functional limitations and specific recommendations for accommodations. 

OTHER

Please consult with the Director of Access-Ability Services by phone at 718 368 5175.