General Documentation Guidelines and Principles

Documentation Principles

  • The Office of Disability Services uses a combination of information to determine eligibility and reasonable accommodations. Documentation of a specific disability does not translate directly into a specific accommodation or set of accommodations, instead reasonable accommodations are determined on a case-by-case and course-by-course basis.
  • Ensuring that accommodations provide effective access requires a deliberative and collaborative process that is responsive to the unique experience of each individual, as advised by the Americans with Disabilities Act, Amendments Act, 2008.
  • The rationale for seeking information about a student’s condition is to support the higher education professional in establishing disability, understanding how disability may impact a student, and making informed decisions about reasonable accommodations.
  • Documentation assists the Office of Disability Services staff to:
    •  establish a student's eligibility for services
    •  understand the impact of a student’s condition(s) in an academic environment
    •  and determine strategies and reasonable accommodations to facilitate equal access.  
  • Documentation should be reviewed by examining the functional limitations of the disability on the student and how this supports the need for reasonable accommodations.
  • Disability documentation should be treated in a confidential manner and shared only on a need-to-know basis according to both State and Federal laws and regulations.

Documentation Guidelines are available regarding the following disabilities :

Attention Deficit/Hyperactivity Disorders

Learning Disabilities

Medical Conditions

Psychological Disorders

Traumatic Brain Disorders

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