General Documentation Guidelines and 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
Traumatic Brain Disorders
Transportation Verification Form