Documentation Guidelines

The Americans with Disabilities Act (ADA) stipulates that it is the sole responsibility of the student to provide documentation for the purpose of determining eligibility for services. The following clarifications are provided to assist the student and their diagnosticians in determining what information is needed.

QUALIFYING PROFESSIONAL

The individual making a diagnosis must be qualified to diagnose under the DSM/ICD guidelines and have training and relevant expertise in the specific area of disability in which he/she is providing the diagnosis.  This is usually a medical doctor, licensed clinical social worker, or a licensed psychologist.  The diagnostician must be impartial and one who is not a family relation of the student.

DOCUMENTATION

A diagnosis of disability is primarily derived from the Diagnostic and Statistical Manual (DSM) or the International Classification of Diseases (ICD). Eligibility under ADA requires that a person have a diagnosed impairment that significantly limits one or more major life activities.  Major life activities are defined by the ADA and revised by case law and include walking, sitting, standing, seeing, hearing, speaking, breathing, reading, writing, working, performing mathematical calculations, and caring for oneself.  Both the impairment and the limitation of a major life activity must be established to be eligible under ADA.

WRITTEN REPORT

The report submitted by the qualifying professional, who is not a family member, should be typed and must be on professional letterhead with a date and signature.  Documentation must include the name, title, and credentials of the qualified professional writing the report.  The report should also contain the following:

1. Reason for the referral, history of the disabling condition, diagnostic interview and informal observations.

2. The diagnosis, referring to the latest edition of the DSM or ICD as appropriate with supporting documentation including tests, subtests and other measures used to establish disability.

3. The prognosis and treatment plan/recommendations, including medications being prescribed and their expected affect.

4. A description of the functional limitations and current impact on major life activities, such as learning.

5. Recommendations for accommodations, supported by the documentation, will be evaluated by the DRC as to appropriateness in relation to the course requirements.  Tutoring is, for example, not provided under ADA.

Deaf/Hard of Hearing diagnosis should also include:  A clear statement of hearing loss or deafness and an audiogram.  A statement regarding the use of hearing aids or auxiliary devices.

ADHD/LD diagnosis should also include:  A statement addressing issues of impulsivity, inattentiveness and hyperactivity.  A statement ruling out other diagnoses, which resemble the diagnosed condition.  Note: Some tests of cognitive ability and academic achievement may not be acceptable.  Please check with us if there are questions.

Physical/Medical diagnosis should also include:  A statement on how the condition affects stamina, sustaining activity and mobility.

Psychological/Psychiatric diagnosis should also include:  Psycho-educational or neurological assessment if psychological conditions could affect cognitive performance.

CURRENT DOCUMENTATION

As a general rule, disability documentation should be less than three years old. If the diagnosis indicates a medical condition, which is permanent or unchanging, it is not necessary to update documentation every three years.  If the prognosis indicates rapid change in the condition or limitations, documentation may need to be updated more often.  Check with the Disability Resource Center Advisor if you have questions about when documentationN needs to be renewed.

SUPPLEMENTAL DOCUMENTATION

Individuals who have been regarded as having a disability and who can show a history of receiving accommodations may, under certain conditions, be able to use such documentation to support their requests for services at SLCC.  This could include copies of high School Individual Educational Plans (IEP’s) or records of accommodations at other colleges.  Vocational evaluation and testing information which outline functional limitations may also be useful in determining appropriate accommodations.