Americans with Disabilities Act Amendments Act
As the ADAAA defines disability as: (A) a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment. Some physical impairment are visible, but many other physical as well as mental impairments are invisible to the typical observer. In either case, an individual may meet the ADAAA’s definition of disability and qualify for services and accommodations provided by the college. (click on link below for additional information).
Disability Documentation Guidelines
Students diagnosed with a disability who request services or accommodations are required to provide appropriate and current documentation. In the case of multiple disabilities, students must provide documentation for each disability for which accommodations are requested. Prior documentation such as an Individualized Education Program (IEP) or a history of receiving accommodations from a former school does not necessarily validate the need for services or continuation of accommodations at the university level. This history can, however, be attached to the current documentation as part of a comprehensive assessment battery. The determination of reasonable accommodations on campus is based on satisfying the documentation guidelines outlined below and a clear demonstration of the functional limitations on the student’s performance in an academic setting. These guidelines apply for all disability types recognized by the ADA.
A qualified professional should conduct the evaluation and provide name, title, professional credentials, including information about state licensure or certification number.
The evaluation should include the diagnosis (ICD-10 or DSM-IV) and be dated. The document will include the original signature of the professional responsible for the assessment of functioning.
It is recommended that each student submit the most recent documentation of his or her disability. Disabilities may change in severity over time and documentation should support current accommodation needs.
Students may be asked to obtain updated documentation if no recent documentation exists. Also, in some cases, students may be asked to go for further disability testing to gain more information on accommodation needs.
Recommendations and rationale for accommodations and/or assistive technology must be based on the analysis of the functional impact of the diagnosis.
Services, accommodations, and/or assistive technology will be determined on an individual basis upon documentation review and consultation with the disability service professional at each campus.
Insufficient documentation may result in the delay of services and accommodations.
For more detailed information on documentation requirements for specific disabilities, please consult with the staff in the Accessibility Resource Center.