Guidelines for Assessment and Documentation of Students with Learning Disorders
Documentation is used to determine what is reasonable and appropriate in the higher education setting. Providing documentation does not ensure students’ eligibility. Students may seek additional accommodations and requests may change over time, therefore, documentation may need to be updated. Accommodations will be implemented only after the student’s current needs are documented.
1. During the Intake meeting with the Disability Services Coordinator, the student plays an important part in this process by describing how the disability creates barriers, the history of accommodations that have been successful (if any), and the current status of the significant impact of the disability.
2. An important piece in this process is documentation the student provides to DS. Disability documentation for the purposes of providing accommodations must describe the disability and provide adequate information regarding the functional impact of the disability so that effective accommodations may be provided. Documentation must be written and signed by a professional (not a family member) who is qualified to make the diagnosis (include licensing or certification information, and area of specialization). It is very helpful to include the following information.
• State what disability has been diagnosed
1. Are designed to meet a student’s disability-related needs without fundamentally altering the nature of the instructional program or altering any directly related licensing program.
DS adheres to its policies regarding its responsibility to maintain confidentiality of the student’s information/documentation and will not release any part of the documentation without the student’s informed consent or under compulsion of legal process.
Ginny DeWitt, MS