Disability Support Services
Guidelines for Documentation of Disability
Documentation must include the following;
(1) Diagnostic Statement: for a clear statement
of diagnosis, the disability must be identified using the diagnostic
classifications of such entities as the Department of Education, state
Department of Rehabilitation Services, the World Health Organization's
International Statistical Classification of Diseases and Related Health
Problems (ICD), and the Diagnostic and Statistical Manual (DSM IV)
of the American Psychiatric Association. The date of initial diagnosis
and the date of the current evaluation must be included. The diagnostic
evaluation must establish the student as a member of the protected
class and confirm that there is a substantial limitation to one or
more major life activities.
(2) Diagnostic Criteria: specific results
and/or scores should be included for all diagnostic procedures and
tests, as appropriate, along with a summary of the diagnostic interview,
testing and findings. For students with Attention Deficit Disorder/Attention
Deficit Hyperactivity Disorder, scores for standardized tests of inattention,
impulsivity and hyperactivity, as outlined by DSM-IV, should be included.
For students with specific learning disabilities and traumatic brain
injury the evaluation should include standardized testing that measures
aptitude, achievement, and information processing (a list of recommended
instruments is attached in the Appendix.)
(3) The current functional impact of the disability should
be
identified. This part of the evaluation
should address the usual progression of the disability, its effects on the
student's development along the lifespan, the impact, if any, of significant
events on functioning since the original diagnosis, and the applicability of
the information to the student's request for accommodation within the context
of postsecondary education (i.e. how equal access is affected). Any information regarding the effects of the
disability on the student's academic performance, academic environment and
his/her overall University program will be taken into consideration.
(4) Medications, procedures/treatments, assistive devices,
and services currently used by the student: the evaluator should include
a description of the intended/estimated effects on the impact of
the disability. Side effects
that may challenge the student physically, behaviorally, perceptually,
or cognitively should be included.
(5) Expected progression of the disability or its stability: this statement
should address the functional impact of the disability across time
and indicate potential need for reevaluation.
(6) Credentials of the diagnostician(s): certification,
licensure and professional training/ experience must be provided.
Suggestions, from diagnosticians or professionals with a history
of working with the student for accommodations, adaptive technology,
and support services will be considered when congruent with the programs
and services offered by the University. Suggestions may also prove
helpful for potential referrals to community service providers and
agencies.
For students with disabilities who have received services via
the public schools system, appropriate documentation will often be
contained in the psycho-educational evaluation performed for the
most recent triennial review. Certain information may also be included
in the most recent IEP, a 504 plan, or a transition plan. The student
must request this information separately from the high school transcript.
Students who are transferring to Embry Riddle from another college
or university must also make separate arrangements to have disability
support documentation forwarded as these records will not be forwarded
with the academic transcript. If
a student has been receiving services from a state rehabilitation
agency, he/she may forward copies of their most recent eligibility
evaluation or vocational rehabilitation plan.
Finally, DSS cannot make an accurate consideration of necessary
accommodations until the student's documentation is complete. The
University reserves the right to request additional or updated evaluation
of students who provide documentation that is determined to be out
of date or incomplete. Students are responsible for all costs associated
with documentation of their disability.
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