61´«Ã½tv

Following the , 61´«Ã½tv considers three sources or types of documentation when evaluating student requests for accommodations: student self-report, observational & interactive documentation, and external documentation. Students should have a balanced documentation profile in support of their request to be found eligible for accommodations.

What is the role of documentation?

• aids in identification of access barrier(s)
• confirms a clinical diagnosis or classification of a student with a disability receiving special education or Section 504 accommodation(s)
• provides useful information to help determine if a student’s condition rises to the level of disability and requires accommodations
• provides descriptive information regarding severity of the condition and impact on activities of daily living
• provides history of accommodation(s) 

Notes on documentation:

• Documentation does not guarantee specific accommodations. Documentation fills in gaps between what the student reports and may help to support the rationale for the requested accommodation(s).
• Medical providers do not determine accommodations. Their recommendations are part of the full review and are taken under consideration when Access Services determines and approves accommodations. Please note that the College is not obligated to adopt recommendations for accommodations made by third parties. 
• The most recent educational documentation is requested, but older assessments/evaluations are accepted and often provide valuable information. Access Services does not require updated educational assessments for college in all cases, although they may be necessary based on the accommodations requested. The College reserves the right to to require updated educational assessments and / or other documentation.    
• Our office considers supports for health and wellbeing across different world cultures. If you have cultural considerations you would like to discuss, please do not hesitate to contact us. 

What counts as external documentation?

Documentation that establishes current need:

• A complete
• Signed letters on letterhead from current providers (e.g., therapists, specialists, primary care doctors, etc.) that outline diagnoses, severity/frequency/pervasiveness of functional impacts, and the rationale behind any recommendations for accommodations
• Recent (within 4 years) psychoeducational or neuropsychological evaluations
• Documentation must come from a qualified practitioner who is not a family member of the student. 

Documentation that establishes a history of need:

• 504 plans, Individualized Education Plans (IEPs), or other accommodation plans from K-12 schooling
• Older (more than 4 years ago) psychoeducational or neuropsychological evaluations
• Accommodation letters from previous colleges
• Confirmation of accommodations on standardized exams (e.g., SAT, ACT)