Students who plan to request reasonable accommodations must submit relevant and comprehensive documentation of disability. The documentation should include an evaluation by an appropriately-qualified professional and it should indicate the current impact of the disability as it relates to the request for accommodation. Some examples of documentation include educational evaluations, diagnostic reports and medical reports.
Due to the length of the eligibility and accommodation process, it is recommended that documentation be submitted well in advance of any accommodation request.
Once documentation has been reviewed by the Office of Accessibility Services, the student must schedule a meeting with a Accessibility Services staff member to discuss and determine reasonable accommodations.
Submission of documentation is not the same as a request for accommodations. Students must request accommodations each semester. Students who are registered with the Office of Accessibility Services will receive an email reminder, sent to their houndmail account before each semester.
In order to establish that an individual is covered under the guidelines of the Americans with Disabilities Amendment Act of 2008 and Section 504 of the Rehabilitation Act, documentation must indicate that the diagnosed condition substantially limits a major life activity.
What makes documentation substantive?
- A clear statement of disability including diagnosis
- Evidence of a substantial impact on one or more major life activity and how the current functional limitations might show themselves in an academic environment
- Information on whether the impact is current and stable or fluctuating (fluctuations may require updated documentation of the condition)
- Validation of a connection between the impact of the condition and the requested accommodations
- Is a comprehensive evaluation (psychoeducational or neuropsychological) containing test scores, clinical summary of assessment procedures and evaluators narrative (ex. Learning disabilities, Autism Spectrum Disorders, etc.)
- Is provided by a qualified practitioner.
- School plans, such as an Individualized Education Plan (IEP), a Summary of Performance (SOP) or a Section 504 Plan are useful but do not, in and of themselves, serve as sufficient documentation to establish the rationale for accommodations
- If a student submits incomplete or inadequate documentation for the accommodation process, Accessibility Services has the right to request further documentation. Accessibility Services does not administer any diagnostic evaluations