Comprehensive Guide to Disability Documentation for University Students

1. Disability Documentation Manju Banerjee, Ph.D. Associate Director Center for Students with Disabilities University of Connecticut Center for Students with Disabilities October 3, 2008

3. Presentation Objectives • Why disability documentation? • 2. What are the disability documentation guidelines used by the Center for Students with Disabilities (CSD)? • 3. What is a Disability Documentation Update? • 4. What is the documentation review process • at CSD?

4. Why Disability Documentation? • The purpose of Disability Documentation is to ensure “fair practice” and give DS personnel the leverage to provide access accommodations and services. • Documentation is used to: • To determine eligibility as an individual with a disability under the Americans with Disabilities Act. • To identify reasonable accommodations based on the functional limitations described in the documentation.

5. Why Disability Documentation? (cont.) Documentation Packet • Traditional report – Psychoeducational Evaluation or a Neuropsychological evaluation report • Individualized Education Program (IEPs; PPTs; 504 Plan) • Summary of Performance (SOP) • Accommodation letters from other institutions • Physician’s letter • Intake Form (student input)

6. Disability Documentation Guidelines • Access at the postsecondary level is informed by the ADA, but each institution can adopt its own guidelines. • ADA Amendments of 2008 have led to rethinking of disability documentation guidelines by institutions of higher education • In process …..

7. Disability Documentation Guidelines (cont) – Core Elements • Is there information in the documentation that: • Establishes a clear diagnosis? • Indicates credibility of the evaluator(s)? • Discusses student’s academic, developmental, and medical history? • Verifies the functional limitations (with objective and subjective data) • Makes recommendations for accommodating the deficits due to the disability?

8. Disability Documentation Guidelines (cont) – Core Elements Objective Evidence 1. 2. 3. Authentic Evidence Relevant Evidence

9. Disability Documentation Updates • Documentation Update is typically requested when: • Documentation is clearly dated (varies by disability) • Limited or sparse battery of tests used to establish an • initial diagnosis • No discussion of functional limitations • Evaluation was not done by someone with necessary • credentials • Report is a prescription pad letter from a physician • Data do not support the requested accommodations • ----------------------------------------------------------------------- • Request for Academic Adjustment

10. Disability Documentation Updates (cont) • Students can get a documentation update either from a • private source or from the Psychological Services Clinic • at UConn • Psychological Services Clinic is Fee for Service • Students may receive Provisional Accommodations for • the semester while they are in the process of getting a • documentation update • Documentation review and granting of provisional • accommodations is done on a case-by-case basis

11. Documentation Review Process at CSD • We do not accept documentation until the student has • been accepted into the college • 2. Student is asked to provide a copy of the documentation • and fill out an Intake Form • 3. The disability documentation is then triaged to CSD • personnel based on their area of expertise • 4. Team review to discuss eligibility and accommodations • 5. Notification letter is sent to student

12. Advise to High School Students on getting Documentation Packet ready • Start the process of putting together your • disability documentation packet early – 8th/9th grade • Keep copies of report cards from high school; PPT • forms; 504 Plans, letter of accommodations received on • SAT or CT State wide Assessments • 3. Get copy of SOP (exit assessment) • 4. Go to website and check on documentation guidelines • 5. Do not assume that accommodations/services provided • in school will automatically transfer to college

13. Advise to High School Students on Getting Documentation Packet Ready (cont) • Get letters from tutors and teachers • (particularly in math and foreign language) if these • are particular areas of difficulty • 7. Make sure your disability documentation /SOP mentions • any assistive technologies that have been particularly • helpful to you in grade school

14. Questions and Answers