WNY Collegiate Consortium and Disability Advocates

What does ‘adequate documentation of a disability’ mean?

Documentation of a disability means providing information about the person’s disability from a qualified professional and it has two purposes:

• To verify that the individual has a physical or mental impairment, which substantially limits one or more life functions.
• To substantiate that the impairment/condition currently requires modifications, academic adjustments or services in order to compensate for or accommodate the disability.

Keep in mind that some students have been declassified and no longer are receiving services under IDEA. These students will often have 504 plans so they can continue to receive accommodations such as extended time for tests. Just as an IEP is generally not “adequate documentation of a disability” neither is a 504 plan. Just because a student is declassified it does not mean that she no longer has a disability - it only means that she no longer needs special education services. She has adapted to the high school learning environment. The college learning environment is an entirely different matter. It is important that when students are declassified, up-dated documentation is in place both to justify the declassification and to assist the student in the transition to the postsecondary learning environment.

Who can provide the documentation?

Documentation must be from a professional source who is qualified to diagnose or make determinations about the disability. For example, hearing impairment generally requires a copy of an audiogram from a licensed audiologist. Learning disabilities generally require a recent psychological evaluation by a psychologist; however, additional information from a reputable recognized expert source such as the GOW School would also be a possibility. Documentation of Attention Deficit Disorder from a medical doctor may not be sufficient. Students are responsible for providing current adequate documentation. The college or university has the right to request further information from the student if what is presented is insufficient.

Documentation must be on professional letterhead, and include the diagnosis and current status of the disability as well as the professional’s name and credentials.

Contact the Student Disability Services office on campus to determine what specific documentation the student will need to provide. Documentation is the basis for determining what accommodations, services, etc., the student is eligible to receive. It is extremely important.

How much will services cost?

Section 504 and the ADA require colleges to provide reasonable accommodations and services at no cost to eligible students with disabilities. Colleges make decisions about the nature and extent of reasonable accommodations on a case-by-case basis. The cost of these services may be paid for by many sources. These sources include, but are not limited to: colleges, rehabilitation agencies such as the VESID, CBVH, and/or other local support agencies. Students who want services — beyond what the college decides is reasonable — are responsible for these costs.

Colleges may request or recommend that students apply to VESID, CBVH etc. but cannot refuse services to students who do not apply or who are denied by these agencies. Students must apply directly to agencies to find out if they are eligible for sponsorship to college. Please see the directory of agencies at the back of this booklet. Again, it is crucial for students to contact these offices/agencies early in college planning to get these services.

Is there anything else students with disabilities should know?

Since identification is voluntary and confidential, and since Student Disability Services staff need documentation of a disability, the student should contact the Student Disability Services office early. The student should not wait until feeling desperate or is failing; it may be too late for the Student Disability Services staff to help.