Documentation Guidelines
Lafayette College is committed to including individuals with disabilities as full participants in its programs, services and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act (ADAAA) of 2008. To establish that an individual is covered under the ADAAA, the student’s documentation must demonstrate that the disability substantially limits some major life activity. The following documentation requirements are provided in the interest of assuring that documentation of a disability demonstrates an impact on a major life activity, is appropriate to verify eligibility, and supports the request for accommodations, adjustments and/or auxiliary aids.
Accessibility Services document guidelines are utilized to ensure consistency and provide students, schools, families, and clinicians with the information needed to assist students in establishing eligibility for services and receiving reasonable accommodations at Lafayette College. Documentation should be comprehensive in order to avoid or reduce unnecessary time delays in decision making related to the provision of services.
General Documentation Guidelines
- Documentation should be provided by professionals with comprehensive training and experience in the relevant specialty and hold appropriate licensure and/or certification. It must be printed on letterhead and include date, name, credentials, licensing, area of specialization, address/contact information and signature.
- The provider must be familiar with the history and functional limitations of the student’s condition and provide detailed information about substantial nature and level of the impairment and its impact on major life functions.
- The documentation provided cannot be from a family member or someone with a personal relationship with the student or student’s family.
- Documentation must reflect the status of the student’s current functional limitations or impact.
- Accessibility Services may ask the student to provide additional information if the submitted documentation is incomplete or does not support the student’s request for accommodations.
- Please note that a diagnosis, in and of itself, does not automatically warrant approval of accommodations. Reasonable accommodations are provided when a condition creates a disability-related barrier that prevents a disabled student from having equal access.
- Students who do not have documentation are encouraged to meet with an Accessibility Services staff member to explore options for support.
Attention Deficit/Hyperactivity Disorder
- A specific diagnosis per the DSM-5 or ICD-10
- A comprehensive, current, age-appropriate psychoeducational, psychodiagnostic, or neuropsychological assessment printed on letterhead that includes: date, name, credentials, licensing, area of specialization, address/contact information and signature
- The report should include standard scores, standard deviations and percentiles. – OR – An in-depth evaluation composed of a clinical interview, self-test, normed rating scales
- An appropriate credentialed and licensed professional might include: clinical psychologist, neurodevelopmental physican, neurologist, neuropsychologist, psychiatrist, school psychologist
- Information on side effects of medications if relevant to accommodation request
- Recommended accommodations, along with rationale and justification – Optional
Autism Spectrum Disorder
- A specific diagnosis per the DSM – 5 or ICD – 10
- A comprehensive, current,age-appropriate psychoeducational, psychodiagnostic, or neuropsychological assessment including adult-normed testing measures. The report should include standard scores, standard deviations and percentiles
- An appropriate credentialed and licensed professional might include: clinical psychologist, neurodevelopmental physican, neurologist, neuropsychologist, psychiatrist
- Information on side effects of medications if relevant to accommodation request
- Recommended accommodations, along with rationale and justification – Optional
Blindness/Low Vision
- Assessment or evaluation from an ophthalmologist or optometrist detailing the functional limitations of the disability
- The age of acceptable documentation is dependent upon whether the disability is static or changing
- Recommended accommodations, along with rationale and justification – Optional
- Record of Disability Form – Preferred
Deaf/Hard of Hearing
- Audiogram with summary detailing the functional limitations of the disability by an otolaryngologist, othorhinolaryngologists or licensed audiologist
- The age of acceptable documentation is dependent upon whether the disability is static or changing
- Recommended accommodations, along with a rationale and justification – Optional
- Record of Disability Form – Preferred
Learning Disability
- A specific diagnosis per the DSM-5 or ICD-10
- A comprehensive, current, age-appropriate neuropsychological or psychoeducational evaluation scaled for adults and printed on letterhead that includes: date, name, credentials, licensing, area of specialization, address/contact information and signature.Areas to be assessed:
- Aptitude
- Achievement
- Information Processing
- An appropriate credentialed and licensed professional might include: a clinical psychologist, neurodevelopmental physician, neuropsychologist or school psychologist
- Recommended accommodations, along with rational and justification – Optional
Mental Health or Psychiatric Disability
- A specific mental health diagnosis per the DSM-5 or ICD-10
- Documentation may take the form of a detailed letter or Record of Disability form – preferred
- An appropriate credentialed and licensed professional might include: a clinical psychologist, licensed counselor, psychiatric nurse practitioner, psychiatrist, social worker
- Information on side effects of medications, if relevant to an accommodation request
- Recommended accommodations, along with a rationale and justification – Optional
Physical Disability and Chronic Medical Conditions
- The age of acceptable documentation is dependent upon whether the disability is static or changing
- Documentation may take the form of a detailed letter or Record of Disability Form – preferred
- Information on side effects of medications, if relevant to an accommodation request
- Recommended accommodations, along with a rationale and justification – Optional
Post-Concussive Syndrome/Traumatic Brain Injury - Long Term
- Neuropsychological evaluation containing assessments of visual, auditory, intellectual, and language competence
- An appropriate credentialed and licensed professional might include: neurologist, neuropsychologist, specialist in neurotrauma
- The age of acceptable documentation is dependent upon whether the disability is static or changing
- Information on side effects of medications, if relevant to an accommodation request
- Recommended accommodations, along with a rationale and justification -Optional
Temporary, Short-Term Injuries
- Diagnosis made by a licensed physician with credentials in the area of injury including a description of the individual’s current symptoms
- Documentation may take the form of a detailed letter or Record of Disability Form – preferred
- Information should describe the type and severity of the individual’s symptoms at the time of first diagnosis and give the approximate date of their onset and expected recovery time. Subsequent progress and treatment of the condition should also be provided
- Information on side effects of medications, details regarding any currently prescribed or recommended treatment (medical treatment, physical therapy, dietary requirements etc)
- Specific substantial limitations related to the injury should be listed
- Additional documentation will be required if symptoms and/or residual side effects of the injury continue past the initial reported recovery time