CDS Documentation Guidelines

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About Documentation

At the Center for Disability Services, we need to collect some information from you about your disability and barriers before we can establish your eligibility for accommodations. Medical or psychiatric documentation is one way that we can do this. Oftentimes the information we need is in the evaluation portion of your IEP or 504 Plan. If you do not have these documents, please let us know and we will work with you.
Documentation of a disability must be generated by a medical or professional expert in the related field of disability and submitted in writing to Center for Disability Services (CDS) where it will be kept in a confidential file. The cost and responsibility for providing this documentation shall be borne by the student.

NOTE: A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the American Disabilities Act (ADA).

We use this information to:

  • Confirm your disability status
  • Understand the impact of your disability as it relates to your academic barriers

In general, all documentation should include:

  • Your name
  • The provider’s name, office and contact information
  • The date of evaluation or recent interaction (if temporary, the expected duration)
  • The diagnosis
  • A description of how your disability impacts you

Documentation Guidelines for Health and Physical Disabilities

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For health and physical disabilities the following guidelines are appropriate:

  • Health and physical disabilities include but are not limited to: orthopedic conditions, Cardiovascular/pulmonary conditions, Multiple Sclerosis, Cerebral Palsy, spinal cord injuries, cancer, AIDS, Muscular Dystrophy, Spina Bifida.
  • Health and physical disabilities are considered to be in the medical domain and require diagnosis by a qualified medical professional. Documentation should be written on Letterhead Paper with the appropriate contact information for the diagnosing professional clearly noted. If the condition is permanent, then the documentation should be within 3 to 5 years. If the condition is temporary, or unstable, then the documentation should be with the last 6 months to a year.

The documentation should include the following components:

  • A clear statement of the medical diagnosis of the physical disability or systemic illness;
  • How the disability substantially limits a major life activity, including but not limited to walking, breathing, seeing, hearing, performing manual tasks, caring for one’s self, learning or working;
  • A description of the type and severity of current symptoms and functional impact of the disability;
  • Medical information relating to the student’s ability to meet the demands of the postsecondary environment (physical, perceptual, behavioral, or cognitive);
  •  A description of treatments, medications, assistive devices/services currently prescribed or in use;
  • A description of the expected progression or stability of the disability over time.

Suggestions of reasonable accommodations with supporting evidence may be included, but are not a guarantee of eligibility.

Documentation Guidelines for Psychological and Psychiatric Disabilities

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A psychological / psychiatric disability is defined as an impairment of cognitive, educational and / or social functioning caused by a disorder. For the purpose of this policy, the definition provided in the American Psychiatric Association Diagnostic and Statistical Manual, (DSM-KV) – Or successive editions – will be utilized.

Documentation should indicate the current impact of the disability. The following guidelines are provided in the interest of assuring the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations.

The report must be prepared by a qualified mental health professional. Documentation should be written on Letterhead Paper with the appropriate contact information for the diagnosing professional clearly noted.

The documentation should contain the following components:

  • Specify the nature, severity, current impact and anticipated duration of the disability;
  • State the diagnosis in the nomenclature used by the DSM-IV, or successive editions;
  • Address the student’s current ability to function in the college environment (e.g. ability to focus, organize one’s time, attend class, work in groups or alone, etc.);
  • List medication and any current side effects that may impact the student in an educational setting.

Suggestions of reasonable accommodations with supporting evidence may be included.

Documentation Guidelines for Learning Disabilities

Learning Disabilities are a group of neurologically based difficulties that negatively impact a student’s ability to demonstrate specific academic skills.  In the educational setting, these disabilities may interfere with speaking, listening, reading, writing, spelling, or computation. Such difficulties are not a reflection on a student’s overall intellectual ability.

Documentation needs to include:

  • A DSM-V or ICD diagnosis of a learning disability and/or clinically significant results as demonstrated in psycho-educational test scores.
  • If psycho-educational testing is included it should be performed at the adult level.  However, child level testing performed within 2 years of submission will also be considered.
  • A description of the current impact/limitations of the disability with specific focus on barriers to the educational environment.

Documentation needs be from a qualified healthcare provider and include:

  • Contact information
  • License number
  • Signature or electronic signature

Documentation may be submitted in, but is not limited to, one of the following formats:

  • 504 Plan
  • K-12 Summaries of Performance
  • Psycho-educational evaluation
    • Psychometric test results from general measures of aptitude and academic achievement

Documentation Guidelines for Attention Deficit Hyperactivity Disorder (ADHD)                                                                      

Documentation needs to include:

  • A DSM-V or ICD (International Classification of Diseases) diagnosis of ADHD
    • Assessments should be performed at the adult level, however child level testing performed within 2 years of submission will also be considered.
    • A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable.
  • A description of the current impact/limitations of the disability with specific focus on barriers to the educational environment and/or housing environment.
  • Information on any medications being used and their side effects.

Documentation needs be from a qualified healthcare provider and include:

  • Contact information
  • License number
  • Signature or electronic signature

Documentation may be submitted in, but is not limited to, one of the following formats:

  • CDS Healthcare Provider Form
  • Qualified provider’s professional letterhead
  • K-12 Summaries of Performance
  • Psycho-educational evaluation
    • Psychometric test results from general measures of aptitude and academic achievement

Documentation Guidelines for Traumatic Brain Injury

Traumatic Brain Injuries (TBI) and other Acquired Brain Injuries (ABI), can range in severity and impact, from concussions whose effects can be felt for days, to lesions that result in chronic physical and/or cognitive symptoms.  For students requesting services, the Center for Disability Services requires documentation from a qualified professional that describes the disability and its likely impact on the student’s academic experiences.

Documentation needs to include:

  • A diagnosis of a traumatic brain injury and include a date of incident
  • A description of the current cognitive limitations with specific focus on barriers to the educational and/or housing environment. Documentation should address the severity/frequency of symptoms
    • Students requesting services during the first 2 years of recovery, are often approved for accommodations on a temporary basis as they recover.  In these cases, documentation is considered current if the assessment occurred within the past 6 months
    • Assessments conducted 2 years, or more, post-incident may be considered for permanent accommodation
  • To document motor and other physical impacts, documentation should include a diagnosis and describe presenting symptoms
  • Information on any medications being used and their side effects.

Documentation needs to be from a qualified healthcare provider and include:

  • Contact information
  • License number
  • Signature or electronic signature

Documentation may be submitted in, but is not limited to, one of the following formats:

  • Qualified provider’s professional letterhead
  • Psycho-educational evaluation
    • Psychometric test results from general measures of aptitude and academic achievement
    • Information regarding information processing, memory and a general psychological evaluation can be helpful in determining the impact of a disability.

 

A Note About Individualized Education Plan (IEP) and 504 Plans

There is a great deal of misunderstanding about IEPs and about 504 plans in particular, relative to how they do or don’t apply to college or university. Many high school counselors and Special Education professionals believe that since Section 504 of the Rehabilitation Act of 1974 covers both K-12 schools and colleges, high school 504 plans will “transfer” higher education. However, neither 504 plans nor IEPs are valid after students graduate from high school.

Are IEPs or 504 Plans Considered Documentation? Only Sometimes.

504 Plans or IEPs are usually not “documentation”, either. They can be, if they include a medical assessment (usually psycho-educational testing or evaluations) conducted by a school district psychiatrist and if that testing or evaluation is less than 5 years old.  Without the inclusion of that medical documentation, a 504 Plan or an IEP are only useful information, which a disability office may want to see, because it can help provide a better understanding of a student’s experiences in the K-12 system. Some of the accommodations listed in a 504 Plan or an IEP may be viable in the Higher Education setting, but anything listed as a “modification”, a reduction of work, or any accommodation that requires more attention from the teacher or differential treatment of the student, is unlikely to be considered a reasonable accommodation in Higher Education.

You can learn more about the differences between IEPs and 504 Plans in the K-12 system and the Accommodations Process in Higher Education by watching CDS’ video on Accessibility, K-12 and Higher Education: Making the Transition to Collegeyoutube icon.

What if My Existing Documentation Doesn’t Meet the Above Guidelines?

Students are encouraged to submit what they have for review by CDS staff. Temporary accommodations may be established while additional documentation is being obtained.  If additional documentation is needed CDS staff can work with the student to clarify what information, if any, is needed.

What if I don’t have Documentation for My Disability and/or Health Condition?

Students who do not have documentation are encouraged to submit an application for accommodations and meet with a CDS staff person, regardless. We may be able to work with you. In addition, there are a number of ways to look for opportunities to obtain documentation.

Additional Note about Documentation

While the CDS Office may not always require certain types of medical documentation, it’s important for students to be aware that documentation requirements can be different. You may need additional documentation for:

Providing Documents to CDS

There are multiple ways that you can provide your documents to our office.

If you are a new student, you can upload your documentation at the end of your application for accommodation services.

You can email your documents to cds@everettcc.edu.

You can fax your documents to 425-388-9109.

You can have your documents delivered via mail to:
Center for Disability Services
Everett Community College  
2000 Tower St. MS 43
Everett, WA 98201

You can drop your documents off at our office in Parks Student Union, Room 268.

The final determination for providing appropriate and reasonable accommodations rests with the Center for Disability Services (CDS) and Everett Community College.

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