Disability Documentation

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

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?

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.

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)

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 …..

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?

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

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

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

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

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

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

Questions and Answers

Disability Documentation