Disability Resource Center Student Handbook
Guidelines for Documenting Disabilities

Mission Statement - Student Responsibilities - Policies and Procedures 
Guidelines for Documenting Disabilities - Grievance Procedures - Additional References
Whole Student Handbook in Adobe Acrobat (PDF) Format

In order to fully evaluate requests for accommodations CSN will need documentation of the disability that consists of an evaluation by an appropriate professional and describes the current impact of the disability as it relates to the accommodation request. Documentation must be legibly written in English, preferably typed, on letterhead from the qualifying professional. Documentation should be signed. Copies of prescriptions are not acceptable forms of documentation. It is the student’s responsibility to provide CSN with documentation of the disability.

All contact information and documentation received is kept in separate confidential files within the Disability Resource Center office. Information concerning accommodations or the documentation provided will not be released without appropriate written consent.

Documentation provided will be used by the Disability Resource Center to evaluate requests for accommodations. The evaluation process includes a review of the documentation itself and (in the context of documentation) the fundamental goals and essential standards of the program, course, service, or benefit in question. The evaluation process will generate a list of potentially reasonable accommodations that will then be reviewed based on probable effectiveness, preferences of the requester, maximum level of integration, and the potential for an undue financial or administrative burden.

The guidelines below were developed to assist the student in working with the treating professional(s) to prepare the information needed to evaluate the student’s request. These guidelines are only guidelines; the information identified is not necessarily exhaustive, and it may be necessary is some cases for a student to provide additional or more timely information. If, after reading these guidelines, a student has any questions, the student may call the Disability Specialist on the campus of primary enrollment.

• Henderson Campus
  Veronica Cantu
  651-3795
• West Charleston Campus
  Joe Garcia
  651-5644
• Cheyenne Campus
  Trish Henderson
  651-4045
• Cheyenne Campus
  Catherine Rojas
  651-4448
  (TDD 651-4328)
  Deaf and Hard of Hearing Services

For individuals who have recently been receiving services from a public school system; the information requested may be contained in the Psychological/Educational Evaluation from the most recent assessment/evaluation review. Some of the information may also be contained in an IEP, 504 Plan, or Transition Plan. The student must request this information separately from the high school transcripts. For individuals who are or have been recently receiving services from a state rehabilitation agency; much of the requested information will be contained in the most recent eligibility evaluation and/or your vocational plan. For individuals transferring from another college; information related to your disability will not be sent with a transcript request. The student must request that information separately.

Additionally the information CSN is requesting may or may not have been a part of the evaluation process at a previous public school system, state rehabilitation agency, or college. The student should check the information against the guidelines below.

A student may choose to submit documentation of the disability at any point during a semester; however, accommodations cannot be enforced retroactively. Accommodations can only begin once documentation is submitted to the Disability Specialist or Coordinator.

AS APPROPRIATE TO THE DISABILITY, DOCUMENTATION SHOULD INCLUDE:

1) A diagnostic statement identifying the disability, date of the current diagnostic evaluation, and the date of the original diagnosis

Under Federal law, a “disability” is a physical or mental impairment that substantially limits one or more major life activities. An individual with a disability is a person who has a physical or mental impairment that substantially limits one or more life activities, a person who has a history or record of such an impairment, or a person who is perceived as having such an impairment.

The diagnostic systems used by the Department of Education, The State Department of Rehabilitative Services or other State agencies and/or the current editions of either the Diagnostic Statistical Manual of the American Psychiatric Association (DSM) or the International Statistical Classification of Diseases and Related Health Problems of the World Health Organization (ICD) are the recommended diagnostic taxonomies.

2) A description of the diagnostic criteria and or diagnostic test used

This description should include the specific results of diagnostic procedures, diagnostic tests utilized, and when administered. When available, both summary and specific test scores should be reported. When standard scores are not available, the mean, standard deviation, and the standard error of measurement are requested as appropriate to the construction of the test.

Diagnostic methods used should be congruent with the disability and current professional practices within the field. Informal or non‑standardized evaluations should be described in enough detail that a professional colleague could understand their role and significance in the diagnostic process.

3) A description of the current functional impact of the disability

The current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described either explicitly or through the provision of specific results from the diagnostic procedures. **Information is considered to be current when it provides a clear picture of the individual’s function at this juncture. It is less a matter of months/years since the last evaluation than a determination of whether the information provided can be used to be predictive in assigning appropriate accommodations.** Currency will be evaluated based on the typical progression of the disability, its interaction with development across the life span, the presence or absence of significant events (since the date of the evaluation) that would impact functioning, and the applicability of the information to the current context of the request for accommodations.

4) Treatments, medications, assistive devices/services currently prescribed or in use

A description of treatments, medications, assistive devices, accommodations and/or assistive services in current use and their estimated effectiveness in ameliorating the impact of the disability. Significant side affects that may impact physical, perceptual, behavioral or cognitive performance should also be noted.

5) A description of the expected progression or stability of the impact of the disability over time should be included

This description should provide an estimate of the change in the functional limitations of the disability over time and/or recommendations concerning the predictable needs for reevaluation.

6) The credentials of the diagnosing professional(s)

Information describing the certification, licensure, and/or the professional training of individuals conducting the evaluation should be provided.

7) Other information

Beyond the six elements expected to be included in documentation; recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services will be considered.

Based on the context of the diagnostic evaluation, recommendations for specific accommodations, adaptive devices, and/or assistive services that may ameliorate the functional impact of the disability and provide fuller access should be described. As appropriate, recommendations for collateral medical, psychological, and/or educational support services or training that would be beneficial may also be included.

Recommendations from professionals with a history of working with the individual provide valuable information for the review process. They will be included in the evaluation of requests for accommodations. Where such recommendations are congruent with the programs, services, and benefits offered by the College, they will be given consideration. When recommendations go beyond services and benefits that can be provided by the College they may be used to suggest potential referrals to area service providers beyond the College.