Disability Services
Documentation Guidelines Overview
You may present current evidence of a disability to Lancaster Bible College Disability Services. Acceptable documentation might come from physicians, psychologists, or other licensed professionals knowledgeable about the condition.
Documentation must include certain elements:
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Diagnosis (DSM IV, IDEA, medical or other)
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Statement of severity
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Statement that identifies how the condition creates a "substantial impairment" and in which life activities
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List of accommodations that will be needed by the student in order to benefit from the program or service
Generally, acceptable documentation would include current medical reports or a recent IEP or 504 plan in combination with a Comprehensive Evaluation Report. The documentation you provide may require further support and/or additional evaluations for determination of eligibility. Any costs incurred for additional evaluations are the responsibility of the student. A prescription pad diagnosis is not acceptable, since the documentation must also address severity, impairment, and accommodation necessary.
Your documentation will be reviewed, and if adequate for determining eligibility, a plan of accommodation will be worked out with you. Disability Services staff will help you identify accommodations needed in various classes and campus services and programs. They will assist you in communicating your needs to instructors and campus personnel as needed.
Specific Documentation Guidelines
Lancaster Bible College and Graduate School’s Disability Services Office has adopted the Association on Higher Education And Disabilities (AHEAD) best practices guidelines for the review of documentation and the determination of accommodations. For those seeking accommodations under the ADA or Section 504 of the Rehabilitation Act of 1973 documentation, please include the following information:
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The credentials of the evaluator(s).
Documentation is provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience in the field of diagnoses, and has no personal relationship with the individual being evaluated. (e.g., an orthopedic limitation might be documented by a physician, but not a licensed psychologist).
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A diagnostic statement identifying the disability
Documentation includes a clear diagnostic statement that describes how the condition was diagnosed, provides information on the functional impact, and details the typical progression or prognosis of the condition. Diagnostic Statistical Manual of the American Psychiatric Association (DSM) codes are helpful in providing this information, as is a full clinical description conveying this information.
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A description of the diagnostic methodology used.
Documentation includes a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results. Where appropriate to the nature of the disability, it is helpful to include both summary data and specific test scores (with the norming population identified) within the report.
Diagnostic methods may include formal instruments, medical examinations, structured interview protocols, performance observations and unstructured interviews. Results reported from informal, non-standardized or less common methods of evaluation should include an explanation of their role and significance in the diagnostic process.
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A description of the current functional limitations
How the disabling condition(s) currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations. Formal evaluation procedures, clinical narrative, and the individual’s self report provide a comprehensive approach to fully documenting current impact. Therefore, the documentation should indicate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the condition(s).
Documentation should be recent, generally within the last three (3) years. However, older documentation of a non-varying condition that is permanent is appropriate. Likewise, growth and development of the student may warrant more frequent updates in order to present an accurate appraisal of the current impact. In other words, the need for recent or updated documentation depends on the facts and circumstances of the individual’s condition.
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A description of the expected progression or stability of the disability
Documentation that provides information on expected changes in the functional impact of the disability over time and in what context is important. For example, the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes helps us plan for varying functional impacts. If the condition is not stable, interventions (including the individual’s own strategies) for exacerbations and recommended timelines for re-evaluation are appropriate.
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A description of current and past accommodations, services and/or medications
Documentation which provides a description of both current and past medications, auxiliary aids, assistive devices, support services, and accommodations, including their effectiveness in ameliorating functional impacts of the disability is important. A summary of significant side effects from current medications or services that may impact physical, perceptual, behavioral or cognitive performance is helpful.
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Recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services.
It is appropriate to recommend accommodations and strategies that are logically related to functional limitations; if connections are not obvious, a clear explanation of their relationship will be useful for the decision-making process.
While post-secondary institutions are not obligated to provide or adopt recommendations made by outside entities, it is important for us to have adequate information to make the most appropriate decision for the student. Additionally, accommodations currently provided in another college setting are not binding, but may provide insight in making accurate decisions for our academic setting.
Adapted from AHEAD Best Practices Disability Documentation in Higher Education, 2006, www.ahead.org