Student Life

Counseling Center

Psychological Disabilities Documentation Guidelines

The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 protect individuals with disabilities from discrimination and mandate the availability of accommodations to ameliorate the impact of the disability to afford equal access to education.  Students registered with Learning and Teaching Center must meet the statutory definition of disability under these federals laws.  In order to determine whether an individual is entitled to these protections, the Health & Wellness Center and the Learning and Teaching Center require objective evidence (documentation) that verifies that the individual's psychological condition fits the definition of "disability."

The ADA defines disability as:

A. a physical or mental impairment that substantially limits one or more of the major life activities of such individual,
B. a record of having such an impairment, or
C. being regarded as having such an impairment.

A condition is condsidered a disability if it prevents or substantially  limits the ability to perform a major life activity or significantly restricts the condition, manner or duration in performing the major life activity as compared to the average person.  The analysis of "substantially limits" is a comparative term to the average person in severity, impact and duration.  Generally a condition must be substantially limiting for more than several months.  A condition is not a disability if it results in mild limitations.

Disability documentation serves two primary purposes:

1) To establish right to protection from discrimination.
Non-discrimination is an assurance that individuals with disabilities will not be excluded or provided lesser access to programs and activities based on assumptions rooted in stereoype or perception of ability that are not based in fact.  Non-discrimination also provides freedom from harassment based on perceptions of disability.

Documentation needed for protection from discrimination based on disability without a request for accomodation can be quite brief.  A diagnostic statement from an appropriate professsional, a past history or recognition as a person with a disability or even self-identification that indicates how others might regard the individual as having a disability could suffice as the basis for protection from discrimination.

2) To determine the accommodations to which the individual may be entitled.
Reasonable accommodations include modifications to policy, procedure or practice and the provision of auxiliary aids and services that are designed to provide equal access to programs and services for qualified individuals with disabilities.  Accomodations are reasonable when they do not fundamentally alter the nature of a program or service  and do not represent an undue financial or administrative burden.

Disability documentation must include the following elements:

1) Credentials of the evaluator
Disability documentation must be provided by a licensed or credentialed professional with relevant training and experience.  The name, title and professional credentials of the evaluator should be clearly stated in the documentation.  Reports should be on letterhead, typed, dates, and signed.  Disability documentation may not be provided by an individual who has a personal relationship with the student.

2) Statement of diagnosis
Disability documentation must inlcude a current diagnostic (DSM-IV Axis I and Axis II required) statement.

3) Description of the diagnostic methodology
The documentation must include a description of the diagnostic criteria for the condition and the evaluation method used to render a diagnosis, including medical examinations, formal testing instruments, structured interviews, and observations.  The dates of administration must be included and a history of the presenting symptoms.

4) Description of the current functional impact of the disability
Provide a comprehensive description of the impact of the condition on the student in an academic environment and other life settings including the severity, frequency and pervasiveness of the symptoms.  This description must provide evidence that the student is substantially impaired in one or more major life activities.  Documentation must be current (within six months).

5) Treatment/ medication and prognosis
Describe the impact of medication and/ or treatment and the anticipated prognosis.  If relevant, provide information about the cyclical or episodic nature of the condition.

6) Accommodation recommendations
It is helpful for the evaluator to recommend accommodations or services in an academic setting that will address the functional impact of the condtiion.  Accommodation recommendations should be directly connected to the limitations caused by the condition.  If accommodations have been used in the past, include a description of the accommodations and information regarding their efficacy.  Accomodations are provided to modify, adjust or elminate a barrier to a course or program to ensure equitable access.

Individual Meeting with Health & Wellness Center to Discuss Accommodations:

Students requesting accommodation for psychological disabilities must also meet with one of the licensed psychologists in the Health & Wellness Center, Counseling Services, to review the documentation and discuss the requested accommodations.  Students should contact Counseling Services at 847-735-5240 to schedule this meeting.