Documentation Guidelines

‌Process

Muhlenberg College students with disabilities are eligible for protections under the Americans with Disabilities Act Amendments Act (ADA AA) of 2008 and Section 504 of the Rehabilitation Act of 1973 (as amended). The ADA Amendments Act 2008 retains the definition of a "disability" as physical or mental impairment that substantially limits one or more major life activities, a record of such an impairment, or being regarded as having such an impairment.

To request accommodations, students must self-disclose and complete the disclosure form located on Accommodate. Students will then participate in the eligibility process, which includes submission of documentation and an intake interview. The determination of eligibility is a prerequisite to any discussion or decisions about accommodations, auxiliary aids, and services.

Documentation guidelines are available for students, families, schools, and clinicians to reference when gathering critical information to assist the ODS staff with the eligibility process. This information is necessary when evaluating the current impact of the condition on the individual within a post secondary environment.

General Information:

It is recommended that the letter completed by a qualified provider be typed on official letterhead including date, signature, credentials and title of the provider.

• The letter should be completed by a provider with comprehensive training and experience in the relevant speciality and credentialed to evaluate and diagnose the disability.
• The provider must be familiar with the history and functional limitations of the student’s condition.
• The professional needs to be an impartial evaluator or diagnostician who is not a family member nor in a dual relationship with the student.

Documentation Guidelines for ALL diagnosed conditions:

• Clearly stated diagnosis (DSM V, as appropriate)
• History of the diagnosis including:
  • age of onset
  • diagnostic measures/ evaluations, including test scores when applicable
  • previous or current treatment plan
  • prescribed medications
  • current symptoms
  • expected progression or stability
• A statement of the current, significant impact of the diagnosis on a major life activity
• Identify the functional limitations as it relates to demands of academics, residential living or dining within higher education.(academically, socially, emotionally, physically, etc.)
• Summary of clinical and observational data
• Additional strategies being implemented
• Recommendations for accommodations to be considered
• Any relevant implications of existing co-morbid conditions
• Additional observations and/or recommendations

Documentation Guidelines for Cognitive Disabilities

(Learning Disabilities, conditions or incidents impacting the brain, Attention Deficit Disorder, Autism Spectrum Disorder):

• A comprehensive neuropsychological or psychoeducational evaluation
  • Completed within three years
  • Including aptitude and achievement (preferably one with measures normed for an adult)
  • Including a full narrative listing and interpreting all test scores
  • Including clearly stated diagnosis
  • Including recommended accommodations clearly linked to the test data
• Rating scales and objective measure of attention (for ADHD)
• Standardized scales of symptoms related to Autism Spectrum Disorder
• Language learning related scales and interpretation (if student is requesting accommodations related to second language learning)
• Conclusions and recommendations
• Report should not have redacted content

ODS reserves the right to request additional information if the submitted documentation does not contain sufficient information to determine if the student is eligible for accommodations and services through the Office of Disability Services.

Supplemental Documents:

Students are welcome to share a copy of supplemental documents.

• Documents including records of receiving accommodations at other educational institutions or accommodation letters for standardized testing are helpful but not sufficient by itself.
• A 504 Plan, Individualized Education Plan (IEP) or Summary of Performance (SOP) will also be considered as supplemental documents and can be submitted for review so long as the information provided indicates the functional limitations of the condition and helps to identify a connection between the disability and the appropriate accommodation(s) being requested.

Additional Points to Consider:

• Each student’s request for a determination of disability and accommodations/services is evaluated and considered individually.
• It is the responsibility of the student seeking a determination of disability, (and who will be requesting accommodations), to provide appropriate documentation and engage in the interactive process.
• The documentation submitted must provide a nexus between the diagnosed condition and the accommodations and services being requested.
• It should be noted that some accommodations and services provided in high school may not be determined reasonable in the post secondary environment.
• Medical records (visit summary or annual physical form) should not be submitted as it may contain information that is not needed or appropriate to the request for accommodations.
• The post secondary accommodations provide reasonable access and can not alter the fundamental requirements of the class, program of study or college requirements.
• A diagnosis of a condition that rises to the level of a disability does not automatically imply the need for accommodations. Reasonable accommodations are provided when a condition creates a disability-related barrier that prevents a student from having equal access.

For further information, contact the Office of Disability Services at 484-664-3825 or [email protected].