Documentation Guidelines
General Guidelines Regarding Documentation of Disabilities
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.
Students must self disclose by completing the disability determination process as a prerequisite to any decisions about accommodations, auxiliary aids, and services. Policies regarding disability documentation are consistent with the standards and guidelines of Muhlenberg College Office of Disability Services and the Association on Higher Education and Disability (AHEAD) Best Practices Principles.
The following guidelines for documentation are outlined below:
- The diagnostician who evaluates the student, must be a licensed or otherwise properly credentialed professional who is qualified/certified to evaluate and diagnose the disability and is an impartial evaluator or diagnostician who is not a family member nor in a dual relationship with the student.
- The documentation submitted for the purpose of seeking a determination of disability at the post-secondary level must be detailed, comprehensive, and include the following components as appropriate to the area of disability being disclosed:
- Narrative report format, on letterhead, signed by evaluator(s), and includes title and credentials
- Evaluations/documentation must be current (please refer to specific area of diagnosis page for currency standard).
- Description of the diagnostic methodology used, test data results including scores (when applicable), and appropriate analysis and discussion.
- Clearly stated diagnosis (DSM V, as appropriate) identifying the condition.
- History of disorder including age of onset and past treatment(s).
- A statement of the current, significant impact of the disorder on a major life activity, and the professional’s assessment if the condition rises to the level of a disability.
- Description of the level of severity, expected progression or stability of the condition, medications and treatment plan.
- Recommendations for reasonable accommodations, auxiliary aids, and services for the post-secondary experience which are clearly linked to the testing and evaluation data.
Additional Points to Note
- Each student’s request for a determination of disability and accommodations/services is evaluated and considered individually.
- It is the responsibility of the individual seeking a determination of disability, (and who will be requesting accommodations), to provide appropriate documentation.
- The documentation submitted must provide a nexus between the diagnosed condition and the accommodations and services being requested.
- Prior use of accommodations and services is considered in the process of deliberating accommodations and services at the post-secondary level.
- It should be noted that some accommodations and services provided in high school may not be determined reasonable in the post secondary environment. The post secondary accommodations provide reasonable access and can not alter the fundamental requirements of the class, program of study or college requirements.
- A diagnostician’s diagnosis of a condition that rises to the level of a disability does not automatically imply the need for accommodations.
For further information, contact the Office of Disability Services at 484-664-3825.
