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GENERAL GUIDELINES FOR
DOCUMENTATION OF A DISABILITY
In
order to fully evaluate requests for academic accommodations or
auxiliary aids, Green River Community College will need documentation of
a student's 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. Additionally, in order to be
eligible for protection from discrimination, under Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990, a student will need to establish his/her status as a person with a
disability by providing documentation to the Disability Support Services
(DSS). Depending on the disability, such documentation should be recent,
completed within the last 18 months to four years. Please see the
individual disability documentation guidelines for further information
on currency
NOTE: A diagnosis of a disorder/condition/syndrome in and of itself
does not automatically qualify an individual for accommodations under
the ADA.
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Some accommodations may require some time to arrange. Depending on the
nature of the accommodations, requests for accommodations should be
received by the college between three months to two weeks prior to the
beginning of the quarter for which the request is made, when possible.
Lack of advance notice may delay the availability of an accommodation.
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All
contact information and documentation received is kept in separate
confidential files within DSS to evaluate requests for academic
accommodations or auxiliary aids. The evaluation process includes a
review of the documentation itself and in the context of documentation
on the fundamental goals and essential standards of the program, course,
service, or benefit in question.
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The
evaluation process will generate a list of potentially reasonable
accommodations that will then be reviewed based on potential
effectiveness, preferences of the requester, maximum level of
integration, and the potential for an undue financial or administrative
burden.
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The
guidelines below were developed to assist you in working with your
treating professional(s) to prepare the information needed to evaluate
your request. If, after reading these guidelines and the accompanying
documents regarding specific disabilities, you have any questions,
please call the Director of Disability Support Services at (253)
833-9111, x 2631; TDD at (253) 288-3359.
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K-12 Transition:
For individuals who have recently been receiving services from a public
school system, the information requested would most likely be contained
in the Psycho-Educational Evaluation report from your most recent
triennial review. Some of the information may also be contained in an
IEP, 504 Plan, or Transition Plan; however, IEPs, 504 or other
transition plans are NOT appropriate as documentation. You
should check the information against the guidelines below.
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DVR or Other Agency Transition:
For individuals who are or have been recently receiving services from a
state rehabilitation agency (e.g. Division of Vocational
Rehabilitation), much of the requested information will be contained in
your most recent eligibility evaluation and/or your individualized
vocational plan. You should check the information against the guidelines
below.
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College Transfer Student:
For individuals transferring from another college; information related
to your disability will not be sent with a transcript request. You must
request that information separately. Additionally, the information GRCC
is requesting may or may not have been a part of your previous college's
evaluation process. You should check the information against the
guidelines below.
AS APPROPRIATE TO THE DISABILITY,
DOCUMENTATION SHOULD BE WRITTEN ON LETTERHEAD PAPER OF THE PROFESSIONAL
AND INCLUDE:
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A diagnostic
statement identifying the disability, date of the current diagnostic
evaluation, and the date of the original diagnosis.
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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. If
available, both summary and specific test scores should be reported as
standard scores and the norming population identified. 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. If you need more
information please request the individual category disability guidelines
for specifics on the following areas: (1) attention disabilities, (2)
health and physical disabilities; (3) hearing disabilities, (4) learning
disabilities, (5) psychiatric disabilities, and/or (6) vision
disabilities.
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A description
of the current functional impact of the disability on this specific
student. 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. 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.
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A description
of treatments, medications, assistive devices, accommodations and/or
assistive services in current use (or a recommendation for use) with
this specific student and their estimated effectiveness in ameliorating
the impact of the disability. Significant side effects that may
impact physical, perceptual, behavioral or cognitive performance should
also be noted.
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A description
of the expected progression or stability of the impact of the disability
over time with this specific student 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.
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The
credentials, address and contact information of the diagnosing
professional(s). Information describing the certification,
licensure, and/or the professional training of individuals conducting
the evaluation should be provided.
Recommendations from professionals with a history of working with the
individual provide valuable information for the review process. They
will be considered in the evaluation of requests for accommodation
and/or auxiliary aids. Where such recommendations are congruent with the
programs, services, and benefits offered by the College, they will be
given deference. 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.
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Paula Burns, Director,
ext. 2646
Jean Carlson, Program
Coordinator, ext. 2318
Lindbloom Student Center,
2nd Floor, Room 271A
Main number:
(253) 833-9111
Greater Eastside:
(206) 464-6133
Tacoma:
(253) 924-0180
TDD: (253) 288-3359
FAX: (253) 288-3471 |
