JSU 1877 jackson state university

RELEASE OF INFORMATION_distributed

AccommodationForm 12

STUDENT SELF DISCLOSURE13

General Guidelines for Documentation of a Disability

Documentation is necessary to establish the presence of a disability and the need for accommodations. As relevant to the disability, the documentation should include the following nine elements:

1) A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.

2) A description of the diagnostic tests, methods, and/or criteria used including specific test results (including standardized testing scores) and the examiner’s narrative.

3) A description of the current functional impact of the disability. This may be in the form of an examiner’s narrative, and/or an interview, but must have a rational relationship to diagnostic assessments. For learning disabilities, current documentation is defined using adult norms.

4) A statement indicating treatments, medications, or assistive devices/services currently prescribed or in use, with a description of the mediating effects and potential side effects from such treatments.

5) A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.

6) A history of previous accommodations and their impact.

7) The credentials of the diagnosing professional(s), if not clear from the letterhead or other forms. Please note that diagnosing professionals shall not be family members or others with a close personal relationship with the individual being evaluated.>

8) Documentation prepared for specific non-educational venues (i.e. Social Security Administration, Department of Veterans Affairs, etc.) may not meet the criteria as set forth by SSD.

9) IEP or 504 plans will not be considered sufficient documentation unless accompanied by a current and complete evaluation.

Beyond these nine elements needed for documentation, recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services will be considered on a case-by-case basis.

Nationally, most institutions of higher education utilize guidelines developed by the Association of Higher Education and Disability (AHEAD) and the Educational Testing Service (ETS):

ETS Documentation Guidelines
(external link will open a new tab or window)

Guidelines for Documentation of a Specific Disability

Psychological

Students with psychological disorders are required to present documentation from psychiatrists or other qualified persons and agencies to make a diagnosis of the disability uses ETS Documentation Guidelines for psychological disabilities.

Students with psychological disabilities, certain medical conditions, and Traumatic Brain Injury will be asked to update their documentation on a yearly basis in order to justify the need to continue their accommodations.

Physical, Medical

Students with physical or medical impairments are required to present documentation from physicians or other qualified persons and agencies to make a diagnosis of the disability.

Learning Disability

Students with a learning disability are required to submit a comprehensive psychological and educational evaluation. Documentation for learning disabilities should include current measures of aptitude (e.g. WAIS-IV), achievement (e.g. current levels of functioning in reading, mathematics, and written language), and information processing. A qualified professional must conduct the evaluation.

Attention Deficit Disorder (AD/HD)

Students with Attention Deficit Disorder (AD/HD) are required to submit comprehensive documentation that substantiates the AD/HD. This documentation should include evidence of early impairment, evidence of current impairment, relevant testing information, and an interpretive summary based on a comprehensive evaluation. A qualified professional must conduct the evaluation.

Qualified professionals may refer to the Educational Testing Services Guidelines for Attention Deficit Disorder and/or the Association of Higher Education and Disability Guidelines for Learning Disabilities for more specific information regarding the documentation of a disability. Copies of each may be obtained from SSD, or by accessing the AHEAD or ETS websites.

Deaf and Hard of Hearing

Students who are Deaf and hard of hearing are required to present documentation of their hearing loss from an audiologist or other qualified professional to make a diagnosis of the disability and provide details of the functional impact of the hearing loss.

In the case of all disabilities, documentation must indicate that the disability substantially limits some major life activity, including learning.

 Mission

The mission of ADA services is to provide reasonable accommodations to students and employees who qualify under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). Collaborating with faculty and staff will empower students/employees who have disabilities. Each individual will be enabled to equal access to an education and university life. Examples of reasonable accommodations may include, but are not limited to: extended time for testing, interpreters, note-taking assistance, use of tape recorders, use of colored overlays, large tables and seating space, small-group or individual test environments, accessible housing, accessible parking, readers for exams, etc.

Getting Started

In order for a person to be eligible for services, the following requirements must be met:

•   Apply and be admitted to Jackson State University undergraduate or graduate program.
•  Provide current and comprehensive documentation of a disability to the ADA Disability Services Office.
•  Register with the ADA Disability Services Office to initiate accommodations.
•  Work as a full-time, part-time, or adjunct employee Jackson State University.

Intake Procedures

Students or employees must self-identify with the ADA Disability Services Office each semester or session for which you are seeking accommodations.

•  Provide current documentation from a professional qualified to diagnose the specific disability.
•  The  Assistant Director of ADA Services must review  all documentation and determine whether the student is eligible to receive services.
•  Reasonable and appropriate accommodations are determined by the student and the ADA of Services Assistant Director based on documented needs and functional limitations of the individual.
•  Letters of Accommodation may be re-evaluated with input from the instructor, the student, or additional documentation.
• The aim is to encourage self-advocacy skills in the individual with a disability and to include
• the faculty member or supervisor in the accommodations plan.
•  Accommodation letters must be requested, reviewed, and reissued each semester the student expects to receive services.
•  FERPA, HIPPA and all other laws of confidentiality are observed strictly. All individuals seeking services must sign a release of information statement which promotes dialogue among office staff , the student, and the instructor or service provider on a need-to-know basis.

WHO IS COVERED UNDER ADA 504?

•          
  The ADA’s definition of “impairment” includes any condition
  that has a psychological, physiological or mental
  basis. It includes anatomical loss of a limb or of the sensory,
  respiratory, neurological, cardiovascular, digestive,
  musculoskeletal, genitor-urinary, skin and endocrine;
  and hemic and lymphatic systems. Cosmetic disfigurements,
  mental retardation, emotional or mental illnesses,
  some learning disabilities, brain disorders and cosmetic
  disfigurements are included in the impairment definition.
•         
  A “disability” is defined as a physical or mental impairment
  that substantially limits one or more major life activities.
  A person is considered disabled if the person has
  such a physical or mental impairment, has a record of
  such impairment, or is regarded as having such impairment.
  “Disability” covers a wide range of conditions and
  includes mobility, vision, hearing, or speech impairments,
  learning disabilities, chronic health conditions, emotional
  illnesses, AIDS, HIV positive, and a history of alcoholism
  or prior substance abuse. 

Visit: www.ada.gov

Location:
2100 Student Center 2nd ­ floor
Latasha Norman Center
for Counseling and Disability Services