Documentation Guidelines

Students requesting a reasonable accommodation and/or auxiliary aids must provide appropriate documentation from a qualified professional. A qualified professional may be a physician, educational diagnostician, licensed psychologist, psychiatrist, or other individuals qualified to make a determination of a disability. Reasonable and appropriate accommodations are determined based upon a variety of factors; documentation supporting a specific diagnosis; the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act; evaluation of a students strengths and weaknesses; and specific course and/or classroom requirements. All these factors will be considered in determining whether a student is disabled as defined by the ADA, and therefore entitled to reasonable accommodation.

Documentation must be submitted to Student Disability Services in person, by fax, mail or email to:

Student Disability Services
Park Library 120
Central Michigan University
Mount Pleasant, Michigan 48859
FAX (989) 774-1326

Documentation Guidelines for Blindness or Visual Impairment

The following guidelines are provided to assist the service provider in collaboration with each student to determine appropriate accommodations. Recommended documentation includes:

1. A clear and current statement of the vision related disability with supporting numerical description (usually within three years, the age of documentation is dependent upon the condition, the current status of the student and the student's request for accommodations);
   
2. A summary of assessment procedures and evaluation instruments used to make the diagnosis and the summary of evaluation results including standardized scores:
   
3. Present symptoms that meet the criteria for diagnosis;
   
4. Medical information relating to the student's needs and the status of the individuals' vision (static or changing) and its impact on the demands of the academic program;
   
5. Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities including the use of corrective lenses on ongoing visual therapy (if appropriate);
   
6. A statement of the functional impact or limitations of the disability on a major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if comorbid condition such as a learning disability or other disabling conditions exist.

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Documentation Guidelines for Deafness or Hearing Impairments

Hearing impairments are considered disabilities under ADA if a major life activity is substantially limited. Physicians, including otolaryngologists and otologists are qualified to provide diagnosis and treatment for hearing disorders. Audiologists may also provide current audiograms. Documentation provided by family members, immediate or otherwise, is unacceptable.

The following guidelines are provided to assist the service provider in collaboration with each student to determine appropriate accommodations. Documentation from family members, immediate or otherwise, is not acceptable. Recommended documentation includes:

1. Diagnostic statement of deafness or hearing loss, with a current audiogram (usually within three years, the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations);
   
2. A statement identifying student's primary means of communication (oral, ASL, SEE, Cued Speech, etc.) and speech reading skills;
   
3. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results;
   
4. Medical information relating to the student's needs and the status of the individual's hearing (static or changing) and its impact on the demands of the academic program.
   
5. A statement regarding age of onset of impairment and how it impacted speech acquisition and communication skills;
   
6. A statement regarding the use of hearing aids, including appropriateness, function, and effectiveness, and recommendations regarding the probable effectiveness of specific assistive listening devices in the academic setting.
   
7. A statement of the functional impact or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if a comorbid condition such as a learning disabilities or other disabling conditions exist.

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Documentation Guidelines for Chronic Health Disabilities  

Chronic health impairments (such as, but not limited to, HIV, arthritis, Crohn's disease, cystic fibrosis, fibromyalgia, heart disease, and respiratory conditions) are considered disabilities under the ADA if a major life activity is substantially limited. The follow​ing guidelines are provided to assist the service provider in collaboration with each student to determine appropriate accommodations. Documentation from family members, immediate or otherwise, is not acceptable. Recommended documentation includes:

1. Diagnosis (clear statement of the medical diagnosis of the condition);
   
2. Date of the original diagnosis;
   
3. Date of the most recent evaluation (usually within a year, the age of acceptable documentation is dependent upon the disabling condition, current status, and the student's request for accommodations);
   
4. Diagnostic criteria/assessment procedures used to make the diagnosis;
   
5. Description of the present symptoms;
   
6. Description of current impact of the condition (including impact of medication);
   
7. Treatments/medications/devices or services currently prescribed;
   
8. Expected duration, stability, or progression of the condition;
   
9. Functional impact or limitation of the disability on learning or other major life activity;
   
10. Medical information with signature of appropriate physician on letterhead stationary.

Further assessment by an appropriate professional may be required if comorbid condition such as a learning disabilities or other disabling conditions exist.

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Documentation Guidelines for Learning Disabilities

Central Michigan University incorporates the "Guidelines for Documentation of a Learning Disability in Adolescents and Adults" approved by the Association on Higher Education and Disability (AHEAD) in the requirements for documentation of a specific learning disability. CMU prefers the use of the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM)
criteria.

1. Qualifications of the Evaluator (AHEAD)
   "Professionals conducting assessments, rendering diagnoses of learning disabilities,
   and making recommendations for appropriate accommodations must be qualified to
   do so. Comprehensive training and direct experience with an adolescent and adult
   LD populations is essential."
   
   "The name, title, and professional credentials of the evaluator, including information
   about license or certification (e.g., licensed psychologist) as well as the area of
   specialization, employment and state/province in which the individual practices
   should be clearly stated in the documentation. For example, the following
   professionals would generally be considered qualified to evaluate specific learning
   disabilities provided that they have additional training and experience in the
   assessment of learning problems in adolescents and adults: clinical or educational
   psychologists, school psychologists, neuropsychologists, learning disability
   specialists, medical doctors, and other professionals. Use of diagnostic terminology
   indicating a learning disability by someone whose training and experience are not in
   these fields is not acceptable. It is of utmost importance that evaluators are
   sensitive and respectful of cultural and linguistic differences between adolescents
   and adults during the assessment process. It is not considered appropriate for
   professionals to evaluate members of their families. All reports should be on
   letterhead, typed, dated, signed and otherwise legible."
   
   
2. Substantiation of the Learning Disability
   "Documentation should validate the need for services based on the individual's
   current level of functioning in the educational setting. A school plan such as an
   individualized educational program (IEP) or a 504 Plan can be included as part of a more comprehensive assessment battery. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing and a diagnosis."
   
   "Assessment, and any resulting diagnosis, should consist of and be based on a
   comprehensive assessment battery which does not rely on any one test or subtest."

Evidence of a substantial limitation to learning or other major life activity must be
provided. A list of commonly used tests is attached in Appendix A. Minimally, the
domains to be addressed must include the following:

1. Aptitude
   A complete intellectual assessment with all subtests and standard scores reported.
   
2. Academic Achievement
   A comprehensive academic achievement battery is essential with all subtests and
   standard scores reported for those subtests administered. The battery should
   include current levels of academic functioning in relevant areas such as reading
   (decoding and comprehension), mathematics, and oral and written language.
   
3. Information Processing
   Specific areas of information processing (e.g. short and long-term memory,
   sequential memory, auditory and visual perception/processing, processing speed,
   executive functioning and motor ability) should be assessed."

Clinical Summary (AHEAD)
"A well written diagnostic summary based on a comprehensive evaluation process is a
necessary component of the report...It is essential, therefore, that professional judgment
be utilized in the development of the clinical summary. The clinical summary should
include:

1. Demonstration of the evaluator's having rules out alternative explanations for
   academic problems as a result of poor education, poor motivation and/or study
   skills, emotional problems, attention​ problems and cultural/language
   differences;
   
2. Indication of how patterns in the student's cognitive ability, achievement and
   information processing reflect the presence of a learning disability;
   
3. Indication of the substantial limitations to learning or other major life activity
   presented by the learning disability and the degree to which it impacts the
   individual in the learning context for which accommodations are being requested,
   and;
   
4. Indication as to why specific accommodations are needed and how the effects of
   the specific disability are accommodated.

The summary should also include any record or prior accommodation or auxiliary aids,
including any information about specific conditions under which the accommodations
were used (e.g., standardized testing, final exams, licensing or certification
examinations)."

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Documentation Guidelines for Physical Disabilities  

Physical disabilities (such as, but not limited to, mobility impairments, multiple sclerosis, cerebral palsy, chemical sensitivities, spinal cord injuries, muscular dystrophy, and spinal bifida) are considered disabilities under the ADA if a major life activity is substantially limited. The following guidelines are provided to assist the service provider in collaboration with each student to determine appropriate accommodations. Documentation from family members, immediate or otherwise, is not acceptable. Recommended documentation includes:

1. Diagnosis (clear statement of the medical diagnosis of the condition);
   
2. Date of the original diagnosis;
   
3. Date of the most recent evaluation (usually within a year, the age of acceptable documentation is dependent upon the disabling condition, current status, and the student's request for accommodations);
   
4. Diagnostic criteria/assessment procedures used to make the diagnosis;
   
5. Description of the present symptoms;
   
6. Description of current impact of the condition (including impact of medication);
   
7. Treatments/medications/devices or services currently prescribed;
   
8. Expected duration, stability, or progression of the condition;
   
9. Functional impact or limitation of the disability on learning or other major life activity;
   
10. Medical information with signature of appropriate physician on letterhead stationary.

Students requesting housing modification based upon a physical disability must complete the Housing Accommodation Form.

Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions exist.

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Documentation Guidelines for Traumatic Brain Injuries

Head injuries are considered disabilities under the ADA if a major life activity is substantially limited. Head Injury or Traumatic Brain Injury is considered a medical or clinical diagnosis. Recommended practitioners may include: physicians (neurologist) and licensed clinical, rehabilitation and school psychologists.

The following guidelines are provided to assist the service provider in collaboration with each student to determine appropriate accommodations. Documentation from family members, immediate or otherwise, is not acceptable. Recommended documentation includes:

1. A clear statement and classification of the head injury/traumatic brain injury including date of injury and classification and dates pertaining to a history of multiples concussions (as applicable);
   
2. Documentation should be current. The age of acceptable documentation is dependent upon the disabling condition, current status, and the student's request for accommodations;
   
3. A summary of cognitive and achievement measures used and evaluation results (neuropsychological report) including standardized scores or percentiles used to make the diagnosis;
   
4. A summary of present residual symptoms and cumulative damage (as applicable and as a result of repeated injuries) which meet the criteria for diagnosis;
   
5. Medical information relating to the student's needs that include the impact of medication on the student's ability to meet the demands of the post secondary environment;
   
6. A statement of the functional impact or limitations of the disability or learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions exist.

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Documentation Guidelines for Mental Health Disabilities

Mental health disabilities are considered disabilities under ADA if a major life activity is substantially limited.  The Mental Health Disability Accommodation Form must be completed by a licensed professional, including clinical social workers (LCSW), professional counselor (LPC), psychologists, psychiatrists, and physicians. 

Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions exist.

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