GUIDELINES FOR DISABILITY DOCUMENTATION

Documentation must indicate how the disability substantially limits the student in a major life activity as outlined in Section 504 of the Rehabilitation Act and The Americans With Disabilities Amendments Act. The information submitted is used to determine reasonable accommodations and/or disability-related services for this student at the University of North Dakota.

DOCUMENTATION PROVIDED BY THE STUDENT
SHOULD INCLUDE THE FOLLOWING:

1. A clear diagnostic statement that describes how the condition was diagnosed, information on the functional impact and details on the progression or prognosis of the condition. Dates of the original and current diagnostic evaluations need to be included.


2. A description of the diagnostic methodology, criteria, evaluation methods, procedures, tests used, dates administered, clinical narrative, observations, and specific results that are congruent with the particular disability.



**Documentation for learning disabilities must include test scores and interpretation of aptitude, achievement, and, when possible, information processing. Tests used should be current and appropriate for assessing adolescents and adults.

3. A description of the current functional limitations and how those limitations affect the student in a major life activity. A “functional limitation” is defined as an adverse effect on a major life activity caused by the disability. Functional limitations should be described in terms of how severely the activity is affected by the disability; the frequency with which the activity is affected and how pervasive the disability is in the performance of the major life activity.


4. A description of current and past accommodations, services and/or medications and their effectiveness in relation to the functional impact of the disability. Information about any significant side effects from current treatment or medication and its effect on physical, perceptual, behavioral, and cognitive performance is helpful.


5. A description of the expected progression or stability of the disability including the expected changes over time, information on the cyclical or episodic nature of the disability and any known suspected environmental triggers.


6. The credentials of the evaluator/provider which are relevant to the diagnosed disability. The professional should be licensed or otherwise properly credentialed, have appropriate and comprehensive training, relevant experience, and have no personal relationship with the individual being evaluated or diagnosed.


7. Although not required, professionals are invited to make recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or support services that are logically related to the functional limitation. College disability services offices, however, are not under any obligation to provide or adopt recommendations made by outside entities.

Revised and approved by the N.D.Colleges and Universities Disability Services Council: October 2006 AHEAD Best Practices Disability Documentation in Higher Education (2004). Association on Higher Education and Disability