SARANAC LAKE | MALONE | TICONDEROGA
ADA/ 504 Accommodations Documentation Guidelines
It is the college's policy to provide, on an individual basis, academic adjustments to students with disabilities that may affect their ability to fully participate in program or course activities or to meet course requirements. The ADA/504 Coordinator and Learning Assistance Center (LAC) directors are available to work with students with physical, learning, psychological, or other disabilities to help them better understand the nature of their disability, to develop self-advocacy skills, and to determine appropriate access plans.
To receive academic accommodations, students must identify the disability, provide adequate documentation of the disability by a qualified professional, and work with the ADA/504 Coordinator and LAC faculty to develop an appropriate access plan. All information provided concerning a disability is confidential and is released only as allowed by law or with consent.
To evaluate requests, appropriate documentation must be provided directly to ADA/504 Coordinator or the LAC Coordinator on your campus. The fastest and most secure way to send your documentation is via fax: 518-891-4236 or email as an attachment to: firstname.lastname@example.org
Documentation serves as the basis for providing academic adjustments and auxiliary aids and services under the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. The documentation must both identify a physical or mental impairment, which substantially affects a life function, and supply information identifying current functional limitations that require academic adjustments to assure equal access to the college's programs and services.
The documentation must be:
- Prepared by a professional who is not a family member of the student.
- Prepared by a professional who is qualified by training and practice to diagnose and treat the impairment leading to the disability.
- Typed or word-processed onto the practitioner’s or their agency’s letterhead.
Please note: Handwritten notes on prescription pads are not accepted.
As appropriate to the disability, documentation should include:
A diagnostic statement identifying the specific disability, including identification of how the condition substantially impairs a life function, the date of the current evaluation, and the date of original diagnosis. Psychiatric diagnoses, including ADD/ADHD, must include the DSM-IV diagnosis and a summary of current symptoms. Clear identification of a disability is necessary. Language indicating individual learning styles or difficulties, or the possibility of a disability or diagnosis is not sufficient.
Diagnostic Criteria and Tests
A description of the diagnostic criteria or diagnostic tests used. All test and subtest scores must be included as standard scores and the norming population identified. Diagnosis of a Learning Disability must include comprehensive psycho-educational assessment of aptitude, academic achievement, and information processing. Brief measures and estimates based on selective subtests will generally not be sufficient. Where appropriate and relevant, psycho-educational or neuropsychological testing measures may also be required to support requests based on limitations of cognitive or perceptual functioning, e.g., AD/HD, psychiatric, and some medical disabilities. Testing must be of sufficient recency to allow determination of the current impact of the disability in a college environment.
- Functional Impact
A description of the functional impact of the disability. The current functional impact on physical, perceptual, and cognitive functioning should be described.
- Currently prescribed treatments, medications, assistive devices, and services should be described. Description should include all currently in use and their estimated effectiveness in ameliorating the impact of the disability. Significant side effects that may affect physical, perceptual, or cognitive functioning should be identified and described. Recommendations
- Recommendations for accommodations, academic adjustments, and auxiliary aids or services should be supported by objective evidence of a substantial limitation to learning in a postsecondary environment. Prior use of academic adjustments and level of benefit should be identified. If no academic adjustments have been used in the past, a rationale for current use should be included.
- Secondary school Individual Education Plans (IEPs) may serve as documentation at the postsecondary level- some IEPs provide more information than others. Depending on the information contained, an IEP may provide a portion of the necessary documentation and may serve to identify previously utilized modifications and auxiliary aids or services. An IEP must be accompanied with the most current psycho-educational evaluation.
Disability documentation is considered confidential information and does not become part of a student's permanent educational record. In accordance with federal and state law, the college shall maintain confidentiality of student records. All documentation and records will be maintained in the Office of the ADA/504 Coordinator and may include electronic records.
Documentation and questions should be addressed to:
Hodson Hall, Rm 119 Saranac Lake Campus
Saranac Lake, NY 12983
Confidential Fax: 518-891-4236