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Documentation Requirements Office for Students with Disabilities P.O Box 3028 MC 3-31 Orlando, Florida 32802-3028 Fax: 407-582-8908, Ph: 407-582-2229, www.valenciacollege.edu/osd The Office for Students with Disabilities will follow a timeline that allows for one week (from the date we receive the report) to review the report and/or diagnostic evaluation: after which, we will schedule an appointment to meet with the student and discuss the request and appropriate accommodations (if necessary). All documentation must be a typed letter or report on letterhead and include disability related evidence as stated in the below categories. At the very minimum reports should include the following information as listed below:
Qualifications of Diagnostician The professional documenting the disability must be identified by name, title, and professional credentials, provide information about license or certification as well as the area(s) of specialization, employment, and the state/province in which the individual practices. This information should be clearly stated within the documentation. It is typically not permissible for the diagnostician to be a family member or close friend. In most cases, documentation should be based on a comprehensive diagnostic/clinical evaluation that adheres to the guidelines outlined in this document.
Guidelines for Documentation The diagnostic report should include the following components: 1. 2.
A specific diagnosis History of presenting symptoms
3.
Duration and severity of the disorder
4.
Relevant developmental, historical and family data
5.
If relevant, a description of the expected progression or stability of the impact of the condition over time
6.
If relevant, information regarding kind of treatment and duration/consistency of therapeutic relationship
7.
A description of current functional limitations in the academic environment as well as across other settings relevant medical and medication history, including the individual’s current medication regimen compliance, side effects (if relevant), and response to medication
the
Please fax or mail the report and/or diagnostic evaluation of disability and any related documentation to the address listed.
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Specific Diagnosis The report must include a specific diagnosis based on the DSM-IV diagnostic criteria and include the specific diagnosis section in the report with a numerical and nominal diagnosis from DSM-IV. Evaluators are encouraged to cite the specific objective measures used to help substantiate the diagnosis. The evaluator should use definitive language avoiding such words as “suggests,” “has problems with,” or “may have xxx problems.”
Requested Accommodations The evaluator must describe the degree of impact of the diagnosed disorder on a specific major life activity, as well as the degree of impact on the individual. A link must be established between the requested accommodations and the functional limitations of the individual that are pertinent to the anticipated academic setting. Accommodations will be provided only when a clear and convincing rationale is made for the necessity of the accommodations. A diagnosis in and of itself does not automatically warrant approval of requested accommodations. A prior history of accommodations, without demonstration of current need, does not in and of itself warrant the provision of accommodations. In order to determine this student’s eligibility for reasonable accommodations, we will need the assessment and diagnosis of this student’s medical and/or psychological condition. The information is to be completed and signed by the health care professional. The American with Disabilities Act, (Public Law 101-336, 1990) defines a disability as a physical or psychological impairment that substantially limits one or more major life activities, (i.e. learning, walking, talking, seeing, hearing, taking care of one’s self). The provision of reasonable accommodations is based on an assessment of the current impact of the student’s disability. As the manifestations of a disability may vary over time and in different settings, in most cases evaluations should have been conducted within the past year (i.e. low vision or neuromuscular conditions are often subject to change and should be updated for current functioning). Documentation should validate the need for services based on the individual’s current level of functioning in the educational setting.
Please fax or mail the report and/or diagnostic evaluation of disability and any related documentation to the address listed.
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Emotional or Behavioral Disability Any mental or psychological disorder including but not limited to organic brain syndrome, emotional to mental illness, or attention deficit disorders.
Autism Spectrum Disorder. Disorders characterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction, communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities. These characteristics may manifest in a variety of combinations and range from mild to severe.
Traumatic Brain Injury An injury to the brain, not of a degenerative or congenital nature but caused by an external force, that may produce a diminished or altered state of consciousness, which results in impairment of cognitive ability and/or physical functioning.
Speech/Language Impairment. Disorders of language, articulation, fluency, or voice which interfere with communication, preacademic or academic learning, vocational training, or social adjustment. Examples include, but are not limited to, cleft lip and/or palate with speech impairment, stammering, stuttering, laryngectomy, and aphasia.
Orthopedic Impairment. A disorder of the musculoskeletal, connective tissue disorders, and neuromuscular system. Examples include but are not limited to cerebral palsy, absence of some body member, clubfoot, nerve damage to the hand and arm, cardiovascular aneurysm (CVA), head injury and spinal cord injury, arthritis and rheumatism, epilepsy, intracranial hemorrhage, embolism, thrombosis (stroke), poliomyelitis, multiple sclerosis, Parkinson’s disease, congenital malformation of brain cellular tissue, and physical disorders pertaining to muscles and nerves, usually as a result of disease or birth defect, including but not limited to muscular dystrophy and congenital muscle disorders. Other Health Impairment Student has a specific disability which is not listed in others specific categories.
Please fax or mail the report and/or diagnostic evaluation of disability and any related documentation to the address listed.