Documentation Guidelines

Please Note:

Academic success is more likely if ALL accommodations and services are in place within the first two weeks of the semester. . . Please Plan Ahead!

Academic Calendar

General guidelines for documentation
Guidelines for documentation of specific disabilities
Grace period
Student's right to privacy: Confidential Records

Prior to receiving any disability-related service or accommodation, students must present recent documentation (generally less than three years old) that clearly demonstrates the nature of their disability and the appropriateness of the accommodation requested.

General Guidelines For Documentation:

All documentation should be typed on letterhead, be dated, signed and include the following information:

The name, title and professional credentials of the impartial qualified evaluator.
Verification of the disability.
How the condition substantially limits major life functions.
A list of current treatments or services used to minimize the impact of the condition.
Specific recommendations for accommodations and an explanation as to why each accommodation is recommended.

Guidelines for Documentation of Specific Disabilities:

In addition to the general guidelines, the documentation for specific disabilities should include the following:

Hearing Disabilities
Qualifications of the Evaluator: A licensed audiologist, certified by the American Speech Language Hearing Association, or a licensed medical doctor with certification in otology, or otolaryngology, will be viewed as qualified to substantiate hearing disabilities.

Substantiation of the Disability: The documentation will include an audiogram containing verification (for both ears) of hearing sensitivity by pure-tone frequency, speech thresholds, and discrimination.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Vision Disabilities
Qualifications of the Evaluator: An Ophthalmologist, Optometrist, or a licensed medical specialist with expertise in the assessment and diagnosis of visual impairments will be viewed as qualified to substantiate vision disabilities.

Substantiation of the Disability: The documentation will include an ocular assessment describing visual acuity and field of vision.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Physical Disabilities
Qualifications of the Evaluator: A licensed physician, a licensed physical therapist will be viewed as qualified to substantiate physical disabilities.

Substantiation of the Disability: The documentation will include an assessment of the functionally limiting manifestation of the condition(s) for which accommodations are being requested and a prognosis as to the expected duration of the limitation.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Learning Disabilities
Qualifications of the Evaluator: Clinical or educational psychologists, school psychologists, neuropsychologists, learning disabilities specialists and medical doctors who have experience or training in the assessment of learning problems will be viewed as qualified to substantiate learning disabilities.

Substantiation of the Disability: The documentation will include a diagnostic interview, assessment of aptitude, test scores and clinical summary. An Individualized Education Plan (IEP) developed pursuant to the Individuals with Disabilities Education Act or a plan developed pursuant to section 504 of the Rehabilitation Act of 1973 does not substantiate a disability; however, such documents may be included with the diagnostic report. Testing should include at least one test from each of the three domains, aptitude, achievement and information processing. Appendix A provides a listing of acceptable tests within each domain.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Psychiatric Disabilities
Qualifications of the Evaluator: A licensed psychologist or neuropsychologist, licensed psychiatrist, neuropsychiatrist, licensed clinical social workers, or relevantly trained medical doctor will be viewed as qualified to substantiate psychiatric disabilities.

Substantiation of the Disability: The documentation will include the DSM-IV diagnosis and summary of present symptoms, summary of assessment procedures and instruments, as well as evaluation results and standardized score if available.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Attention Deficit Disorders (ADHD/ADD)
Qualifications of the Evaluator: Clinical psychologists, neuropsychologists, psychiatrists, neurologists and medical doctors trained in differential diagnosis of psychiatric disorders.

Substantiation of the Disability: The documentation will include a complete diagnostic report including identification of DSM-IV criteria, a specific diagnosis and interpretive summary including past and present symptoms. An Individualized Education Plan (IEP) developed pursuant to the Individuals with Disabilities Education Act or a plan developed pursuant to section 504 of the Rehabilitation Act of 1973 does not substantiate a disability; however, such documents may be included with the diagnostic report.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Chronic and Temporary Health Conditions
While temporary health conditions do not qualify for protection under the law, CCRI will nevertheless attempt to assist students who need temporary accommodations.

Qualifications of the Evaluator: a licensed physician or practitioner with expertise in the condition.

Substantiation of the Disability: The documentation will include an assessment of the functionally limiting manifestation of the condition(s) for which accommodations are being requested. For temporary conditions, the expected duration of the condition should be included.

Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to the need for each accommodation.

Grace Period

On a case-by-case basis, students with:

No documentation or certification of disability
Outdated documentation (normally more than three years old)
Insufficient or inadequate documentation (only I.E.P. or other)

may be granted a 30-day grace period to obtain an evaluation or certification of disability. If at the end of the 30 days the student has not provided proper documentation of the disability, accommodations may cease until the student provides the necessary documentation.

Student’s Right to Privacy: Confidential Records

All personal information (including documentation of disability) other than public records is considered confidential information.

DSS assumes the responsibility to maintain confidentiality of the documentation of disability and will not release any part of the documentation without the student’s informed and written consent. If accommodations are not clearly identified in the documentation, the DSS Coordinator will, with consent, seek clarification and more information if necessary. In some circumstances, in order to reasonably accommodate a student with a disability, it is necessary to share certain otherwise confidential information with persons on or off campus. This will not be done, absent extraordinary circumstances, without the student’s permission.

Third parties do not have access to personally identifiable records or information pertaining to students without the written consent of the student who specifies that the records be released. NOTE: Parents are considered third parties.

Detailed guidelines for the release and disclosure of information from the student records are available from the Office of Enrollment Services. These guidelines comply with the legal requirements of the Family Educational Rights and Privacy Act of 1974 as amended.

Please see the Community College of Rhode Island Student Handbook, policy on Confidentiality and Review of Records for details.