DISABILITY DOCUMENTATION SERVES TWO PURPOSES:
All documentation is reviewed in light of these two purposes.
A student requesting accommodations must provide current, comprehensive documentation of a disability by a licensed professional who is qualified to diagnose the student’s particular disability.
- Attention Deficit Hyperactivity Disorders (ADHD/ADD)
- Autism Spectrum (ASD) or Pervasive Developmental Disorders
- Chronic Medical Illnesses
- Hearing Impairments or Deafness
- Mental/Psychological/Psychiatric Disorders
- Mobility or Physical Impairments
- Neurological Disorders (Traumatic Brain Injury or Acquired Brain Impairment)
- Specific Learning Disabilities
- Speech or Communication Disorders
- Vision Impairments or Blindness
Temporary Injury/Medical Crisis:
- An injury or acute medical crisis does not usually qualify as a disability under the ADA. However, such conditions (e.g. broken bone, sudden onset illness requiring hospitalization, pregnancy-related impairment) may present short-term barriers that negatively impact a student’s learning.
- In such cases severity and duration will be considered and every effort will be made to provide temporary accommodations where possible.
- Should be typed on letterhead stationery or be in a report format (prescription pad note is not acceptable) and must include:
- a clearly stated diagnosis of the disability;
- the date of the most current evaluation or determination of the diagnosis;
- current symptoms and treatment plan, including relevant prescribed medications and possible side effects;
- description of the diagnostic methodology used
- applicable primarily to assessment instruments used in identifying learning disabilities, cognitive impairments, or intellectual disabilities;
- description of the student's current functional limitations in an academic environment;
- description of the expected progression or stability of the disability; and
- signature, printed name, title, professional credentials, and contact information of the evaluator or medical professional
- Information regarding a student's disability is not obtained through the SCC admissions process.
- Disability related information and records are maintained separately from academic records.
- Disability documentation should be given or sent directly to the SDS coordinator.
- Provision of accommodations and related services is based on the current impact of the disability.
- Documentation should be current within three-five years.
- Each case is evaluated on an individual basis and exceptions may be made depending upon circumstances and disability type.
- Assessments done in childhood may not be sufficient documentation for an adult college student.
- SDS does not provide nor pay for testing and/or diagnosis for learning disabilities.
- We do assist students in identifying local resources where such assessments can be provided.
- Documentation should address the student’s current ability to function in an academic environment and may include recommendations for accommodations.
- SDS is not obligated to provide specific accommodations as recommended by evaluators or medical providers.
- All accommodations are determined on a case-by-case basis in collaboration with the student and in consideration of that student's unique situation.
- A school plan such as a 504 or an Individualized Education Plan (IEP) does not constitute documentation of disability, but may be a helpful part of a student's overall assessment.
- Students must meet with the SDS coordinator to complete the process for registering for disability services.
- This meeting includes planning services and determining appropriate accommodations.
Janina DeHart, Student Disability Services Coordinator
Balsam Center, Room 115
447 College Drive, Sylva, NC 28779