Idaho State University

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ADA & Disabilities Resource Center

• How to Establish Eligbility
• Seven Essential Elements of Quality Disability Documentation
  • Seven Essential Elements of Quality Disability Documentation
  • Credentials of the Evaluator
  • A Diagnostic Statement Indentifying the Disability
  • Description of Diagnostic Method Used
  • Description of Current Functional Limitations
  • Description of Expected Progression or Stability of Disability
  • Description of Current and Past Accommodations, Services, and or Medications
  • Recommendations for Accommodations, Adaptive Devices, Assistive Services, Compensatory Strategies, or Collateral Support
• Disability Specific Guidelines
  • Guidelines for ADD/ADHD
  • Guidelines for Blind/Low vision
  • Guidelines for Deaf/Hard of Hearing
  • Guidelines for Learning Disabilities
  • Guidelines for Physical Disabilities
  • Guidelines for Psychological Disabilities

Disability Verification

Determining Eligibility

The ADA Disabilities & Resource Center assures program access to Idaho State University students with disabilities as well as access to faculty and staff with disabilities. Otherwise qualified students, faculty or staff may request an auxiliary aid or service, academic adjustment, and/or other accommodations from the ADA Center due to a disability. Before accommodations are granted, the ADA Center requires comprehensive documentation of a disability and its impact on learning.

In order to consider the provision of reasonable accommodations for students, faculty or staff with a disability, University policy requires that current and comprehensive verification of the disability and its impact on learning or the work environment be provided by a qualified professional. The qualified professional's statement must be within 3 to 5 years (depending on the disability) prior to the date of the most recent request from the ADA Center. The professional(s) conducting the assessment and rendering the diagnosis must be qualified to do so. A qualified professional includes a certified/licensed school or other psychologist, learning disability specialist, speech and language pathologist, psychiatrist or licensed physician, depending on the type of disability.

Idaho State University adheres to the civil rights definition of disability that pertains to modifying non-essential elements of our academic programs. Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, an individual with a disability means any person who has a physical or mental impairment which substantially limits one or more major life activities. Major life activities includes caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, sitting, standing, lifting and working, as well as mental and emotional processes such as thinking, concentrating and interacting with others. Disability alone isn't enough to mandate accommodations. Students must provide evidence that the disability causes a functional limitation which impacts access to University programs.

The documentation and information provided must include information that diagnoses the disability, describes the disability in an education setting, indicates the severity and longevity of the condition and offers recommendations for necessary and appropriate auxiliary aids or services, academic adjustments or other accommodations.

For more information from the ADA Disabilities & Resource Center at Idaho State University, contact us, at (208) 282-3599 (V/TTY).

CHECKLIST FOR DOCUMENTATION OF A DISABILITY

To facilitate the gathering of such critical information, please provide a comprehensive diagnostic report which responds to the following checklist, then return to the ADA & Disabilities Resource Center, Campus Box 8121, Idaho State University, Pocatello, ID 83209.

Documentation necessary to Support the Diagnosis Must be Comprehensive, including:

• Specific diagnosis and date of onset; and
• Severity of the disability: mild, moderate or severe; and
• Date of diagnosis and date of last contact with student; and
• List of standardized tests or other measures used to assess the following: aptitude, achievement, information processing; and
• Summary of the student's educational, medical and family history that may relate to the disability (must demonstrate that difficulties are not the result of sensory impairment, serious emotional disturbance, cultural differences, or insufficient instruction).
• Summary of how the diagnosis was reached, including description of which disability definition was used for the diagnosis, and description of how the disability substantially limits a major life activity; and
• List of the functional limitations caused by the disability which may effect student's performance in higher education; and
• Symptoms which may meet the criteria for the DSM-IV diagnosis; and
• Recommendations for necessary and appropriate accommodations to equalize the student's educational opportunities at Idaho State University such as auxiliary aids and services, academic adjustments and other reasonable program modifications; and
• Other information relevant to this student's academic adjustment; and
• Signature and contact information of diagnostician including mailing address, telephone number and e-mail address.

Last Modified: 04/07/09 at 11:50:58 AM