Overview of Documentation Guidelines
Qualified individuals are entitled to reasonable accommodations under the Americans with Disabilities Act (ADA), as amended, and Section 504 of the 1973 Rehabilitation Act.
Accommodations are determined on a caseâ€“byâ€“case basis. In order to receive accommodations for a disability, the student must self-identify and submit documentation to support the need for reasonable accommodations. The documentation must be from an appropriate licensed professional and include how the diagnosed disability impacts the student in the academic setting. All information will be considered confidential and only released to appropriate personnel on a need-to-know basis.
Accessibility Services may deny a request for accommodations if:
- The documentation does not substantiate the request as a reasonable accommodations and,
- The documentation is incomplete and does not clearly define the functional limitations of the disability.
Documentation has three primary purposes:
- To establish that an individual has a disability,
- To describe and document the functional impact of the disability,
- To assist Accessibility Services staff in establishing the need for and design of accommodations.
Therefore, documentation should be as descriptive as possible. At minimum, it should include the following information:
- A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis,
- A description of the diagnostic tests, methods, and/or criteria use,
- A description of the current functional impact of the disability which includes specific test results and the examinerâ€™s narrative interpretation,
- Treatment, medications, and/or assistive devices/services currently prescribed or in use,
- A description of the expected progression or stability of the impact of the disability over time, particularly during the expected period at ²Ê¿â±¦µäapp,
- Recommended accommodations/services (i.e. flexibility in attendance, lab assistance, and note-taker) for the academic environment,
- The name, credentials, and licensed number of the diagnosing professional.
All documentation should be submitted on letterhead, signed by licensed professional, and include the date the documentation was completed.
An Individualized Educational Plan (IEP) or 504 Plan is insufficient documentation as it does not meet the above documentation guidelines. The IEP is a document showing how the K-12 school complied with IDEA.
Submit your documentation using one of these methods:
- Mail to:
²Ê¿â±¦µäappnical Community College
Accessibilities Services Office
Wynn Center (Building 10), room 10-209
1637 East Lawson Street, Durham, NC 27703
- Submit it electronically using our online portal.
Documentation Guidelines by Disability, General Forms
- ADHD/ADD Documentation Guidelines
- Autism Spectrum Disorder Documentation Guidelines
- Consent to Release Disability Information
- Deaf and Hard of Hearing Documentation Guidelines
- Learning Disability Documentation Guidelines
- Medical/Physical/Mobility Documentation Guidelines
- Psychological/Psychiatric Documentation Guidelines
- Visual Impairment Documentation Guidelines