Disability Services
Policy and Documentation Guidelines
St. John Fisher College is committed to assisting students with documented
disabilities who are otherwise qualified for admission to the College, in
compliance with Section 504 of the 1973 Federal Rehabilitation Act and Title
III of the 1990 American with Disabilities Act (ADA). Students requesting
accommodations must submit appropriate written documentation to the Office
of Academic Affairs. Disability information provided to the College is shared
only with College personnel who work together in a cooperative effort to
provide reasonable accommodations to students with documented disabilities.
Final determination for providing reasonable accommodations rests with St.
John Fisher College based on the relevant documentation/diagnosis information
submitted by the student. Appeals of decisions made with respect to requests
for reasonable accommodations must be submitted in writing to the Office
of Academic Affairs.
The following guidelines provide students, schools and professional diagnosticians
with a common understanding of the components of documentation that are
necessary to validate the existence of a disability, the impact on the individual’s
educational performance, and the need for accommodations.
- A diagnostic statement identifying the disability, date of the current
diagnostic evaluation and the date of the original diagnosis. Prescription
pad notes are not acceptable documentation.
- A description of the diagnostic criteria and /or diagnostic test(s)
used. Include the specific results of the diagnostic tests/procedures
utilized and the date administered.
- A description of the current functional impact of the disability.
- Deafness and/or Hearing Impairments: an audiogram from a certified otologist
indicating air and bon conduction thresholds.
- Visual Impairments: a
medical eye report from a certified ophthalmologist.
- Mobility and Other
impairments: a statement of disability including an explanation of recommended
accommodations.
- Treatments, medications, assistive devices/services currently prescribed
or used and their estimated effectiveness in ameliorating the impact
of the disability should be included. Significant side effects that
may impact physical, perceptual, behavioral, or cognitive performance
should also be noted.
- A description of the expected progression or stability of the impact
of the disability over time should be noted. Recommendations concerning
the predictable needs for reevaluation should be included.
- A signed statement including the credentials of the diagnosing professional.
- A completed Release of Confidential Information Form signed by the
student.
*NOTE: Recommendations from professionals with a
history of working with the individual provide valuable information
for the review process. They will be included in the evaluation of requests
for accommodation and/or auxiliary aids. Where such recommendations
are congruent with the program, services and benefits offered by the
College, they will be given deference. When recommendations go beyond
services and benefits that can be provided by the College, they may
be used to suggest potential referrals to area service providers. No
accommodation will be provided if it fundamentally alters the nature
of the service, program or activity or if it would be unduly burdensome
financially, administratively or otherwise.
- A current (within 1 yr.) DSM-IV diagnosis from an appropriate licensed
professional. This would include a description of the specific
symptoms associated with the diagnosis and any other conditions
or dual diagnosis that may accompany the primary diagnosis.
- Results of any psychological and/or neuropsychiatric testing.
- A summary of all prior diagnoses and treatment from the treating
professionals.
- An educational history describing how the disability and its symptoms
have affected the student’s academic performance.
- A current treatment plan from a licensed mental health professional.
This would include any prescribed medications, intensity and duration
of counseling or psychotherapy, indications for adjunctive therapies
(e.g. support groups, health regimens).
- Current documentation - testing completed within approximately 3 years for
freshmen, within approximately 5 years for transfer/returning students.
- The name, title and professional credentials of the evaluator.
- Results of a comprehensive battery of tests (standardized for adolescent/adult
populations) which assess aptitude, academic achievement and information
processing.
- Documentation should validate the need for services based on the
individual’s current level of functioning in the educational
setting.
- Information contained in an Individual Education Plan (IEP)
or 504 Plan may be useful in defining accommodations, but cannot
be the sole source of documentation.
NOTE: Documentation should indicate a specific disability.
Individual "learning styles”, “learning differences”, “academic problems”
and “test difficulty or anxiety” in and of themselves, do not constitute
a learning disability.
For Physical Disabilities refer to the General
documentation requirements above.
Individuals requiring additional information may contact the Office of
Academic Affairs, Kearney Hall, Room 202, (585) 385-8034.
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