Documentation for a psychiatric disability should include:

1.    A diagnosis by a licensed professional, qualified in the appropriate specialty area, not related to the student, on professional letterhead, dated and signed;
2.    A clear statement of the student's disability, including the DSM-IV diagnosis, a summary of the present symptoms and a prognosis;
3.    A current description of how the student's condition interferes with the student's ability to participate in the academic process.  Note: the age of the documentation is dependent on the psychiatric condition and prognosis;
4.    Medical information relating to the impact of medication and/or treatment on the student's ability to participate in the educational process;
5.    Suggestions for academic accommodations/auxiliary aids that are supported by disability rationale.
Adapted from Guidelines developed by the Association on Higher Education and Disability (AHEAD)

* In general, colleges and universities across the nation consider documentation that is between two and five years old, depending on the disabling condition.  The "age" of the documentation will depend on the nature of the disabling condition and whether it is a life-long disability or more transient like some psychiatric disorders.  With learning disabilities, current status is usually established by documentation of assessment of the person as an adult, with testing instruments that are appropriate for use with adults.  Often students participate in Special Education programs through high school but have not been assessed since the eighth or ninth grade and then with tests that are appropriate for children.  These assessments would not provide us with adequate information to establish either the existence of a qualifying disability or information concerning the present impact and whether accommodation would be appropriate.

Note:  Unlike K-12 schools, SAC, like most colleges and universities, does not provide assessment services if there is either no documentation or it is inadequate.  We understand this can pose financial difficulties for students and their families.  When possible, dSS counselors may be able to help identify agencies or services where assessments might be completed at minimal or no cost, depending on eligibility.

** A description of anticipated functional impact in an academic setting is very helpful when determining appropriate accommodations/auxiliary aids.  In all cases, a diagnosis is required.  Professional reports that use terminology like, "suggests an attention disorder", "has a learning problem", or "suggests referral for more assessment" are not adequate to support the presence of a disability and the justification for accommodation/auxiliary aids.

All accommodations/services being requested must be supported by the documentation being provided to the dSS office.   Upon receiving documentation, it becomes the property of San Antonio College and is maintained in confidential files in the dSS office, separate from all other academic records.  Though maintained separately, it is considered an educational record under the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. 1232g, 34 C.F.R. § 99.1 and is treated with the required level of security and confidentiality.

Students' files in disABILITY Support Services are considered "active" during all semesters the student requests services.  Records documenting disabilities, resulting functional impact, accommodations/auxiliary aids provided and any related correspondence will be shredded after of period of five years of file inactivity.

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