Documenting a Physical, Medical, or Mobility Impairments

This includes, but is not limited to mobility impairments, Multiple Sclerosis, Cerebral Palsy, chemical sensitivities, Spinal Cord Injuries, Cancer, AIDS, Muscular Dystrophy, Arthritis, etc.
Any physical disability or systemic illness is considered to have a medical basis and thus requires documentation by a physician, who may be a neurologist, psychiatrist or other medical specialist (examples: Occupational Therapist, Speech Pathologist, etc.) with experience and expertise in the area for which accommodations are being requested.  The diagnostician or treating professional must be an impartial individual who is not a family member of the student.  The name, title, and professional credentials of the evaluator, including information about license or certification as well as the area of specialization, employment and state in which the individual practices should be clearly stated in the documentation.

All documentation should include the following:

1.    A diagnosis that demonstrates that the condition is a physical impairment that substantially limits a major life activity.  Descriptive information specifying which functions are limited, how, and to what degree should all be indicated. 
2.    Information regarding the onset, longevity, severity, and current impact of symptoms, as well as any functional impact resulting from treatment (examples include medication, chemotherapy, radiation, etc.)
3.    A discussion of the current impact of the medical condition, particularly in an educational setting.
4.    Recommendations for academic accommodation/auxiliary aids are welcome and should be supported by the documentation; however, the final authorization of accommodations/auxiliary aids will be determined in the disABILITY Support Services unit.
5.    Contact information for additional information or clarifying information and the date of the report.

• 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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Page last updated 6/6/05 by Robert Trevino

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