Documentation Guidelines

• Please consider the following regarding documentation:

  • Students should submit their most current assessments and/or evaluative reports conducted by school psychologists, physicians, medical professionals, etc., which may assist in determining academic accommodations.

  • Documentation should provide a clear and detailed comprehensive assessment of the disability and/or diagnosis provided by a qualified professional.

  • This documentation should substantiate the need for these services based on the individual’s current level of academic functioning in an educational setting.

  • Individualized Education Plans (IEPs), Summary of Performance (SOPs), or Section 504 Plans from high schools are not sufficient on their own and therefore students are asked to also submit the most recent Psychological/Educational Evaluation Report completed in high school.

  • Prior receipt of accommodations (e.g., in high school or in another postsecondary institution) helps to inform the process of determining accommodations; however, they do not guarantee receipt of the same accommodations. Likewise, approval of accommodations through CT State Community College does not guarantee the receipt of the same accommodations at other postsecondary institutions.

  • A Verification of Disability form is available to assist students who are currently working with a professional in the health field.

  • If the documentation specified in the guidelines below is not available, please submit what you have for review and further guidance.

  A request for new accommodations or a review of current accommodations may be considered at any time. Please contact your DAS Provider for next steps.

  Comprehensive documentation should include a recent evaluation by the appropriately credentialed professional, who is not a family member, which makes evident the current academic impact of the disability as it relates to the accommodations and services requested. Accommodation decisions are made through an interactive, individualized process based on the functional limitations of the disability and information provided by the student. Transfer students should submit their disability documentation and are also encouraged to provide an Accommodation Letter from their previously attended college or university.

  All information received is confidential and is used by DAS for the sole purpose of determining a student’s eligibility for services and determining academic accommodations.

  If the documentation provided is incomplete or insufficient to determine whether the student qualifies as having a disability or is eligible for accommodations, DAS may require additional documentation. Any cost incurred in obtaining additional documentation is the responsibility of the student. Missing information may result in a delay in reviewing a student’s request for accommodations.

• Documentation of Disability Form

  DAS has developed a  Documentation of Disability form which students can ask their provider to complete documenting their disability and need for accommodations. DAS also recommends that in addition to the form, students share the appropriate documentation guidelines below with their physician/clinician.

Guidelines for Specific Disabilities

• Acquired Brain Injury

  Students requesting accommodations on the basis of an Acquired Brain Injury (ABI), which includes Traumatic Brain Injury (TBI) are to provide documentation that reflects the current impact of the disability on academic performance including:

  1. A Neuropsychological evaluation containing assessments of intellectual, conceptual, and cognitive competence; academic skills; personality status; motor facility of all extremities; sensory, perceptual, and processing efficiency; visual, auditory, and tactile facility; speech, language, and communication ability; and evaluation of memory and attention.
  2. An integrated summary that: • Indicates executive functioning deficits expected to impact postsecondary education performance and appropriate adjustments, • Describes the impact of the limitations specifically on learning (e.g., reading, math, and written expression), • Identifies concerns with negotiation of the college environment and suggests strategies, and • States how the effects of the brain injury are mediated by the recommended adjustments.

  For a list of other acceptable forms of documentation: Utilization of particular evaluation techniques at the discretion of the evaluator possibly including; Bender-Gestalt, Halstead Reitain Battery (or selected parts); Detroit Tests of Learning Aptitude - 4 (DTLA-4) or Detroit Tests of Learning Aptitude - Adult (DTLA-A); Luria Nebraska Battery (or selected parts); Peabody Individual Achievement Test-R/NU (or other adult individual achievement tests); Woodcock Reading Mastery Tests- Revised/NU; Woodcock-Johnson III; and the Spache Written Language Assessment.

  Documentation of Disability form

• Attention Deficit Hyperactivity Disorder

  Students requesting accommodations on the basis of attention deficit hyperactivity disorder (ADHD) are to provide documentation by a professional (e.g., psychologists, psychiatrists, neuropsychologists, licensed therapists, and other relevantly trained medical professionals). Documentation for students requesting accommodations on the basis of ADHD should include:

  1. Evidence of current impairment. A history of the individual's presenting attentional symptoms and evidence of current impulsive/hyperactive or inattentive behaviors that significantly impair functioning.
  2. A discussion of the Neuropsychological or Psycho-educational assessments administered, if applicable, to determine the current impact of the disorder on the individual's ability to function in an academic setting.
  3. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.
  4. An integrated summary that: • indicates the substantial limitations to major life activities posed by the disability, • Describes the impact of the disability in an educational setting and suggests possible accommodations.

  Documentation of Disability form

• Autism Spectrum Disorder

  Students requesting accommodations on the basis of autism spectrum disorders (ASD) are to provide documentation from a professional (e.g., psychologists, psychiatrists, neuropsychologists, licensed therapists, and other relevantly trained medical professionals). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

  1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
  2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
  3. Current level of social/emotional functioning.
  4. Integrated narrative summary, including impact of symptoms on learning and/or communicating.
  5. A clinical interview including a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
  6. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including any possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.
  7. Co-morbid diagnoses, if present and impacting the educational environment, should include documentation and/or evaluations by allied health professionals such as speech/language assessments, occupational therapy records, statements from therapist or other treating professionals.

  Documentation of Disability form

• Blindness or Low Vision

  Students requesting accommodations on the basis of low vision or blindness are to provide current documentation from a professional that includes:

  1. An ocular assessment and narrative summary or evaluation from an Ophthalmologist.
  2. A low-vision evaluation of residual visual function, when appropriate.
  3. Describes the impact of the disability in an educational setting and suggests possible accommodations.

  Documentation of Disability form

• Chronic Health-Related Disabilities

  Students requesting accommodations on the basis of a chronic health-related disability are to provide current documentation from a medical professional that includes:

  1. An identification of the disabling condition(s).
  2. Describes the impact of the health-related condition in an educational setting and suggests possible accommodations.
  3. Describes the degree and range of functioning for a progressive condition.
  4. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including any possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

  Documentation of Disability form

• Deaf or Hard of Hearing

  Students requesting accommodations on the basis of being deaf or hard of hearing are to provide current documentation from a professional that includes:

  1. An audiological evaluation and/or Audiogram administered by an Otorhinolaryngologist (ENT), Otologist, or licensed Audiologist.
  2. An interpretation of the functional implications of the diagnostic data and hearing aid evaluation, where appropriate.
  3. Describes the impact of the disability in an educational setting and suggests possible accommodations.

  Documentation of Disability form

• Intellectual Disabilities

  Students requesting accommodations on the basis of an intellectual disability are to provide current documentation from a professional (e.g., clinical or educational psychologists, school psychologists, neuropsychologists, special education teachers). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

  1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
  2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
  3. Current level of social/emotional functioning.
  4. Integrated narrative summary, including impact of symptoms on learning and/or communicating, • the substantial limitations to major life activities posed by the disability, • suggests how the specific effects of the specified disability may be accommodated.

  Note: Individual "learning styles," "learning differences," "academic problems," and "slow learner” and test difficulty or anxiety" in and of themselves do not constitute a disability at the postsecondary level.

  Documentation of Disability form

• Learning Disabilities

  Individualized Education Plans (IEPs), Summary of Performance (SOPs), or Section 504 Plans from high schools are not sufficient on their own and therefore students are asked to also submit the most recent Psychological/Educational Evaluation Report completed in high school.

  Students requesting accommodations on the basis of a learning disability are to provide current documentation from a professional (e.g., clinical or educational psychologists, school psychologists, neuropsychologists, learning disabilities specialists, special education teachers). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

  1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
  2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
  3. Integrated narrative summary, including impact of symptoms on learning and/or communicating, • current level of social/emotional functioning, • the substantial limitations to major life activities posed by the disability, • suggests how the specific effects of the specified learning disability may be accommodated.

  Note: Individual "learning styles," "learning differences," "academic problems," and "test difficulty or anxiety" in and of themselves do not constitute a disability at the postsecondary level.

  Documentation of Disability form

• Physical Disabilities

  Students requesting accommodations on the basis of a physical disability are to provide current documentation from a medical professional that includes:

  1. An identification of the disabling condition(s).
  2. Describes the impact of the disability in an educational setting and suggests possible accommodations.
  3. Describes the degree and range of functioning for a progressive condition.

  Documentation of Disability form

• Psychological Disabilities

  Students requesting accommodations on the basis of a psychological disability are to provide current documentation from a licensed mental health professional. Documentation from other medical providers will be considered and reviewed for provisional accommodations. Documentation should include, but not be limited to:

  1. An integrated summary that: • indicates a specific, current psychiatric diagnosis as per the DSM of the American Psychiatric Association, • indicates the substantial limitations to major life activities posed by the psychological disability, • Describes the impact of the health-related condition in an educational setting and suggests possible accommodations, • includes a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
  2. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

  Note: Emotional Disturbance (ED) is an educational label and does not constitute a disability at the postsecondary level.

  Due to the evolving and changing nature of psychological disabilities, providing current updates is helpful to ensure appropriate supports are considered.

  Documentation of Disability form

• Temporary Disabilities

  Disability and Accessibility Services (DAS) may also assist students who have a temporary injury or condition, which results in a functional limitation in an academic setting. Examples may include broken bones and pregnancy; for example, a scribe or note taking assistance may be appropriate for a student with a broken arm.Assistance is determined on a class-by-class basis and is dependent upon the nature of each course and the method of instruction as it relates to the student’s functional limitations. Accommodations are extended to students with temporary conditions for the duration of their functional limitations associated with the condition.

  Since temporary conditions can occur at any point during the semester, the timing can significantly impact the accommodation options available to the student. Timely and open communication with DAS, faculty and other campus offices, as needed,about the nature and duration of the condition and requested assistance can often result in satisfactory solutions to the short-term issues caused by the injury or condition. Students with temporary injuries or conditions are encouraged to contact DAS to determine accommodation options.

  Documentation of Disability form

• To get started with obtaining disability support services, see the steps below. Once approved, accommodations will be applicable across all campuses within CT State Community College

  To request accommodations for the first time, please follow these steps:

  • Step 1: Complete the online registration/self-disclosure form and submit documentation substantiating your accommodation request.
  • Step 2: After ODAS has determined that your records are complete, one of our staff will send an invitation to schedule an intake appointment.
  • Step 3: During the intake appointment, share your self-report. ODAS will work with you over the course of your intake appointment to determine reasonable and appropriate accommodations to ensure your equal access to CT State’s programs and services.
  • Step 4: Students will receive an email after their intake appointment with their approved accommodations and instructions to complete a semester request.
  • Step 5: Each semester, students must submit a semester request indicating consent for accommodation information to be shared and with whom.

• In order to use accommodations, students must request their accommodation letters and give permission for ODAS to share their accommodations approval with selected instructors each semester. This process is completed through a semester request.

  Semester Requests

  Each semester, instructors must be notified of accommodations via an “accommodation letter.” Accommodation letters are sent once students submit their semester requests via Accommodate. Accommodation letters can be sent at any point during the semester, however, accommodations are not applicable until the letter is sent. As a reminder, accommodations are never retroactive and as such, ODAS recommends submitting semester requests as soon as possible. Students can then determine if and when they need to utilize the approved accommodations.

  Accommodate will provide you with a dashboard of information on your registered classes and approved accommodations. Please see the instructions below to complete a semester request:

  • To begin, log in with your CT State single sign-on username and password to Accomodate
  • Select the “Accommodation” tab (on the left)
  • Select “Renewal Semester Request”
  • Click the drop-down and navigate to the correct semester
  • Add “New”
  • Select current semester
  • Select “Review the Renewal” (on the right)
  • Review each accommodation and using the checkboxes, select only those courses to which you want your accommodations to apply
  • Scroll down and click submit.

  Note: requests are reviewed and processed by staff in the order in which they are received. Once processed, you and your instructors will receive your accommodation letter via email. It is typical for semester requests to be responded to within 2 business days.

• Any student or faculty member can appeal a granted accommodation if they have concerns. Appeals should be utilized after attempts have been made to resolve the concern with the campus ODAS Lead. Faculty appeals will be reviewed by Dr. John-Paul Chaisson-Cardenas, Vice President of Diversity, Equity and Inclusion, and a selection of campus ODAS leads and academic affairs professionals. Student appeals will be reviewed by Dr. Sara Hanson, Associate Dean of Student Affairs and Student Affairs Administrator for CT State, and a selection of campus ODAS leads. 

  Complete the Accommodation Appeals Process

• Obtaining and Maintaining Disability Support Services
• Using Your Accommodations
• ODAS Campus Contacts
• Differences Between Accommodations in High School and College
• Frequently Asked Questions
• Guidelines and Forms
• Student Resources
• Disability Support Information for Faculty and Staff

Getting Started

• Acquired Brain Injury

  Students requesting accommodations on the basis of an Acquired Brain Injury (ABI), which includes Traumatic Brain Injury (TBI) are to provide documentation that reflects the current impact of the disability on academic performance including:

  1. A Neuropsychological evaluation containing assessments of intellectual, conceptual, and cognitive competence; academic skills; personality status; motor facility of all extremities; sensory, perceptual, and processing efficiency; visual, auditory, and tactile facility; speech, language, and communication ability; and evaluation of memory and attention.
  2. An integrated summary that: • Indicates executive functioning deficits expected to impact postsecondary education performance and appropriate adjustments, • Describes the impact of the limitations specifically on learning (e.g., reading, math, and written expression), • Identifies concerns with negotiation of the college environment and suggests strategies, and • States how the effects of the brain injury are mediated by the recommended adjustments.

  For a list of other acceptable forms of documentation: (should be a clickable link) Utilization of particular evaluation techniques at the discretion of the evaluator possibly including; Bender-Gestalt, Halstead Reitain Battery (or selected parts); Detroit Tests of Learning Aptitude - 4 (DTLA-4) or Detroit Tests of Learning Aptitude - Adult (DTLA-A); Luria Nebraska Battery (or selected parts); Peabody Individual Achievement Test-R/NU (or other adult individual achievement tests); Woodcock Reading Mastery Tests- Revised/NU; Woodcock-Johnson III; and the Spache Written Language Assessment.

  Documentation of Disability form

• Attention-Deficit/Hyperactivity Disorder (ADHD)

  To receive support for ADHD, an evaluation by a psychiatrist, neurologist, or licensed psychologist, or an evaluation report from a school psychologist containing current information must be submitted. This should include:

  • a stated medical diagnosis of ADHD
  • a detailed description of the symptoms that meet the criteria for the diagnosis
  • evaluation instruments used to make this diagnosis

  A student may ask their provider to complete the Documentation of Disability form.

  See further ADHD documentation guidelines >

• Autism Spectrum Disorder (ASD)

  To receive accommodations due to a diagnosis of ASD, documentation from a qualified professional, such as a psychiatrist, neurologist, licensed psychologist, or another relevantly trained individual must be submitted. This should include:

  • a specific diagnosis
  • history of and current functional limitations of major life activities
  • recommendations of accommodations to be considered
  • information related to behavioral, social, or emotional differences

  Documentation of Disability form

• Blindness/Visual Disabilities

  To receive support for blindness/visual disabilities an evaluation from an ophthalmologist or optometrist must be submitted. This should include:

  • a clear statement of a vision-related disability
  • medical or educational information relating to the student’s needs
  • vision status
  • the impact this disability has in a post-secondary environment
  • recommendations for how the functional limitations may be accommodated

  Documentation of Disability form

• Deafness, Hard of Hearing and/or Hearing Loss

  To receive support for deafness, hard of hearing and/or hearing loss, an audiological evaluation or audiogram administered by an audiologist, otologist, otorhinolaryngologist, or a qualified physician must be submitted. This should include:

  • a clear statement of deafness or hearing loss with a description of how deafness or hearing loss impacts a student’s functioning
  • recommendations on how the functional limitations may be accommodated in a post-secondary setting, including a statement about the use of hearing aids and sign language interpretation

  Documentation of Disability form

• Intellectual Disabilities

  To receive accommodations based on an intellectual disability, a comprehensive report detailing evaluations administered by a qualified professional, including clinical or educational psychologists, school psychologists, special education teachers, or neuropsychologists must be submitted. The evaluation must demonstrate:

  • significant limitations in both intellectual functioning and adaptive behavior
  • detailed developmental, psychosocial, and medical histories
  • measures of functional performance across all domains (reading, writing, mathematics, behavioral/social/emotional, communication, vocational/transition, and health and development) must be provided as well

  Documentation of Disability form

  Notes:

  • Often, students with an intellectual disability can provide evaluations conducted when they were in high school.
  • At the high school level, students with intellectual disabilities may have received modifications in areas such as assignments, assessments, grading, and course requirements. Post-secondary institutions are not required to provide modifications. Students with intellectual disabilities are granted reasonable accommodations to access course requirements.

• Learning Disabilities

  To receive accommodations due to a diagnosis of a learning disability, documentation from a qualified professional, including clinical and educational psychologists, special education teachers, school psychologists, learning disability specialists or neuropsychologists must be submitted. Often, an evaluation conducted by a student’s high school within the last five years is acceptable. This should include:

  • a clearly stated diagnosis of a learning disability, including the results of a cognitive evaluation of intellectual functioning
  • achievement levels in reading, mathematics and written language, including all tests and subtest scores
  • a description of strengths and weaknesses with recommendations for accommodations appropriate for a post-secondary setting must be detailed in the submitted report

  Documentation of Disability form

• Mental Health Diagnoses

  To receive accommodations due to a mental health diagnosis, documentation from a medical doctor, licensed psychologist, licensed social worker or certified school psychologist must be submitted. The documentation submitted must clearly state the diagnosis as per the DSM-5 which indicates the nature, frequency, and severity of the symptoms. Furthermore, the documentation should detail how the diagnosis substantially limits major life activities and include recommendations for the effects of a diagnosis that may be accommodated along with the rationale for each accommodation.

  Documentation of Disability form

• Mobility, Systemic or Chronic Heath Conditions

  Any physical disability or systemic illness requires the diagnosis of a medical professional, including physicians, neurologists, and rehabilitation therapists. The documentation submitted by the student must include:

  • a clear statement of the medical diagnosis describing the orthopedic, mobility, physical disability or systemic illness
  • a description of the present symptoms as well as pertinent information regarding the current impact of the disability in an academic environment
  • recommendations for reasonable accommodations in a post-secondary setting

  Documentation of Disability form

• Psychological Disabilities

  Students requesting accommodations on the basis of a psychological disability are to provide current documentation from a licensed mental health professional. Documentation from other medical providers will be considered and reviewed for provisional accommodations. Documentation should include, but not be limited to:

  1. An integrated summary that: • indicates a specific, current psychiatric diagnosis as per the DSM of the American Psychiatric Association, • indicates the substantial limitations to major life activities posed by the psychological disability, • Describes the impact of the health-related condition in an educational setting and suggests possible accommodations, • includes a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
  2. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

  Note: Emotional Disturbance (ED) is an educational label and does not constitute a disability at the postsecondary level.

  Due to the evolving and changing nature of psychological disabilities, providing current updates is helpful to ensure appropriate supports are considered.

  Documentation of Disability form

• Temporary Disabilities and Illnesses

  The Office for Disability and Accessibility Services will provide reasonable accommodations to students with temporary medical conditions such as illnesses, injuries or complicated pregnancies. To be eligible for reasonable accommodations, documentation of a temporary medical condition as established by a physician or health care provider is required and determined on a case-by-case basis.

  Documentation should clearly state:

  • the medical condition, symptoms, and the expected length of the condition
  • the current effects of the condition on the student’s functioning and learning, described in detail
  • the healthcare provider’s recommendations for accommodations

  Documentation of Disability form

Student Resources

The Work

What is Campus Climate?

What Does a Climate Survey Assessment Measure?

What Will Happen Once the Climate Study Occurs?

How Do We Measure Campus Climate?

Campus Climate Survey FAQs

Volunteer to Serve on DEI Committee

Access to Campus
Climate HUB

Campus Climate Process Resources

• Campus Climate Process SharePoint Team Page (for internal stakeholders only)
• Additional Survey Information
• ATD Resources