The Catholic University of America’s Office of Disability Support Services (DSS) uses a comprehensive approach to determine eligibility for accommodations, relying on at least four sources of information:
- The self-report of the student gathered through the Accessibility Request form.
- Documentation from a clinician or qualified professional (Provider) who can confirm the diagnosis and provide sufficient details on its impact to one or more major life functions (including academic pursuits)
- Documentation which provides a historical perspective of previously received accommodations, educational programming, or academic background.
- Information shared by the student during the Interactive Process Meeting, and in discussion with a DSS professional staff member.
Accommodation recommendations must be logically related to the student's functional limitations based on evidence, as determined through the knowledge and expertise of DSS professional staff. All information is reviewed carefully, and through the interactive process meeting, appropriate accommodations are determined.
Qualifications to Provide Documentation
- A provider must have comprehensive training and experience in the relevant specialty and hold appropriate licensure and/or certification.
- A provider should have familiarity with the history and functional limitations of the student's condition(s) and ability to provide detailed information about the substantial nature and level of impairment and its impact on major life functions.
- A provider cannot be a family member, relative, or someone with a primarily personal relationship with the student or student's family.
Documentation
The student should obtain from their provider(s) and submit to DSS:
- A completed copy of the Clinical Care Provider Form (found here) and / or
- A letter or report on their official letterhead (said letter must include all information requested on the Clinical Care Provider Form).
- NOTE: Submitting evidence of a diagnosis alone may not meet the standard of a disabling condition or be sufficient to warrant accommodations.
The student may submit to DSS:
- Prior evaluations, preferably completed by their school district or private provider within the last 4 years
- An Individualized Educational Plan (IEP) or 504 plan from a previous educational setting. This documentation may stand on its own if:
- It clearly identifies a condition or disability protected under the Americans with Disabilities Act of 1990 and/or Section 504 of the Rehabilitation Act of 1973.
- It reflects the status of the student's current functional limitations.
- The document is current within three years.
Students should present their documentation in a timely manner; however, gathering comprehensive documentation should not be a barrier to a student seeking support. A student may be asked to submit additional documentation related to the current impact of functional limitations on academic and other life activities if further information is required to make an accommodation determination.
The following are examples of the types of documentation DSS will request to make accommodation determinations:
Physical Disability, Chronic Health Impairment, or Sensory Impairment
- A letter or assessment report from a medical professional verifying a disability and explaining its impact on one or more life activities, including learning.
- Medical records that include diagnosis and a signature from a clinician
- History of accommodations used in past education, work, or similar settings (e.g. IEP).
- For students requesting a dining accommodation, documentation should specify the disabling condition, and, as appropriate, a comprehensive food allergy test report, or a comprehensive list of foods / ingredients that are medically contraindicated due to their condition.
Learning Disability, ADHD, and Autism Spectrum Disorders
- The results of a comprehensive neuropsychological or psychoeducational evaluation completed within the last 4 years using adult-normed versions of assessments.
- Rating scales and objective measure of symptoms related to diagnosis.
- History of accommodations used in past education, work, or similar settings (e.g. IEP).
Psychological / Mental Health Disability or Condition
- A letter or assessment report from a mental health professional verifying a disability or condition and explaining its impact on one or more life activities, including learning.
- Treatment records that include diagnosis and a signature from a clinician.
- History of accommodation used in past educational, work, or similar settings (e.g. IEP).
Traumatic Brain Injury, ( Including Concussions)
- Medical records that include diagnosis and a signature from a clinician.
- Information from a campus athletic trainer, student health services professional, or medical professional detailing the short-term impact of the condition and how long it is likely to persist.
- Special note for concussions -- Should the condition persist longer than anticipated, additional and updated documentation may be requested. DSS reserves the right to request additional information in order to support specific accommodations.
Updated June 2024