麻豆精品

麻豆精品 makes every reasonable effort to provide qualified applicants and students with disabilities with the opportunity to take full advantage of its programs, activities, services and facilities. The Disability Services Office (DSO) supports this commitment by arranging reasonable accommodations tailored to individual needs. 

When students seek accommodations, the Disability Services Office must determine 1) if the student鈥檚 physical or mental health condition qualifies as a disability, 2) the barriers and impacts the student experiences related to the disability, and 3) the level and severity of the impacts.  

Documentation is only one part of the interactive process during which accommodations will be determined. DSO staff will work with students to determine individualized accommodations using both documentation and insight shared by the student during the Intake Interview.  

General Documentation Guidelines  

• Documentation must聽provided聽by a聽professional聽licensed to聽diagnose and/or treat聽the聽indicated disability and/or impact.聽

• Documentation must be聽up-to-date聽and reflect the聽current status聽of the student鈥檚 disability and functional limitations.聽Note:聽documentation that is five years old or more often does not meet this requirement.聽聽

• Documentation must describe the treatment relationship between the student and medical or mental health provider (e.g.聽how long the provider has treated the student, frequency of treatment visits, primary goals of treatment, etc.).聽聽

• Documentation must describe in detail how the student鈥檚 disability聽impacts聽the student and聽substantially limits聽the student鈥檚 ability to engage in one or more major life activities, as well as its impact on participation in academics and/or other aspects of campus life.聽聽

• The documentation provided cannot be from a family member or someone with a personal relationship with the student or the student鈥檚 family.聽聽

• If the聽initial聽documentation is incomplete or inadequate, Disability聽Services聽has the discretion聽to require聽additional聽documentation.聽聽

• 罢丑别听聽serves as one聽option聽for providing the necessary information. Alternatively, a student can聽submit聽a letter on their healthcare聽professional鈥檚 letterhead that provides the above information and is signed and dated by the professional.聽聽

• While medical providers may provide recommendations for accommodations, the Disability Services Office聽retains聽the right to聽determine聽what accommodations are reasonable and聽appropriate聽within聽the聽technical and academic requirements of a student鈥檚 program at 麻豆精品.聽

Category-Specific Documentation Guidance 

Criteria for the source, scope and content of documentation differs by disability type.  The below information is intended to provide students with a starting point for obtaining adequate documentation. 

• Learning Disabilities (LD):鈥疍ocumentation should include a comprehensive neuropsychological or psychoeducational evaluation. This should include measures of aptitude (e.g., WAIS-IV) and achievement (e.g., WJ-IV) with all standardized subtest scores included, if possible.鈥�聽

• ADHD:鈥疍ocumentation should describe the history of symptoms, the specific diagnostic criteria met, and the current impact on executive functioning or attention in an academic environment.鈥�聽

• Psychological Disabilities:鈥疉 report from a mental health professional outlining the diagnosis, severity, stability of the condition, and any side effects of medication that may鈥痠mpact鈥痩earning.鈥�聽

• Chronic Health or Physical Disabilities:鈥疉 letter from a treating specialist detailing the diagnosis, the expected duration (permanent or temporary), and the frequency or triggers of “flare-ups” that may require flexibility.鈥�聽

Non-Academic Accommodations 

• Housing & Dining Accommodations:鈥疪equests for medical singles, Emotional Support Animals, or meal plan modifications require documentation that鈥痚stablishes鈥痑 direct nexus between the disability and the specific housing/dining need.聽

• Medical Singles:聽Documentation should聽include聽a description of the聽disability-related access barrier(s)聽that聽substantially聽limit聽the student鈥檚 ability聽to聽access university housing or the educational environment.聽

• Emotional Support Animals:聽Documentation must聽indicate聽how the鈥疎SA is necessary, because of the student鈥檚 disability, to access university housing and/or聽the academic environment鈥痑nd a description of the聽preexisting relationship between student and the specific animal that is being鈥痳equested, along with the therapeutic鈥痵upport that the specific animal provides.鈥�聽

• Please see聽the University鈥檚聽聽for further details.聽聽

• On-Campus Residential Parking:鈥疭tudents鈥痳esiding鈥痮n campus are鈥痝enerally not鈥痯ermitted鈥痶o obtain an on-campus parking permit. Exceptions are made only through the DSO for students with valid, documented medical needs or mobility impairments.鈥疍ocumentation must explicitly state why the student requires a vehicle on campus to manage their disability.鈥�聽

Referrals for Assessment 

Disability Services does not perform psychological or neuropsychological evaluations.  If you are having difficulty obtaining documentation or connecting with a provider, please contact us at DSO@carlow.edu. We may be able to refer you for an assessment through our campus resources at no cost to you.鈥�