Providing Documentation:
SAS engages in a multi-faceted, multi-method approach when seeking documentation of a disability. This includes what might be seen as traditional documentation from licensed professionals providing services/support to the student, but also considers the student interview/self-report, as well as the observations and evaluation of the SAS team.
The triangulation of these three factors through an interactive process helps SAS to make informed accommodation determinations. It is important to note that SAS may seek information from any of these sources based on the individual considerations of the accommodation request and that students may start the accommodation process without all these sources currently available to them.
Documentation from licensed professionals:
This documentation may include previous accommodation documents, health care information or reports, educational/psychological evaluations, etc. There is not a prescribed list of options, and this documentation may vary in relevance depending on the individual's request, the credentials of the professional, and the context of information provided.
Any documentation submitted as part of an accommodation request will be reviewed by SAS. However, documentation from licensed professionals should be reasonably limited to the needs requested. These primarily include:
- The professionals' credentials
- A diagnosis of a disability
- The severity, frequency, perverseness, and triggers connected to the disability.
Other factors may be helpful but not strictly necessary, or may be requested specifically depending on the level of detail and comprehensiveness of the narrative provided. Examples of such factors include assessment tools, treatment plans, prognosis or expected changes over time, history of support, etc.
Common types of documentation that may include this type of information:
- High school IEPs, 504’s, or transition documents specific to disability and accommodations.
- Neuropsychological and educational psychological evaluations.
- Letters from appropriate service providers such as doctors and therapists.
If the documentation is lacking certain information, or additional clarification is needed, SAS may reach out to professionals directly or may request students seek additional documentation themselves. All documentation submitted to SAS is kept confidential within SAS and will only be shared on a “need-to-know" basis in accordance with appropriate legal frameworks.
Student interview and self-report:
This includes information provided by the student both in writing and dialogue with the specialist during an intake meeting. A student’s lived experience can often be critical to identifying barriers to meaningful access, and may provide insight into the effectiveness or ineffectiveness of historical accommodations. Often students can also offer clarity to documentation from licensed professionals when such information is either limited or broad. By working together directly in a one-on-one capacity, we can often identify unique accommodations across the student’s various IC environments.
This meeting can also help connect students directly to SAS to discuss resources beyond disability-related accommodations, such as strategies, general support, and connections to other support offices on campus.
Interaction and Evaluation:
The SAS specialist will consider their observations and notations upon reflection of all other available information. The specialist aims to gain a fuller representation of the request, evaluate consistency of reports, and analyze the comprehensiveness of the context to ensure both reasonable and effective accommodations. The specialist may also consider information from IC faculty/staff, any history of support, and/or comparable situations when such information has been presented.
The review and evaluation by a specialist may be individual or in collaboration with other members of the SAS team.