Students requesting services from Disability Services at Cedarville University are required to submit documentation to determine eligibility in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

The Americans with Disabilities Act of 1990 defines an individual with a disability as a person who:

• has a physical or mental impairment, which substantially limits one or more major life activities,
• has a record of such an impairment; or
• is regarded as having such impairment.

Examples of disabilities are:

• Vision impairments
• Hearing impairments
• Mobility impairments
• Mental health/psychiatric impairments
• Health impairments/chronic illnesses
• Attention deficit hyperactivity disorder
• Speech/language disorders
• Traumatic brain injury
• Temporary impairment

Cedarville University is committed to ensuring equal access to educational opportunities to students with disabilities. Documentation (objective evidence) is an important element in determining the eligibility of students requesting accommodations, academic adjustments, and auxiliary aids and services. All documentation must adequately verify the nature and extent of the disability in accordance with current professional standards, techniques, and practices. The documentation provided must clearly substantiate the current functional impact of the disability as it relates to the student's specific accommodation request. If academic or classroom-based adjustments and accommodations are requested, learning must be one of the major life activities substantially limited.

Unlike K-12 institutions, colleges do not use an Individualized Educational Program (IEP). Instead, colleges rely on documentation provided by students. While a student's IEP or 504 Plan may be helpful in establishing a history of disability and effective strategies for accommodation, it may not be sufficient to document a disability or to determine the appropriate academic accommodations at the postsecondary level.

Generally, documentation must be within three to five years of the request for accommodations. Because the provision of all appropriate academic accommodations and services is based upon an assessment of the current impact of the disability, it is in the student's best interest to provide recent documentation that is adequate and complete. While the original diagnosis may not have changed, the effects it has had on major life areas may have changed over time through treatment and adaptation. Older documentation will be evaluated on an individual basis.

All documentation is evaluated on a case-by-case basis. The process for determining eligibility is not a same-day process. Once documentation is received, it will be reviewed in order of receipt. Therefore, it is recommended that documentation be submitted well in advance of any accommodation-related needs.

Cedarville University has the right to deny a request for accommodations, academic adjustments, and/or auxiliary services if the documentation demonstrates that they are not warranted, or if the student fails to provide appropriate or complete documentation.

Provision of documentation to Disability Services is the responsibility of the student. The responsibility and cost of obtaining documentation are borne by the student. If the initial documentation is incomplete or inadequate to determine the extent of the disability and reasonable accommodations, Disability Services has the discretion to require additional documentation. Any cost of obtaining additional documentation is also borne by the student. If Disability Services desires a second professional opinion, Cedarville University bears the cost.

Documentation submitted to Disability Services is used solely in connection with the student's request for accommodations. Disability Services respects the right to privacy of individuals with disabilities and the confidential nature of the information conveyed verbally or in writing. Disability Services is committed to ensuring that all documentation, including medical, educational, and psychological information, regarding a student's disability is maintained as private. Information will only be given on a need-to-know basis or when state and/or federal law requires release.

Students Without Documentation
Students often contact Disability Services who have not been officially tested or diagnosed for cognitive disabilities such as a learning disability, attention deficit hyperactivity disorder, or a psychological disability. Cedarville University does not provide diagnostic services to students who suspect they may have a disability. However, upon request, Disability Services will provide the student with a list of appropriate professionals in the general area who are qualified to conduct a diagnostic evaluation. Insurance companies sometimes will pay for testing, but often they do not. In some cases, local service agencies can provide financial help to students.

Seven Essential Elements of Quality Disability Documentation

The dimensions of good documentation discussed below are suggested as a best practices approach for defining complete documentation that both establishes the individual as a person with a disability and provides a rationale for reasonable accommodations. By identifying the essential dimensions of documentation, institutions allow for flexibility in accepting documentation from the full range of theoretical and clinical perspectives. This approach will enhance consistency and provide stakeholders (students, prospective students, parents, and professionals) with the information they need to assist students in establishing eligibility for services and receiving appropriate accommodations.

Reprinted by permission from the Association of Higher Education and Disability.