Documentation and Intake Process

How are academic accommodations determined?

The process of determining appropriate and reasonable accommodations is a three-pronged approach guided by the Association for Higher Education and Disability (AHEAD):

  • Student Intake: Students will complete a narrative summarizing their understanding of their diagnosis, how it impacts or limits them in the academic or learning environment, and a list of requested accommodations and/or accommodations used in the past.
  • Interview/Intake: The Center for Equal Access (the Center) and student will engage in an in-depth discussion of the narrative. They will review a student's history with the diagnosis or condition, how it limits them, and any other factors that may contribute to the situation.
  • Documentation from a Licensed Professional: Documentation is reviewed by the Center to assist in the determination of accommodations. Documentation and the practitioner must be relevant to the diagnosis/condition; it must include the history or duration, assessment of limitations of major life function based on the diagnosis, and any recommendations of accommodations. 

Once this process has been completed, accommodations may be determined.

Documentation Guidelines

Documentation guidelines are set by the Association for Higher Education and Disability and refined to fit the scope and practice of The College of St. Scholastica. The documentation includes:       

1.  Primary Documentation

    • Student's self-report.
      • This form is required for accessing resources and academic accommodations. 

2.  Secondary Documentation

    • Observation and interaction of parents, teachers, co-workers.  
      • This may include an IEP or 504 Plan from high school.

       3.  Tertiary, third-party or external documentation

    • Information from licensed professionals.
      • This includes psycho-educational evaluation, doctor, psychologist, or therapist recommendations and case notes.

The above documentation must be relevant and speak to the academic accommodations and resources the student is requesting, as well as how major life function is limited by the diagnosis or disability.

Students inquiring about academic accommodations are welcome to submit any or all of the above documentation to the Center.  Staff from the Center will follow up with the student and discuss further documentation (if any) that may be needed to establish academic accommodations and use of resources.