Understanding DAS Diagnosis for Accessibility Services

For students seeking ongoing support services, it’s essential to provide proper documentation to Disability & Accessibility Services (DAS). This documentation can be uploaded through the AIM system or sent directly to DAS at [email protected]. Providing comprehensive and relevant documentation is a crucial step in ensuring you receive the accommodations and support you need.

What Kind of Documentation is Necessary?

To effectively assess your needs and provide appropriate accommodations, DAS requires documentation that clearly outlines the nature of your disability and its impact. Acceptable forms of documentation can include:

Completed DAS Documentation Form: A specific form designed by DAS to gather relevant information. You can access a copy of the DAS documentation form online.
Medical Documentation: Reports from medical professionals detailing your condition.
Individualized Education Programs (IEPs) and 504 Plans: While these are often school-based plans, they can provide valuable background information, especially when supplemented with more comprehensive documentation.
Cognitive or Psychoeducational Assessments: Evaluations that provide insights into cognitive functioning and learning styles.
Other Relevant Documents: Any other documents that accurately and comprehensively describe your disability and its impact on your academic experience.

If you are unsure about what documentation is appropriate or have any questions, please contact us for guidance.

Key Elements of Effective Disability Documentation

Regardless of the type of documentation you submit, certain key elements are essential for a thorough review and to facilitate the accommodation process. Your documentation should ideally include:

Evaluator Information: Clear identification of the professionals who conducted the evaluations, including their names, titles, addresses, phone numbers, and the dates of evaluation. This helps establish the credibility and expertise of the source.
Diagnostic Information: Both quantitative and qualitative data that clearly supports the diagnosis of a disability. This might include test scores, clinical observations, and diagnostic codes.
Assessment Instruments: A list of any standardized assessment tools or procedures used in the evaluation process.
Disability Severity and Impact: A detailed description of the severity of the disability and how it substantially impacts major life activities, both within and outside of the classroom environment. This is crucial for understanding the scope of necessary accommodations.
Medication Information (If Applicable): If you are taking medication related to your disability, please note the names of medications and any potential impact they may have on learning or functioning.
Accommodation Recommendations: Specific and concrete recommendations for academic accommodations that are directly linked to the identified functional limitations. For learning-based disabilities or ADHD, IEPs or 504 plans alone are generally not sufficient but can be valuable supporting documents within a broader assessment.
Additional Observations and Recommendations: Any further insights or recommendations from evaluators that could assist DAS in providing you with the most effective support and accommodations.

The final two points regarding accommodation recommendations and additional observations are particularly helpful in determining appropriate academic adjustments. All documentation is carefully reviewed on an individual basis to ensure personalized and effective support.

Examples of Acceptable Documentation by Disability Type

To further clarify what constitutes effective documentation, here are examples for specific disability categories:

Deaf and Hard of Hearing: An audiogram accompanied by a comprehensive report from an audiologist documenting the nature and extent of hearing loss.
Visually Impaired: A detailed report from an ophthalmologist or optometrist that clearly documents the visual impairment and its impact on functioning.
Psychological Disability: A clinical diagnosis provided by a licensed psychologist or psychiatrist. The documentation should clearly outline functional limitations resulting from the psychological disability and explain how these limitations affect your ability to function effectively as a university student in a learning environment.
Medical Disability: Documentation from a qualified medical provider (e.g., physician, specialist) that clearly describes the medical condition, illness, or disease. The documentation should also list any resulting functional limitations and explain their impact on your academic activities.
Learning Disability or ADHD: Comprehensive assessment information from a qualified professional experienced in diagnosing learning disabilities or ADHD (e.g., educational psychologist, clinical psychologist). The documentation should clearly identify barriers to learning and provide specific recommendations for academic accommodations tailored to your needs.

Diagnosis and Assessment Options

It’s important to note that the costs associated with obtaining a diagnosis, evaluation, assessment, or reassessment are generally the responsibility of the student. For students currently enrolled at George Fox University, the Health and Counseling Center and other community professionals may offer resources and referrals.

Accommodation needs can evolve over time and may not always be fully apparent during an initial diagnosis. Conversely, a prior history of receiving accommodations does not automatically guarantee the provision of similar accommodations in a new context. Each request is evaluated based on current and comprehensive documentation.

Community Resources for Diagnosis and Assessment

For community members seeking low-cost psychological services, including psychoeducational assessments, the George Fox University Behavioral Health Center is a valuable resource.