Sensory Disabilities Documentation Guidelines

    The following guidelines describe the necessary components of acceptable documentation for students requesting accommodations for sensory disabilities. Students are encouraged to provide their clinicians with a copy of these guidelines.

    Hearing
    Students requesting accommodations due to deafness or hard-of-hearing must provide documentation with all of the following elements:

    1. An audiological evaluation and/or audiogram dated within six (6) months, particularly if the condition is subject to change. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student’s disabilities on his/her academic performance, it is important to provide recent documentation.
    2. A clinical summary of the functional implications of the diagnostic data.
    3. A history of accommodations received in the past.
    4. Recommendations for reasonable accommodations that address the student’s functional impairments, with particular regard to communication devices and methods (e.g. sign-language interpreting services, assisted listening devices, C-Print, or CART services) and a rationale in support of each recommendation.

    Visual
    Students requesting accommodations on the basis of low-vision or blindness must provide documentation with all of the following elements:

    1. An ocular assessment or evaluation from an ophthalmologist, or a low vision evaluation of residual visual function, where appropriate, dated within six (6) months, particularly if the condition is subject to change. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student’s disabilities on his/her academic performance, it is important to provide recent documentation.
    2. An assessment of functionally limiting manifestations of the vision disability.
    3. A history of accommodations received in the past.
    Recommendations for reasonable accommodations that address the student's functional impairments, with particular regard to assistive technology and alternate formats for print materials and a rationale in support of each recommendation.

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