Disability Documentation Guidelines

Clark College will provide accommodations to otherwise qualified individuals with disabilities, who without these accommodations would not be provided equal access, unless an accommodation would alter the fundamental requirements of the course or program. Accommodations are based on the current impact of the functional limitation(s) of the disability. 

In order to fully evaluate requests for accommodations, Clark College generally requires documentation of the disability. This consists of an evaluation by an appropriate professional and describes the current impact of the disability as it relates to the accommodation request. The cost and responsibility for providing documentation shall be borne by the student.  Note: There are cases when Disability Support Services (DSS) staff can exercise professional judgment, in lieu of documentation. 

Documentation received is kept in the Disability Support Services Office. Information will only be released to Clark College personnel on an educational need to know basis. Information regarding accommodations, disability, or student status will not be released to persons outside of Clark College without written permission from the student.

The Disability Support Services Office will use the documentation provided to evaluate requests for accommodations. The evaluation process will include a review of the documentation, the fundamental requirements of the program or course in question, and the student’s self-report taken during the initial intake meeting.

Students who have previously received special education services in the K-12 public school system should submit Individualized Educational Program (IEP) documentation.  IEP records contain both information about services/supports provided, as well as specific details about evaluations/testing/diagnostic reports related to eligibility for services.  While both types of information are useful, the latter form (i.e. evaluations/testing/reports) is most relevant in terms of determining eligibility for post-secondary supports.  More specifically, we need the diagnosis from a qualified professional with functional limitations or impacts described.

For individuals who are or have been receiving services from a state rehabilitation agency, the information requested may be contained in your most recent eligibility evaluation.

Students may utilize existing records for documentation, and/or they may ask a current provider to complete a Verification of Disability Form.   

For individuals transferring from another college the information related to your disability will not be sent with a transcript request. You must request that information separately.

The Disability Support Services Office will not make copies of documentation received. Documentation is electronically scanned upon submission to DSS, and the original paper copy is returned to the student.  It is important for the student to retain this documentation for their own records.

Documentation should show current impact of the disability. The following guidelines are provided in the interest of assuring that evaluations and reports are appropriate for documenting eligibility and identifying appropriate accommodations. The report should clearly state the names, titles, professional credentials, addresses, and phone numbers of the evaluators, indicate date(s) of testing, and be on official letterhead, typed, dated, and signed. The documentation should meet the following requirements (specific examples related to particular disabilities are listed as pertinent):

  1. Be prepared by a qualified professional who has comprehensive training in a relevant field of expertise, training, and education.
  1. Be current. The provision of all accommodations are based upon the assessment of the current impact of the disability on academic performance. This means that the diagnostic evaluation should show the current level of functioning and impact of the disability. It is in the student’s best interest to provide the most recent disability documentation in order for the most relevant information to be considered in the accommodations determination process. 
  1. Be comprehensive. Information on all impacted life domains must be provided. The clinician must specify the nature, severity, current impact of the disability, and anticipated duration.  Relevant discussion of any medications being used, and any accompanying side effects, should be detailed by the diagnosing clinician.  A description should include information about treatments, interventions, assistive devices/services currently prescribed or in use, including the possible effectiveness of these supports, in an educational setting.  Further, a description of the expected progression of the disability over time is critical, especially as some disabilities are progressive or degenerative while others remain relatively stable over time.  Minimally, areas to be addressed should include the following in relation to the following specific disabilities:

This is not intended to be an exhaustive list of testing instruments or to restrict assessment in other pertinent and helpful areas, such as vocational interest and aptitudes. Future revisions of the above listed testing instruments will be accepted.

  1. Includes relevant testing information. Testing can include information such as audiology reports (i.e. hearing disability), vision screening/testing, cognitive testing (i.e. learning disabilities, intellectual/developmental disabilities), various medical testing, and/or behavior/mental health checklists/assessments.

Suggestions of academic accommodations with supporting evidence may be included. The final determination for providing appropriate accommodations rests with Clark College's Disability Support Services Office.

If, after reading these guidelines, there are any questions, contact Disability Support Services at (360) 992-2314 voice or (360) 991-0901 video phone.