Center for Accessibility Resources
Providing Documentation or Evidence of Disability
Linn-Benton Community College’s Center for Accessibility Resources applies standards for documentation requirements established by the Association for Higher Education and Disabilities (AHEAD, www.ahead.org).
Disability documentation will vary in weight and value depending on the original context, credentials of the evaluator, and the level of detail provided.
Documentation should be applicable, identifying how the disability affects the student but it may not be necessarily recent. Documentation is meant to supplement and confirm what the student identifies as the barriers to learning or accessing an education.
Acceptable sources of documentation for proving a student’s disability and requests can take a variety of forms.
Diagnosing professionals may include a medical doctor, licensed therapist, an educational diagnostician, psychologist or psychiatrist, etc.
Documentation should indicate diagnosis, date of onset, how condition significantly impacts abilities, and recommended accommodations.
Former educational facilities may include former high schools, colleges or universities.
High school documentation may include:
Individual Education Plans (IEP), complete with eligibilities and evaluations*
504 Plans, with current supporting information from diagnosing professional*
*Note on IEPs/504's - These may not be accepted solely as documentation of your disability. If submitted to show history, the IEP must be complete and include any testing to determine the need for the plan. 504 plans must be accompanied by current supporting information from a diagnosing professional. These plans can provide helpful information regarding accommodations you have used in the past.
Former college and university documentation may include:
Eligibility letter of approved accommodations and supporting documentation
Documentation may include Vocational Rehabilitation evaluations or Individual Plans for Employment (IPE).
Documentation may include disability determination letter and associated evaluation report or self-disclosure statement.
The Center for Accessibility Resources recognizes that students play a vital role in knowing how the disability impacts them and are a source in determining how a disability limits them in their lives and education.
- Students who self-report having a disability can often identify how it currently impacts
them in classes and on campus.
- Historical information and the student’s self-report may be enough to describe how
the condition impacts the student’s learning.
- This is determined on an individual basis. No blanket statement will be made.
This means you work with or have worked with a credentialed professional or Vocational Rehabilitation Services office, have had an IEP, 504 or approved accommodations at another school, or are a disabled veteran.
We can help you access your documentation.
The Center for Accessibility Resources welcomes questions and recommends students contact the office directly if unsure about the documentation guidelines or if they do not have access to getting the supporting documentation.
Documents or evidence of disability may be uploaded with application, mailed, faxed, emailed or brought into our office.