Policies and Procedures
DocumentationThe University of Rhode Island will provide reasonable accommodations for eligible students with disabilities. Students who are eligible for accommodations will present recent documents that demonstrate evidence of a currently disabling condition that interferes with one or more major life functions as defined by ADA. This evidence could include treatment, medication, history, etc. All documentation must be presented in advance of the requested accommodation. The documentation should establish the formal diagnosis, nature and severity of the disability, and the functional limitations, caused by the condition, in the academic environment. The documentation may include suggested accommodations that would be helpful in the university environment, but these recommended accommodations shall not be binding on the institution; rather accommodations shall be determined by URI administration and the student on a case-by-case basis for each course or activity, as needed. (Students with temporary conditions should follow the same procedures as for all other students; adjustments will be determined on a case by case basis.) Students wanting to request disability-related services must identify themselves to Disability Services for Students (DSS), 330 Memorial Union, 401-874-2098, or by e-mail at dss@etal.uri.edu ;additional information is available at www.uri.edu/disability . DSS must receive complete documentation of disability, which substantiates the need for each accommodation requested. Eligibility for reasonable and appropriate accommodations will be determined on an individual basis by Disability Services for Students. DSS will, based on documentation and with the student's participation, coordinate and/or recommend necessary accommodations with the appropriate University department or University member. In most cases, the date of evaluation described in the documentation must be within three years from the initial presentation to the University of Rhode Island. The student, in most cases, will not be asked for a re-evaluation during matriculation. However, in the case of some variable forms of disability (i.e. some psychiatric disabilities, some health conditions), a more recent date of evaluation or periodic re-evaluations may be required to verify the need for accommodation. The final determination for current status of the documentation rests with the institution. The Office of Disability Services for Students assumes responsibility to maintain confidentiality of the evaluation and will not release any part of the documentation without the student's informed and written consent. If accommodations are not clearly identified and/or justified in a diagnostic report or letter, the disability service provider will work with the student and/or provider to seek clarification and, if necessary, more information. The appropriate accommodations will be designated by the disability service provider, in collaboration with the requesting student, and will be based on the student's documentation. Although the provider’s recommendations for accommodations are often helpful, these recommendations are not binding. THE FINAL DETERMINATION FOR THE NATURE OF APPROPRIATE AND REASONABLE ACCOMMODATIONS RESTS WITH THE UNIVERSITY OF RHODE ISLAND. The type of documentation required for each type of disability [i.e. hearing, vision, physical, psychiatric, traumatic brain injury, learning (LD), attention-deficit-hyperactivity disorder (ADHD), and health] is described below. Each subsection by type of disability will address the following:
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Developmental Disabilities (such as Asperger's Syndrome) Disabilities resulting from Traumatic Brain Injury (TBI) Attention Deficit Hyperactivity Disorder (ADHD)
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Developmental Disabilities (such as Asperger’s Syndrome)
a. Qualifications of the Evaluator: Evaluators should have experience or training in the assessment of Asperger’s Syndrome or the specific developmental disability being identified. Neuropsychologists in particular will also be viewed as particularly qualified to substantiate the extent of the disability and its impact on academic performance. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employer and state/province in which the individual practices should be clearly stated. All reports should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a comprehensive diagnostic neuro-developmental evaluation report or a neuropsychological report. An IEP or 504 plan is NOT sufficient as documentation, but may be attached to the comprehensive diagnostic report. The complete diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, and information processing, a specific diagnosis, test scores, and clinical summary with suggested accommodations. A complete report will indicate the nature and severity of the disability and will identify functional limitations in the college environment. (See Appendix B for a specific list of test instruments that are considered acceptable as documentation).
c. Recommendations for Accommodations: The recommendations should indicate why specific accommodations are needed and how the effects of the specific disability are accommodated. The specific test results or clinical observations should support the recommendations.
a. Qualifications of the Evaluator: A licensed audiologist, certified by the American Speech Language Hearing Association, or a licensed medical doctor with certification in otology, or otolaryngology, will be viewed as qualified to substantiate disabilities of hearing. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices, should be clearly stated. All reports/letters should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability:The requisite document will be an audiogram, which has been completed within the last year. The audiogram should include verification (for both ears) of hearing sensitivity by pure-tone frequency, speech thresholds, and discrimination. The audiogram should be accompanied by a report or letter describing the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations.
c. Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to why each accommodation is recommended.
a. Qualifications of the Evaluator: A licensed Doctor of Optometry or a licensed medical doctor with certification in Ophthalmology will be viewed as qualified to substantiate disabilities of vision. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated. All reports/letters should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a report or letter of diagnostic assessment from the Optometrist or Ophthalmologist describing visual acuity and field of vision, the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations.
c. Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to why each accommodation is recommended.
a. Qualifications of the Evaluator: A licensed physical therapist or a licensed medical doctor will be viewed as qualified to substantiate physical disabilities. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated. All reports/letters should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a report or letter of assessment from the physical therapist or physician describing the nature of the disability and the need for accommodations.
c. Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to why each accommodation is recommended.
a. Qualifications of the Evaluator: A licensed psychologist, licensed social work professional, or licensed psychiatrist will be viewed as qualified to substantiate psychiatric disabilities. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated. All reports/letters should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a report or letter of diagnostic assessment from the Psychologist, Licensed Social Worker, Psychiatric Nurse Practitioner, or Psychiatrist describing the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations.
c. Recommendations for Accommodations: The report or letter should include specific recommendations for accommodations and an explanation as to why each accommodation is recommended.
Disabilities resulting from Traumatic Brain Injury (TBI)
a. Qualifications of the Evaluator: Evaluators should have experience or training in the assessment of Traumatic Brain Injury whether resulting from head trauma, or other medical condition. Medical doctors specializing in this area are generally neurologists, but other specialists may also be appropriate. Neuropsychologists will also be viewed as qualified to substantiate the extent of the disability and its impact on academic performance. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employer and state/province in which the individual practices should be clearly stated. All reports should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a comprehensive diagnostic evaluation report or a neuropsychological report. An IEP or 504 plan is NOT sufficient as documentation, but may be attached to the comprehensive diagnostic report. The complete diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, and information processing, a specific diagnosis, test scores, and clinical summary with suggested accommodations. A complete report will describe the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations. (See Appendix B for a specific list of test instruments that are considered acceptable as documentation).
c Recommendations for Accommodations: The recommendations should indicate why specific accommodations are needed and how the effects of the specific disability are accommodated. The specific test results or clinical observations should support the recommendations.
a. Qualifications of the Evaluator: Evaluators should have experience or training in the assessment of learning problems in adolescents and adults: clinical or educational psychologists, school psychologists, neuropsychologists, learning disabilities specialists, and some medical doctors will be viewed as qualified to substantiate learning disabilities. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated. All reports should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a comprehensive diagnostic evaluation report. An IEP or 504 plan is NOT sufficient as documentation, but may be attached to the comprehensive diagnostic report. The complete diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, and information processing, a specific diagnosis, test scores, and clinical summary with suggested accommodations. Documentation will consist of a complete report describing the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations.
(See Appendix B for a specific list of test instruments that are considered acceptable as documentation).
c. Recommendations for Accommodations: The recommendations should indicate why specific accommodations are needed and how the effects of the specific disability are accommodated. The specific test results or clinical observations should support the recommendations.
Attention Deficit Hyperactivity Disorder (ADHD)
a. Qualifications of the Evaluator: Professionals conducting assessments and rendering diagnoses of ADHD must have training in differential diagnosis and the full range of psychiatric disorders. Clinical psychologists, neuropsychologists, psychiatrists or neurologists will be viewed as qualified to substantiate ADHD. The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated. All reports/letters should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: Documentation of ADHD must be current (within 3 years) and must be comprehensive. An IEP or 504 plan is NOT sufficient as documentation. A complete diagnostic report should include evidence of early impairment and evidence of current impairment with a statement of presenting problem and diagnostic interview. The diagnostic report must rule out alternative diagnoses/explanations, must report relevant testing (such as neuropsychological testing), identify DSM-IV criteria, include a specific diagnosis and include an interpretive summary describing the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations. The preferred documentation of ADHD will be a complete neuropsychological report with psychometric data; this report may be required for certain types of accommodations requested.
c. Recommendations for Accommodations: The recommendations should indicate why specific accommodations are needed and how the effects of the specific disability are accommodated. Specific test results or clinical observations described in the letter should support the recommendations.
a. Qualifications of the Evaluator: A medical practitioner will be viewed as qualified to substantiate a health disability. (for example, a Gastroenterologist should provide documentation about Crohn’s Disease or related conditions) The name, title and professional credentials of the evaluator, including information about license or certification, as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated. All reports/letters should be on letterhead, typed, dated, signed and otherwise legible.
b. Substantiation of the Disability: The required document will be a report or letter of diagnostic assessment from the specialist physician describing the nature and severity of the disability, functional limitations in the college environment and justification for each of the requested accommodations.
c. Recommendations for Accommodations: The recommendations should indicate why specific accommodations are needed and how the effects of the specific disability are accommodated. The specific test results or clinical observations should support the recommendations.
