Appropriate services offered to students are determined with the goal of reducing the impact of the impairment(s) in order to provide equal access to the learning environment at Marymount. All accommodations need to be directly related to the disability and its impact on the student. In order to establish an existing disability, students are requested to submit written documentation.
Documention considerations include the following:
- Credentials of the evaluator(s): Documentation must be provided by a licensed or otherwise credentialed professional who has relevant experience, and has no personal relationship with the individual being evaluated. The credentials of the assessor and the condition being reported should match appropriately (e.g., an orthopedic disability may be documented by a physician, but not a psychologist).
- Condition: Title or diagnosis (if any) for the condition which is responsible for the impairment. In other words, does the condition have a name or is it best described by the clinical impact on the student? For example, Rheumatoid Arthritis is the condition which causes a movement disorder. However, in another example, pharmaceuticals used to treat a medical condition may have a significant impact on a student’s learning. This, then, could be the disabling condition.
- Manner: Description of current functional limitations; Meaning, information on how the disabling condition(s) currently impact(s) the individual which could include a combination of the results of formal evaluation procedures and a clinical narrative. Documentation must be thorough enough to demonstrate how one or more major life activities is/are substantially limited.
- Duration: Description of the expected progression or stability of the disability; Documentation must provide information on expected changes in the functional impact of the disability over time and across contexts. Information on the cyclical or episodic nature of the disability, known or suspected environmental triggers to episodes, and potential opportunities to anticipate and plan for varying functional impacts. Please include information on interventions for exacerbations and recommend a timeline for re-assessment.
- History: Description of current and past accommodations, services, and/or medications. Please include comprehensive documentation of both current and past medications, auxiliary aids, assistive devices, support services, and accommodations, including their effectiveness in ameliorating functional impacts of the disability. A discussion of significant side effects from current medications or services that may impact physical, perceptual, behavioral or cognitive performance must be included in the report.
- Recommendations: Suggested accommodations, adaptive devices, assistive services, compensatory strategies, or other support services may be considered. Recommendations from professionals with a history of working with the individual will provide extremely valuable information for determining and planning reasonable accommodations. Recommendations should be directly related to functional limitations, with a clear explanation of their connection to the disability.
Marymount does not provide assessments or evaluations of impairment(s). Information that is provided by public and private special education programs (e.g., IEP, 504 Plan, Social History, Special Education Eligibility) may be helpful, but they generally do not have enough information to support registering as an adult with a disability.
Marymount is not required to provide the exact accommodation or modification requested by the student or their treating/assessing professional. For example, requests for accommodations that would alter essential course elements known as “core learning outcomes” may be deemed “unreasonable”. If this occurs, there may be more feasible alternatives that would appropriately and fairly accommodate the student’s disability needs.