所需医疗文件
Colleges differ from high 学校s regarding the first step of providing 学术 accommodations. When a person with a disability needs an 学术 accommodation in high 学校, a team of people is assigned to discuss that student’s classroom instructional accommodations. 这与学院和大学的情况不同. The legislation states that in order to receive services from a university, a person with a disability must first disclose his/her disability to the institution. In most cases, the person would disclose this to 残疾人服务 on campus. The person must bring the appropriate documentation (as required by Section 504) regarding his/her disability. 这个名字, title, the professional credentials of the evaluator (including license or certification as well as the area of specialization), 工作地点, 以及个人实践的状态, 是否应在文件中清楚说明所有残疾.
A student seeking accommodations is required to provide 医疗 documentation that will substantiate the claim of a disability.
- Documentation must be provided on letterhead stationery by a licensed 医疗 professional qualified in the area of the disability.
- Documentation must have been completed no more than three years prior to the date that the student submits a request for special services.
- The documentation should address the recommended accommodations 和 should describe the specific disability in behavioral terms in relation to the specific accommodations sought.
- 文档还应该说明具体的诊断, 用于诊断的测试, 在适当的时候得分.
对于任何可能发生变化的残疾，都需要更新的医疗文件, 残疾是改善还是恶化.
残疾人专用文件要求
患有ADD或ADHD学生的文件必须:
- be comprehensive 和 must discuss current problems associated with the diagnosis
- 在学生申请住宿前三年内
- 来自持牌专业人士(如.g., 医生, 有执照的心理学家, 持牌专业咨询师, 神经生理学, 或其他合资格的心理健康专业人员)
- documentation must include a comprehensive social history as well as an 教育 和 psychological assessment to include the following:
- 早期损伤的证据
- 家庭
- 学术
- 医疗
- 社会心理
- 就业
- 根据DSM-IV -TR的实际诊断
- 在学术环境中讨论功能限制 that would impede 学术 progress
- recommend accommodations that should be made to compensate for the student’s functional limitations
- list current medication(s), dosages, 和 existing side effects of the medication
Persons who are deaf may have different communication preferences 和 rely on residual hearing, 唇读, 字幕, 或者是基于英语的美国手语. These services are designed to provide accommodations to deaf students attending the college.
聋哑学生的文件必须:
- 来自有执照的专业听力学家
- 一个聋人的实际诊断
- 在学术环境中讨论功能限制 that would impede learning
- 描述为聋哑学生提供的便利和限制
BPCC has contracted with the Deaf Action Center to provide interpreters 和 services to our students. 一旦聋哑学生在残疾服务中心注册, 提供了医疗文件, 这个学生已经注册了课程, the Deaf Action Center will be notified 和 will contact the student to set up interpreter services.
Documentation for a learning disability consists of a full psycho教育 evaluation. 评价必须是全面和及时的. An evaluation performed before age 18 must have been performed within three years prior to the student’s request for accommodation(s). An evaluation performed during or after age 18 must be no more than five years old. It is not acceptable for an evaluation to consist of only one test for the purpose of diagnosis. All assessment instruments used in the evaluation must have age appropriate norms for high 学校 seniors, 大学新生, 年长的学生. All st和ardized measures must be represented by st和ardized scores or percentile ranks based on published norms (grade equivalents are not useful without st和ardized scores.)
有特殊学习障碍的学生的文件必须:
- 来自专业人士(e).g.; 有执照的心理学家: clinical, 教育, 学校, 神经心理学家, 或者来自学习障碍专家)
- 文件必须包括以下所有内容:
- 诊断访谈
- assessment of aptitude-testing must include at least one of the following:
- 韦氏成人智力量表修订版
- Woodcock-Johnson Psycho 教育 Battery-Revised: Test of Cognitive Ability
- 考夫曼青少年和成人智力
- 斯坦福-比奈智力量表(第四版.)
- 学业成绩测试必须包括以下至少一项:
- 成人的学习能力
- 斯坦福大学学术技能测试
- Woodcock-Johnson Psycho教育 Battery-Revised; Test of Achievement
- 韦氏个人成就测验
- 信息处理
- DSM-IV-TR诊断
- 包含学术住宿建议的临床总结
- 测试应该是最近三年内的
- 解决当前在学术环境中的限制
- recommend reasonable accommodations that reflect the diagnosis 和 compensate for 学术 limitation
Students with disabilities that are clearly visible by outward manifestations of the disability shall be afforded accommodations(s) that are clearly justified by the nature of their disability (e.g.(为盲人学生准备的读本). The College reserves the right to request documentation when a requested accommodation cannot be easily justified 和 determined by the outward effects of the student’s disabling condition. 当需要与残疾有关的文件时, the student shall follow the documentation guidelines for students with disabilities that are not clearly visible.
Students with disabilities that are not clearly visible by outward manifestations of the disability (chronic health disorders, 和, 除了学习障碍, ADHD 和 psychological disorders) must provide documentation that meets the following criteria:
- be comprehensive 和 current (within three years prior to the student’s request for accommodation(s) dependent upon the disorder 和 accommodation(s) requested)
- 由持牌/合资格专业人士(例如.g.; physician, licensed physical therapist)
- 明确诊断某一特定残疾
- 在学术环境中讨论功能限制
- recommend accommodations based upon the disability to enhance the student’s ability to learn
- 列出目前的药物，剂量和现有的(不可能的)副作用
心理残疾学生的证明文件必须:
- be comprehensive 和 must discuss current problems associated with the diagnosis
- 在学生提出住宿要求前三年内
- 由合资格/持牌专业人士(如.g.; psychiatrist, 有执照的心理学家, 持牌专业咨询师, 注册社工)
- 包括根据DSM IV-TR的实际诊断
- discuss functional limitations caused by the disability in an 学术 environment
- recommend accommodations to compensate for the identified functional limitations
- 列出目前的药物，剂量和现有的(不可能的)副作用
视障学生的文件必须:
- 来自医学专业人士(验光师、眼科医生)
- 在学术环境中讨论功能限制
- 建议为视障人士提供便利