{"id":7,"date":"2011-09-28T13:50:54","date_gmt":"2011-09-28T17:50:54","guid":{"rendered":"https:\/\/www.gcc.mass.edu\/ds\/?page_id=7"},"modified":"2023-04-28T16:48:06","modified_gmt":"2023-04-28T20:48:06","slug":"documentation-guidelines","status":"publish","type":"page","link":"https:\/\/www.gcc.mass.edu\/ds\/documentation-guidelines\/","title":{"rendered":"Guidelines for Documenting a Disability"},"content":{"rendered":"

Documentation serves three purposes:<\/h2>\n
    \n
  1. To establish that the student can be considered a person with a disability, and therefore potentially eligible for accommodations to protect against discrimination on the basis of disability.<\/li>\n
  2. To supplement information from the student regarding the barriers that prevent the student from having equal access to GCC\u2019s programs, services, and activities.<\/li>\n
  3. To inform the development of reasonable accommodation designed to remove those barriers and facilitate equitable access.<\/li>\n<\/ol>\n

    What if I do not have access to documentation?<\/h2>\n

    While supporting documentation is important and helpful, we realize that there are a variety of factors that can impact your ability to obtain it. \u00a0We recognize the historic and systemic disparities that exist within our healthcare systems and society at large, and that these disparities can directly affect a student\u2019s ability to provide documentation of a disability.\u00a0 If you don\u2019t have access to supporting documentation, you may still be eligible for accommodations based on the information that you provide to us and our interactive interview and observations.\u00a0 If you don\u2019t have access to documentation, please let us know on your Voluntary Statement of Learning Needs (see the steps to register with our office).<\/p>\n

    Please note that in some cases we may request supporting documentation before accommodations can be approved.<\/p>\n

    Sources of Documentation<\/h2>\n

    Sources of information used for determining a disability and\/or accommodations may include a student\u2019s self-report, direct observation and interaction with the student, and\/or documentation from qualified evaluators or professionals.<\/p>\n

    Student Self-Report:<\/h4>\n

    You are a vital source of information regarding how you may be impacted by your condition(s). \u00a0Your experience of disability, barriers, and effective accommodations is critical information. Complete and sign the\u00a0Voluntary Statement of Learning Needs\u00a0form<\/a>, which informs us of the nature of your disability or situation, and provides you with an opportunity to describe your disability and the accommodations you are requesting. \u00a0Include information about your experiences related to your disability, barriers faced, and\/or previous accommodations.<\/p>\n

    Documentation:<\/h4>\n

    Disability-related documentation should provide information on the impact of the disability so that appropriate accommodations can be identified.\u00a0 Documentation may include assessments, reports, and\/or letters from qualified evaluators, professionals, or institutions. \u00a0Common sources of documentation are healthcare providers, psychologists, and diagnosticians.<\/p>\n

    Documentation may be submitted in, but is not limited to, one of the following formats:<\/p>\n