The University’s policies are derived from the principles and best practices for postsecondary institutions developed by the Association on Higher Education And Disability (AHEAD) and have been adapted from guidelines utilized by educational institutions including the University of Arizona, University of Wisconsin at Madison, Pepperdine University, Virginia Higher Education, University of California at Berkeley, UCLA, USC and Clayton State University. The following information is provided to assist the student in ensuring that documentation for academic accommodations is complete and appropriate.

Definition of Disability

The United States’ Americans with Disabilities Act (ADA) defines “disability” as “having a physical or mental impairment that substantially limits one or more of the major life activities.” The ADA protects individuals from discrimination if they have a record of such impairments or if they are regarded as having such impairments. Additionally, specific protections are guaranteed through Section 504 of the Rehabilitation Act of 1997 (http://www.usdoj.gov/crt/ada/adahom1.htm). Individuals with adequate documentation of the current functional impact of a disability of a major life activity are protected from discrimination and are entitled to appropriate accommodations.

Purpose of Documentation

Documentation serves two primary purposes in post-secondary education. First, documentation must establish that the individual has a disability, and therefore is protected from discrimination. Second, the documentation must describe the current functional impact of the disability so that potential accommodations can be identified.