Documentation of Disability

Frequently Asked Questions

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Who is responsible for providing documentation of a disability?

Any Portland Community College (PCC) student requesting accommodations from Disability Services (DS) is responsible for providing documentation of a disability.

What is disability documentation?

There are three potential sources of documentation: 1) the student’s self-report; 2) recommendations of qualified professionals familiar with the student; and 3) documentation from outside sources, such as a professional diagnosis, observations by educators, and documentation noting past use of services (including services provided under and IEP or Section 504 Plan).

A DS Counselor will inform each student on a case by case basis when updated or additional documentation is necessary.

When must a student provide disability documentation?

Documentation must be provided to DS before the student can receive accommodations.

Where is disability documentation kept?

Documentation is kept in a confidential file which is maintained by DS, and is not part of the student’s academic transcript.

Why does PCC need documentation of disability?

Disability Services needs sufficient information to determine eligibility and effective accommodations for each student.  The process of verifying eligibility should not be burdensome to students.

How recent must documentation be?

Documentation must allow DS to understand how a student is currently impacted by disability. The documentation should provide substantial, clear and convincing evidence that supports the need for academic accommodations.

If a disability fluctuates or is progressive, updated documentation may be required.

Documentation Required For Specific Disability Areas

Disability Services asks each student to provide substantial, clear and convincing evidence that supports the need for academic accommodations.  If a disability fluctuates or is progressive, updated information may be requested.

Counselors evaluate Disability documentation based on the guidance provided by the Association for Higher Education and Disability- AHEAD

Additional documentation for specific disabilities may include the following, by type of disability:

Attention Deficit Disorder

  • Written diagnostic report from a licensed clinical professional that includes client history, DSMIV TR diagnosis, level of severity, symptoms, functional limitations, diagnostic procedures, and recommendations.
  • When applicable, include information regarding cognitive/academic testing, and/or medication(s) prescribed.

Autism Spectrum Disorder

  • Written diagnostic report from a licensed clinical professional that includes client history, DSMIV TR diagnosis, level of severity, symptoms, functional limitations, diagnostic procedures, and recommendations.
  • When applicable, include information regarding cognitive/academic testing, and/or medication(s) prescribed.

Head Injury/Traumatic Brain Injury

  • Written diagnostic report from a licensed clinical professional that includes etiology, location and severity of the injury, residual symptoms, functional limitations and recommendations.
  • When applicable, include a summary of cognitive and achievement testing used and evaluation results including subtest standard/scaled scores and percentiles.

Hearing Impairment

  • Copy of audiogram.
  • Diagnostic statement from a licensed clinical professional that includes etiology, type and severity of the hearing loss, functional limitations, and recommendations.
  • When applicable, include information regarding speech recognition threshold and use of amplification devices.

Speech or Language Impairment

  • Written diagnostic report from a licensed clinical professional that includes etiology, diagnosis, assessment procedures/instruments, functional limitations and recommendations.
  • When applicable, include a summary of cognitive and achievement testing used and evaluation results including subtest standard/scaled scores and percentiles.

Physical Disabilities with Other Health Impairments

  • Diagnostic statement from a licensed clinical professional that includes diagnosis, level of severity, symptoms, functional limitations, and recommendations.
  • When applicable, include information regarding client history, assessment procedures and/or medication(s) prescribed.

Psychological Disorder

  • Written diagnostic report from a licensed clinical professional that includes client history, DSMIV TR diagnosis, level of severity, symptoms, functional limitations, diagnostic procedures, and recommendations.
  • When applicable, include information regarding diagnostic procedures, client history and/or medication(s) prescribed.

Visual Impairment

  • Evaluation report from a licensed clinical professional including all measurements, data, visual fields, and visual acuity for each eye, with or without correction, if worn.
  • Diagnostic statement including etiology, diagnosis, symptoms, prognosis and treatment(s).
  • When applicable, include phorias, fusional ranges, depth perception and visual accommodation measurements.

Learning Disabilities

  • Comprehensive Cognitive and Achievement Assessments that include the complete battery of Standard Scores
    • Minimum Cognitive Standard Score of 85.
    • Cognitive Assessments should include full scale scores, verbal, performance and index scores. Subtest scores preferred.
    • Achievement Assessments should include subtest and broad scores.
  • Written diagnostic report that includes:
    • the credentials of the evaluator;
    • a clear diagnostic statement;
    • the diagnostic methodology;
    • current functional limitations;
    • expected progression or stability of the disability,
    • current/past accommodations, services and/or medication(s);
    • recommendations. (AHEAD Guidelines)

Please Note: IEP and 504 usually do not include updated / recent evaluation reports.

Accepted Cognitive (IQ) Assessment*

  • Woodcock Johnson Psycho-Educational Battery — Revised, Standard and Supplemental Batteries (WJPEB-III)
  • Wechsler Adult Intelligence Scale — Revised or 3rd Edition (WAIS III)
  • Stanford-Binet Intelligence Scale (4th Edition)
  • Wechsler Intelligence Scale for Children-Revised (WISC-R or WISC III or IV)

* Brief measurements of Cognitive ability such as the WASI will be accepted when accompanied by a history of previous WISC-III or WAIS-III cognitive test scores. Scores must meet reliability standards.

Accepted Achievement Assessment

  • Woodcock Johnson Psycho-Educational Battery—Tests of Achievement, Standard Battery
  • Wechsler Individual Achievement Tests (WIAT)
  • Stanford Test of Academic Skills (STAS)
  • Scholastic Abilities Test for Adults (SATA)