Disability Resources for Students
The Disability Resources for Students (DRS) office requires students seeking services to provide documentation from a qualified healthcare professional that describes the disability/health condition as well as shares the functional impact on the student’s academic experiences. Below is information for the University of Washington only other colleges or testing agencies will have different guidelines or requirements. At the University of Washington documentation serves three purposes:
- To establish that the student can be considered a person with a disability, and therefore eligible for protection against discrimination on the basis of disability.
- To supplement information from the student regarding the impact of the disability.
- To inform the development of reasonable accommodation (auxiliary aids and services) designed to facilitate equal access to University environments on a case-by-case basis.
Documentation needs to include:
- A diagnosis of your disability/health condition
- Description of the current impact/limitations from the disability/health condition with specific focus on what you would need as a student in the educational and/or housing environment
- If the disability/health condition is permanent or temporary? If temporary information on the needed duration of accommodations and timeline for re/new evaluation of the disability/health condition.
Documentation can be, but not limited to*:
- Written on letterhead from a qualified health care provider
- Copies of the educational assessment performed in the IEP process
- Submitted by completing the Healthcare Provider Form for UW Students 2014 – Seattle fillable form
*When meeting with students during the Access Planning Meeting DRS Counselors will inform students if more documentation information is needed based on the nature of the accommodation request.
DRS Documentation Guidelines
To help you determine what documentation DRS is looking for, separate documentation guidelines have been created to better identify the kind of information our office needs effectively help students.
|Type||Policy||Examples (not limited to)|
|Learning||Documentation Guidelines for a Learning Disability||Auditory Processing Disorder, Dyscalculia, Dysgraphia, Dyslexia, Dysphasia/Aphasia, Dyspraxia (Sensory Integration Disorder), Visual Processing Disorder|
|Psychological||Documentation Guidelines for a Psychological Disability||Alzheimer’s disease, Bipolar disorder, Communication disorders, Depression, Phobias, Post-traumatic stress disorder, Social anxiety disorder|
|Attention-Deficit/Hyperactivity Disorder (ADHD)||Documentation Guidelines for ADHD||ADHD|
|Health Conditions||Documentation Guidelines for Health or Sensory Disabilities||AIDS/HIV, Back Conditions, Cancer, Cerebral Palsy, Chronic Fatigue, Diabetes, Epilepsy, Fibromyalgia, Lupus, Migraines, Multiple Sclerosis, Muscular Dystrophy, Parkinson’s Disease|
|Traumatic Brain Injuries||Documentation Guidelines for Traumatic Brain Injuries||Head injury/trauma to brain from external or internal forces.|