Documenting a Disability

As part of the self-disclosure process a student is expected to submit a written report to the Ability Services office about a difficult medical, physical, sensory, or brain related issue. This kind of summary is often called documentation. It’s largely from the information in documentation that decisions are made to allow a student specific types of accommodations. It should be written by an appropriate expert and should present enough detailed information that a reader who is not an expert can: 1.) Confirm the issue currently exists; 2.) Know how the issue could substantially impact the student at UWRF; and, 3.) Understand the kinds of accommodation the student will need for equal access and opportunity. The following links provide general guidelines for the type of expert that should be used and information to provide for:

ADHD      Learning Disability or Cognitive Processing Issue       Neurological, Psychological, or Mental Health Issue

Physical, Mobility, or Other Health Issue      Brain Injury       Vision Issue       Hearing Issue

UWRF does not pay any costs or provide the kind of expert that's needed to arrange documentation.

NOTE: Documentation that's submitted to Ability Services may receive little or no consideration if the student hasn't seemed to indicate the Ability Services office has permission to focus on such a personal issue. Usually anyone else who's trying to be supportive doesn't have the authority to grant that kind of permission. This is just one of many reasons the student should be centrally involved in the process of seeking accommodation.

Unfortunately, Ability Services often receives documentation that isn’t sufficient. This may happen because the experts who can write documentation are usually very busy people. They might not remember many details about a student's issue or have much time to search their records for the information. It's also likely the experts don't fully understand why Ability Services wants to receive certain kinds of personal information. And they can even worry that someone might just attempt to use the information against the student.

For some kinds of issues it's possible to improve the likelihood  of arranging  adequate documentation by using a relatively convenient form called the Collaborative Document Form. On the front side you could explain some important details that a very busy expert might leave out. Then ask the expert to complete the second side. Unfortunately, using only the Collaborative Documentation Form may not work for issues where a thorough explanation relies on a good amount of statistical information, such as a Learning Disability. Before attempting to use the Collaborative Documentation Form it's a good idea to contact Ability Services and ask how well it could probably work well for your issue.

Here are some other common problems that can make it difficult for Ability Services to work with documentation:

  • It may be copied directly from a medical file with clinical terminology that's hard to understand.
  • It may explain the nature of the student's issue without stating a need for specific types of accommodations.
  • It may state a need for specific accommodations but not adequately explain the nature of the student's issue.
  • there may be information on all the important topics, but with statements suggesting the student's issue is mostly an inconvenient circumstance, versus something that will substantially prevent the potential to successfully function at UWRF
  • It could be written in a very general way, as if the author was attempting to write an essay about a particular type of issue, versus explaining the exact circumstances of a specific student.

Individual Educational Plans (IEP), 504 Plans, Transition Plans (ITP), and a Summary of Performances (SOP) are some common kinds of documentation written in K-12 schools before students graduate from high school. Often this kind of documentation doesn't have enough information. The paperwork frequently provides few details about a student's issue. Or there may be enough details but not an indication the writer really is an expert on the issue. Or most of the detailed information may be rather old and not confirm the need for accommodation still exists. Anyone with such a plan should submit a copy to Ability Service, but may also need to send additional documentation to confirm there's a need for specific kinds of accommodations.

Arranging and submitting adequate documentation often takes considerable time. When students submit documentation that doesn’t seem adequate the process of seeking accommodation can become dormant until additional documentation is received. Students who want to attempt this process should start it as soon as possible.

Advice about arranging adequate documentation is available from Ability Services (715-425-0740). Students who cannot successfully complete the formal process may request referrals to other potential kinds of support.

Contact Us

Ability Services
Phone: 715-425-0740
Fax: 715-425-0742
M-F, 8 a.m.-4:30 p.m.
129 Hagestad Hall