• Disability Resources

  • CONTACT US

    Disability Resources

    MS-C1926
    Hamline University
    1536 Hewitt Avenue
    Saint Paul, MN 55104

    Bush Center
    Room 109
    651-523-2521
    disabilityservices@hamline.edu

  • What We Need From You  

    Detailed Documentation Guidelines

    Disability Resources asks Hamline students who register for services to present documentation that describes their disability and its likely impact on educational experiences.

    Disability documentation provides a valuable tool for understanding how university courses, systems and facilities may present barriers and for planning strategies, including reasonable accommodations, which will facilitate access. The Disability Resources director uses documentation to augment conversations with students, to establish the presence of a disability and, when necessary, to support the reasonableness of requested accommodations.

    Students should be aware that other colleges and universities may require different documentation of disability than Hamline University does. Additionally, testing agencies, which administer standardized tests such as the GRE and LSAT, generally require more extensive disability documentation.

    It may be helpful to offer the guidelines below to your care provider or diagnostician at the time of your request for disability documentation from him/her. These are not intended to prescribe or dictate how a condition is diagnosed, but rather to serve as a guide to understanding what information is needed by Disability Resources and why.

    In general, the documentation should:

    • Be provided by a licensed professional, qualified in the appropriate specialty area; the report should be on letterhead, dated and signed.
    • Include both diagnostic information and an explanation of the current functional limitations of the condition. It should be thorough enough to indicate whether or not a major life activity is “substantially limited,” that is it should explain what the extent, duration, and impact of the condition is.
    • In most cases, it should be relatively recent; a suggested guideline is less than 3 years old. Documentation of conditions that are permanent or non-varying (e.g., a sensory disability) may not need to be as recent, but some chronic and/or changing conditions require even more current information to provide an accurate picture of functioning.
    • Be detailed enough to support the accommodations that are being requested. Accommodations are determined by assessing the impact of the person's disability on academic or work performance.
    • For a variable or progressive condition, include the degree and range of functioning
    • Address the impact of medication or other treatments on major life activities.

    Following are guidelines for documentation of specific disabilities:

    ADHD
    Psychological Disability
    Traumatic Brain Injury
    Learning Disability
    Medical/Physical Disability
    Temporary Disability


    Documentation Guidelines for Attention Deficit Disorder -- ADD/ADHD

     
    Support services and accommodations for students with ADHD/ADD are provided through the Disability Resources Office for those students who meet eligibility requirements under section 504 of the Rehabilitation Act of 1973. Documentation is needed to determine eligibility. Hamline University does not provide diagnostic services. The following guidelines are provided to ensure that diagnostic criteria are complete and adequate for establishing and providing appropriate support services and/or accommodations related to a disability. 

    Diagnostic Report Guidelines
    The written diagnostic evaluation report ordinarily will be completed within the last three years and include the following information:
    • Medical or Clinical Diagnosis. A clear statement of a medical or clinical diagnosis of attention deficit must be included in the report. The diagnostic evaluation must be conducted by a qualified professional (licensed clinical psychologist, psychiatrist, and/or other physician.
    • Evaluation Instruments. Names of the assessment instruments used in making the diagnosis and any resulting scores from the assessment should be included in the report. 
    • Descriptive Written Report. A narrative description and interpretation of the diagnostic assessment which identifies how the attention deficit impacts academic performance should be included. Both quantitative and qualitative information useful in program planning should be included
    • Recommendations/Accommodations. Recommendations should include specific suggestions for reasonable academic-related support services and/or accommodations appropriate to the post-secondary level. These recommendations should be based on the diagnostic evaluation results and should be supported by the diagnosis. 
    • Prescriptive Treatments and/or Medications. Suggested treatments plans, including prescribed medications, should be included in the report. As necessary please include responses to the medication, such as effectiveness and adverse side effects.
    • Evaluator/Diagnostician Identifying Information. Diagnostic reports should include the name, title, address and phone number of the evaluator and the date of testing.

    Special Circumstances
    If the diagnostician finds special facts or circumstances apply to an individual student that make traditional testing or evaluation standards inapplicable, they are encouraged to advise Hamline University by providing a complete narrative summary or report.

    Click here for a printable PDF of these guidelines.

    Back to top >

    Documentation Guidelines for a Psychological Disability 

     
    The Disability Resources Office at Hamline University arranges reasonable accommodations for students with diagnosed psychological disabilities. Psychological disabilities include but are not limited to: Depressive Disorders, Post-Traumatic Stress Disorder, Bipolar Disorder, and Dissociative Disorders. To determine eligibility for accommodations and services, this office requires current and comprehensive documentation of the disability from the diagnosing psychiatrist, psychologist, or other qualified licensed professional. Disability documentation and related information will be kept in a confidential file in the Disability Resources office.

    The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for eligibility and identifying reasonable accommodations. Documentation must show the current impact of the disability. The age of acceptable documentation is dependent upon the stability of the disorder and the current functioning of the student.

    The documentation must:
    1. Be prepared by an appropriately trained and credentialed health care professional (psychiatrist, psychologist, neuro-psychologist or other licensed mental health or medical professional);
    2. State the diagnosis in the nomenclature used by the DSM IV or DSM IV TR, date diagnosis was made, and date of most recent contact with the student;
    3. Specify the nature, severity, and effect of the disability in the education environment; 
    4. Describe current symptoms and address the ways in which the disability is likely to affect the student's ability to function in the post-secondary environment (e.g. ability to concentrate, manage time, attend class, live in a group setting, participate in group and individual learning tasks, etc.);
    5. Where appropriate, describe any side effects of medication if medication is part of the treatment plan. 

    Suggestions of reasonable accommodations may be included. The final determination for providing appropriate and reasonable accommodations rests with Hamline University.

    This information is to be typed (or legibly written) using official letterhead. The student is not to complete any part of this verification letter. Please contact Kathy McGillivray, Director of Disability Resources, at (651) 523-2521 with questions regarding these guidelines.

     Click here for a printable PDF of these guidelines.

    Back to top >

    Documentation Guidelines for Traumatic Brain Injury (TBI)

    • A comprehensive evaluation dated within three years and updated when relevant changes in behavior or medication occur
    • Performed by a licensed neurologist or practitioner trained in the assessment of head injury or traumatic brain injury
    • A comprehensive evaluation includes an assessment of attention, visual perception/visual reasoning, language, academic skills, memory/learning, executive functioning, sensory, motor and emotional status
    • A clear statement of diagnosis of the head injury or traumatic brain injury
    • A date of diagnosis with prognosis
    • A narrative summary that:
    • Describes the functional impairment to major life activities posed by the disability;
    • Describes the impact of the disability on the student's current participation in university activities, courses and programs; and,
    • Includes recommendations for academic accommodations and the rationale for those recommendations.

    Back to top >

    Documentation Guidelines for a Learning Disability

     
    Support services and accommodations for students with learning disabilities are provided through the Disability Resources office for those students who meet eligibility requirements under section 504 of the Rehabilitation Act of 1973. Documentation is needed to determine eligibility. Hamline University does not provide diagnostic services. The following guidelines are provided to ensure that diagnostic criteria are complete and adequate for establishing and providing appropriate support services and/or accommodations related to a disability.

    Diagnostician Guidelines
    The assessment and diagnosis of specific learning disabilities must be conducted by a qualified professional (licensed psychologist and/or school psychologist trained in learning disability assessment, learning disabilities specialist/diagnostician, or educational therapist). This type of evaluation can be done by appropriate public school personnel and/or individuals in private practice. Some hospitals, universities, and advocacy organizations also provide this type of evaluation service.

    Diagnostic Evaluation Report Guidelines
    The written diagnostic evaluation report ordinarily will include the following information:
    • Diagnosis. A clear statement of opinion which identifies the specific learning disability and grounds for the diagnosis should be included in the report. 
    • Tests Administered and Test Scores. Names of the tests used in making the diagnosis and specific test scores from these tests should be included in the report. Derived scores are helpful in understanding the rationale behind the diagnosis and in recommending appropriate support services.
    • Descriptive Written Report. Reports should include a written evaluation beyond that which is provided on a typical I.E.P. and should provide qualitative information about the student's abilities which might be helpful in understanding the overall profile of that student.
    • Recommendations/Accommodations. Recommendations ordinarily will include specific suggestions for reasonable academic-related support services and/or accommodations appropriate to the post-secondary level. These recommendations should be based on the diagnostic evaluation results and should be supported by the diagnosis. When appropriate, additional recommendations for specific learning strategies, academic support services, and any other suggested support procedures should also be included.
    • Evaluator/Diagnostician Identifying Information. Diagnostic reports should include the name, title, address and phone number of the evaluator and the date of testing.

    Diagnostic Testing Guidelines
    Appropriate diagnostic testing should be:
    • Current. Diagnostic assessment and/or re-evaluation ordinarily will have been completed within the past five years.
    • Comprehensive. The assessment should include a battery of more than one test and/or subtests within a diagnostic testing instrument.
    • Aptitude/Cognitive Ability Measurement. An assessment of general cognitive ability using a nationally-normed instrument with adequate reliability and validity should be included in the report.
    • Achievement Measurement. An assessment of the basic skills areas of reading, written language, and math using a nationally-normed instrument with adequate reliability and validity should be included in the report.

    Special Circumstances
    If the learning specialist/diagnostician finds special facts or circumstances apply to an individual student that make traditional testing or evaluation standards inapplicable, they are encouraged to advise Hamline University by providing a complete narrative summary or report.

    Click here for a printable PDF of these guidelines.

     Back to top >

    Documentation Guidelines for a Medical/Physical Disability

    If your disability is of a physical or medical nature, it may be helpful to print out the Medical Verification Form for your treating professional to complete.

    Back to top >

    Temporary Disabilities

    Disability Resources provides services to students with temporary disabilities to provide access to academic programs and services. Examples include, scribes for test-taking, note takers, and parking. Assistance cannot be provided for tasks of a personal nature, such as typing homework. Disability Resources also does not provide personal items for temporary disabilities, such as wheelchairs or crutches. Students must submit documentation of their temporary disability. Please call us at 651-523-2521 with any questions or concerns related to a temporary disability and we will discuss resources and assistance that Hamline can offer.

    Back to top > 

  • News
    • fulbright-winner-hamline-university
      Senior Jenna Potter, an English major and German and communications double minor at Hamline, was awarded the prestigious Fulbright Scholarship to teach in Hamburg, Germany. Senior Libby Otto named as alternate to Norway.
    • Hear about the eye-opening experiences of Hamline students who participated in this year’s Catalyst spring break service trips.
    • Dr. Christy Haynes will present the 2014 3M/Mitsch Lecture in Chemistry on Friday, April 25 at 12:45 p.m. in Sundin Music Hall.
    • Hamline Undergraduate Student Congress and Dining Services test success of a Piper Grill delivery service for students.
    •