Student Disability Services
Albany State University's policy regarding students with learning and physical disabilities complies with the University System of Georgia Board of Regents policies and all related federal legislation. Currently enrolled students who have documented disabilities and want accommodations should voluntarily register with the Office of Student Disability Services.
Definition of Disability
An individual must demonstrate that his/her condition meets the definition of a disability under the Rehabilitation Act, 1973 and/or the Americans with Disabilities Act (ADA), 1990, and it’s Amendment (2009). The ADA defines a disability as a physical or mental impairment that substantially limits one or more major life activities.
Substantially limits, under ADA, refers to significant restrictions as to the condition, manner, or duration under which an individual can perform a particular major life activity as compared to most people.
Whether a condition is substantially limiting to support an accommodation request is a decision made by qualified professional(s) based upon multiple sources of information.
The specific symptoms that are present should be stated in the documentation. Evidence that these symptoms are associated with substantial impairment in a major life activity is required for provision of accommodations. A detailed description of current substantial limitation in the academic environment is essential to identify appropriate academic accommodations, auxiliary aids, and services.
Specific requests for accommodations need to be linked to the student's current functional limitations, and the rationale for each recommendation clearly stated.
General Documentation Guidelines
All institutions are required to have written policies and procedures for review of documentation submitted by students with disabilities. Decision-making for the provision of institutional-level accommodation is provided by Counseling and Student Disability Services (CSDS) or a designated office at an individual college or university.
Secondary education eligibility reports, Individualized Educational Plans, Summary of Progress reports, or previous provision of special education services may not be sufficient documentation for college-level accommodations.
Documentation should provide a diagnostic statement identifying the disability, describe the diagnostic criteria and methodology used to diagnose the condition, and detail the progression of the condition if its impact on the student's functioning is expected to change over time.
Documentation should provide an adequate representation of the student's current functional abilities. In most situations, documentation should be within three years of the student's application for services. Professional judgment, however, must be used in accepting older documentation of conditions that are permanent or non varying, or in requiring more recent documentation for conditions for which the functional impact may change over time. Documentation must include the names, signatures, and titles of the appropriate evaluators. Evaluators must be licensed professionals whose training and licensure status are consistent with expertise in the disability for which they provide documentation.