MySLC

Welcome to Access and Disability Services! We are looking forward to connecting with you and providing support during your time at Sarah Lawrence. Please read the following information below about the registration process, documentation guidelines, and how to connect with ADS.

How to Register

The process of registering with The Office of Access and Disability Services involves three steps:

1. Complete the Student Disclosure Form (MySLC login required)

     2. Provide Documentation of your disability/diagnosis from the following options to disabilityservices@sarahlawrence.edu:

1. 1. ADHD

   2. Learning Disability

   3. Physical Disability or Systemic Disorder

   4. Psychiatric or Psychological Disability

       3. Meet with the Asst. Dean of ADS for a 1:1 interview: Upon receipt of materials in Steps 1 and 2, the Asst. Dean of ADS will reach out to you via your SLC email address to schedule your meeting.

Student Disclosure

SLC engages in the interactive process with students to determine reasonable accommodations, reviewing information from multiple sources. The information you provide is a key component of this process. Students are encouraged to complete this form to the best of their ability as independently as possible. Once your documentation has been received and your self-disclosure form has been completed, a meeting between the Asst. Dean of ADS and the student will be scheduled.

Providing Documentation

Documentation is required to fulfill two primary purposes: to establish protection from discrimination and determine reasonable accommodations that the student may be eligible. Quality documentation should include the following information to be able to establish eligibility for appropriate and reasonable accommodations.

The best quality documentation is provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience, and has no personal relationship with the individual being evaluated. A good match between the credentials of the individual making the diagnosis and the condition being reported is expected.

Quality documentation includes a clear diagnostic statement that describes how the condition was diagnosed, provides information on the functional impact, and details the typical progression or prognosis of the condition. While diagnostic codes from the Diagnostic Statistical Manual of the American Psychiatric Association (DSM) or the International Classification of Functioning, Disability and Health (ICF) of the World Health Organization are helpful in providing this information, a full clinical description will also convey the necessary information.

Quality documentation includes a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results. Where appropriate to the nature of the disability, having both summary data and specific test scores (with the norming population identified) within the report is recommended. Diagnostic methods that are congruent with the particular disability and current professional practices in the field are recommended. Methods may include formal instruments, medical examinations, structured interview protocols, performance observations and unstructured interviews. If results from informal, non-standardized or less common methods of evaluation are reported, an explanation of their role and significance in the diagnostic process will strengthen their value in providing useful information.

Information on how the disabling condition/s currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations. A combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self report is the most comprehensive approach to fully documenting impact. The best quality documentation is thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the condition/s. While relatively recent documentation is recommended in most circumstances, common sense and discretion in accepting older documentation of conditions that are permanent or non-varying is recommended. Likewise, changing conditions and/or changes in how the condition impacts the individual brought on by growth and development may warrant more frequent updates in order to provide an accurate picture. It is important to remember that documentation is not time-bound; the need for recent documentation depends on the facts and circumstances of the individual’s condition.

It is helpful when documentation provides information on expected changes in the functional impact of the disability over and time and context. Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes provides opportunities to anticipate and plan for varying functional impacts. If the condition is not stable, information on interventions for exacerbations and recommended timelines for reevaluation are helpful.

Quality documentation includes a description of both current and past medications, auxiliary aids, assistive devices, support services and accommodations and their effectiveness in ameliorating the functional impacts of the disability. A discussion of any significant side effects from current medications or services is helpful when included in the report. While accommodations provided in another setting are not binding on the current institution, they may provide insight in making current decisions.

Recommendations from professionals with a history of working with the individual provide valuable information for review and the planning process. It is most helpful when recommended accommodations and strategies are logically related to functional limitations; if connections are not obvious, a clear explanation of their relationship can be useful to decision-making. While the post-secondary institution has no obligation to provide or adopt recommendations made by outside entities, those that are congruent with the programs, services, and benefits offered by the college may be appropriate. When recommendations go beyond equitable and inclusive services and benefits, they may still be useful in suggesting alternative accommodations and services.

Guidelines adapted from AHEAD, Association on Higher Education and Disability. Seven Essential Elements of Quality Disability Documentation. www.ahead.org