Mobility impairments can be brought on by any number of incidents. These could be lower body impairments, requiring equipment such as a wheelchair, cane, crutches, scooter, etc.; or they may affect a person’s upper body, including their arms and hands. Mobility impairments can affect students in a variety of ways; it may take students more time to get to classes or take notes. Or there may be instances where physical barriers exist on campus. The impact on the student may also vary from day to day.
Students with mobility impairments are asked to provide the Disability Resource Center with a self-report of their mobility impairments and the effects on personal and educational growth. Additionally, we ask for medical documentation from a physician, surgeon, or other relevantly trained health practitioners. Guidelines for preparing this documentation are listed below.
Health Professionals – Detailed Guidelines
Comprehensive and detailed documentation enables the Disability Resource Center to determine appropriate accommodations for individual students on a case by case basis. Please address the following items.
A clear diagnostic statement and date of diagnosis
A description of the diagnostic criteria, evaluation methods, tests and dates of administration, and/or a clinical narrative
A description of how the disability impacts the student and the severity of the functional limitations
This area forms one of the key elements for determining the severity of the patient’s disability on the patient’s ability to learn. Please list all of this client’s symptoms (functional limitations) thus lending more support that the student’s disability impacts learning so that accommodations can be based on these symptoms or functional limitations.
Information on the cyclical or episodic nature of the disability and suspected environmental triggers to episodes
A description of current medications and any adverse side effects
Please list medications that may have side effects. For example, some medications can make a person drowsy which could impact the speed for completing tasks which would support extended time for tests.
Recommendations for accommodations and support services that are logically related to the functional limitations (extended time on tests, low distraction environment, notetakers, etc.)
This last part provides logical support for accommodations based on the patient’s functional limitations (symptoms). For instance, if the student has Crohn’s Disease the student may needs bathroom breaks they may need extra time on tests or breaks on tests where the clock stops or possibly breaks during class. For instance, if the student is noted to have “difficulty sustaining attention,” they may need assistance in taking notes in class or need audible textbooks. Many students with ADHD must read materials several times to get the meaning. If the student is “easily distracted by extraneous stimuli,” they may need a low distraction environment and/or additional time on tests. The more complete and detailed your report the better able we are in determining appropriate academic accommodations for your patient.
Please return this information in a letter that is typed, dated, and on letterhead to the address listed below or fax it to (706)542-7719.
If you have any questions, please contact the intake coordinator at 706-542-8719.
Last revised on 3 August 2016
***We Are Back in Clark Howell Hall***
Clark Howell Hall
825 South Lumpkin Street
VOICE: (706) 542-8719
FAX: (706) 542-7719
TTY: (706) 542-8778
Our offices are available Monday-Friday 8:00 am to 5:00 pm.