The Spectrum of Disability Documentation Requirements at 12 Institutions A Thematic Analysis

Authors

  • Emily Tarconish University of Connecticut
  • Ashley Taconet The University of Connecticut
  • Nicholas Gelbar The University of Connecticut
  • Joseph W. Madaus The University of Connecticut
  • Lyman L. Dukes III University of South Florida
  • Michael Faggella-Luby Alice Neeley Special Education Research & Service (ANSERS) Institute Texas Christian University

DOI:

https://doi.org/10.18666/LDMJ-2021-V26-I2-11121

Keywords:

disability documentation, AHEAD, ADAAA, disability service, postsecondary education, higher education

Abstract

The two laws primarily governing disability services in postsecondary education, the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act of 1973, permit institutions of higher education to determine disability documentation requirements on an individual basis. Many institutions have utilized documentation guidelines delineating a range of domains to be addressed, and often, suggestions for specific tests to be included, as well as strict recency requirements. Following passage of the ADAAA in 2008, the Association on Higher Education and Disability (AHEAD) published documentation guidance practices that reflected the updated ADAAA. The current qualitative study examined the perspectives of 12 directors of disability services (DDS) at postsecondary institutions in the United States regarding the disability documentation requirements at their respective schools and their perspectives on why the standards were adopted. Findings revealed a wide spectrum from flexibility to rigidity in requirements from those who employ traditional guidelines to those who apply selective degrees of the AHEAD guidance. Benefits and drawbacks of documentation and the AHEAD guidance are discussed, as well as suggestions for practitioners and institutions seeking to implement the AHEAD guidance. Subscribe to LDMJ

Author Biographies

Emily Tarconish, University of Connecticut

 

Ashley Taconet, The University of Connecticut

Nicholas Gelbar, The University of Connecticut

Michael Faggella-Luby, Alice Neeley Special Education Research & Service (ANSERS) Institute Texas Christian University

Published

2021-09-24