Documentation Guidelines for Deaf and Hard-of HearingDeaf/hard of hearing reporting guidelines have been prepared by professionals at Portland State University (PSU) to clarify the type of documentation needed when a student requests accommodations/services. The documentation must indicate that the disability substantially limits some major life activity without regard to the availability of medicines, assistive devices, or other mitigating measures. Physicians, including otorhinolaryngologists and otologists are qualified to provide diagnosis and treatment of hearing disorders. *Audiologists may also provide current audiograms. Documentation should be on letterhead and must include the license number of the medical professional. The diagnostician must be an impartial individual who is not a family member of the student seeking services. The following guidelines are provided to assist PSU in collaborating with each student to determine appropriate accommodations. Documentation serves as the foundation that legitimizes a student's request for appropriate accommodations. Recommended documentation includes: Specific Diagnosis: A clear statement of deafness or hearing loss, with an audiogram that reflects the current impact the deafness or hearing loss has on the student’s functioning (the age of acceptable documentation is dependent upon the condition, the current status of the student and the student’s request for accommodations). If there is more than one diagnosis please include all. Medication: Medical information relating to the student's needs to include the status of the individual’s hearing (static or changing) and its impact on the student's ability to meet the demands of the postsecondary environment. Assessment: A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate Functional Limitations: A statement of the functional impact or limitations of the hearing loss on learning or other major life activities, and the degree to which it impacts the individual in the learning context for which accommodations are being requested. Accommodation recommendations: The diagnostician is encouraged to make suggestions of reasonable accommodations that might be appropriate for the student at the postsecondary level. These recommendations should be supported by the diagnosis. *Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions are indicated. Appropriate accommodations are collaboratively determined by the student and the disability specialist. Polly Livingston Assistant Director, Disability Resource Center Portland State University
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