残疾文件指南

Please use these guidelines when obtaining your disability documentation. 一般来说, the more specific your documentation, the better AEC will be able to support request 住宿. 

A qualified/licensed treating professional may choose to provide AEC with a letter. Letters must be submitted on office letterhead from treating professional’s office 和 must include a wet signature/DocuSign. Documentation must be from a qualified/licensed 专业(e.g., physician, psychiatrist, psychologist, mental health counselor, 等.), who is unrelated to the student, 和 whose credentials permit the evaluation 残疾的问题. Alternately, the professional may complete an AEC验证表格.    

In the event you are not able to obtain disability documentation that meets all elements stated within the guidelines, you should still submit as much as you have.

一般的指导方针:  

1. 1. Brief summary of professional’s relationship to the student, including duration of 提供照顾的时间.
   2. Date of the initial 诊断 和/or date of the most recent visit with the student 对于这个诊断.
   3. The expected duration, stability, 和/or progression 残疾的问题.
   4. Verification of disability status through:
      
      1. A 诊断 or identification of the nature 残疾的问题, 和; 
      2. A description of the specific functional limitations experienced as a result 残疾的问题 和 how these 限制一个或多个 主要生活活动.
   5. The impact of medication on the student's ability to meet the dem和s of the postsecondary 环境，如果相关的话.
   6. 对于经历过 突然发作或间歇性症状, describe the current severity, duration, 和 frequency. 建议建议 for 住宿 和/or services that the student may require 和 describe how the student’s disability necessitates the need for the specific requested accommodation.

• 等电位点/ 504 / SELPAs计划
  • 个人教育计划 (iep), 504年计划 和 SELPAs these differ significantly from the 住宿 和 services provided at the post-secondary 水平. These plans often do not contain the 诊断, limitations, severity, duration, 和 signature of treating professional. For learning disabilities these plans often lack the evaluation/assessment scores that qualify a student as a student with a specific learning disability for 住宿 和 services at the higher education. 进一步 assessment or additional documentation may be necessary, if the submitted documentation does not qualify the student as a student with a disability 和/or does not support 要求的住宿. 
• 住房

  • 住房 requests, the following information is also required or completion of Supplemental 住房 Verification Form [pdf]:

    1. 1. State the specific housing accommodation(s) that are being request.
       2. Based on the student’s 诊断 和 disability-related limitations, are the requested accommodation(s) necessary or a preference?
       3. Describe how the student's diagnoses necessitates the need for the requested housing accommodation, as it relates to the student's disability.
       4. Demonstrate how the specific room design 和/or living environment will help to mitigate 学生的局限性.
• 情感支持动物

  • 情感支持动物 requests, the following information is also required or completion of 欧空局验证表格[pdf]:

    1. 1. How the ESA serves as a mitigating factor in the ongoing treatment or management of the student’s disability, including as related to the use 和 enjoyment of the student’s campus experience, which includes University 住房.
       2. Identify if the student is using any measure(s) (e.g., prescriptions, treatment, therapy, 等.) that mitigates the limitation(s) caused by the student’s impairment; if so, do the mitigating measure(s) eliminate the limitation(s).
       3. Based on your 诊断, how would the ESA alleviate these limitations? 以什么方式 is the ESA part of the student’s treatment plan?
       4. Identify any other accommodation that may be equally effective in allowing the student to use 和 enjoy campus experience, which includes University 住房.
       5. What type 的动物 is the student requesting as an ESA? 为什么是这种类型 的动物?
          
          

    来自互联网的文档
    Some websites sell certificates, registrations, 和 licensing documents for emotional support animals to any一个 who answers certain questions or participates in a short 面试并支付费用. Form letters that do not provide differentiating information about the student’s personal disability experience, or letters that are generated 作为…的结果 单独的远程评估 for the purpose of recommending an ESA are not considered adequate documentation.