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The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making. Subscribe to LDMJ

Websites of disability services offices in postsecondary institutions serve as an outward facing platform for disability related policies and protocols. Thus, these sites are an important source of information for current students, as well as prospective students and their parents. This is especially true in regard to requirements related to disability documentation, which can serve as the foundation for accommodation decisions. The present study examined disability documentation information on the websites of 299 postsecondary institutions, split evenly across doctoral, master’s, baccalaureate and associate institutions. While 89% of the schools mentioned disability documentation, there was variation in regard to the specific guidelines used, documentation recency expectations, and how students are expected to request and access services. Implications are addressed for both disability services personnel and students seeking services.

In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD. Based on secondary analysis of National Longitudinal Transition Study 2 (NLTS2), findings indicate that students who received supports—those available to the full student body and/or disability-specific supports—were more likely to persist in, and successfully complete, 2-year or 4-year college. Implications include that transition staff need to ensure students not only are prepared to seek disability supports once on campus, but that equal emphasis should be placed on helping students access supports available to the full student body.

A systematic review was conducted of 581 articles published in 76 issues of Career Development and Transition for Exceptional Individuals from the journal’s initial issue in 1978 to the final issue of its 35th year in 2012. Articles were coded based on inclusion of original or secondary data and if not, what type of information the article contained. In the case of articles that presented data, statistics were collected related to sample demographics and the location of the study. In addition, the topic of each article was coded. The most common topical areas were program descriptions and professional development. Trends throughout the analysis are discussed to forecast topical areas needing study as the journal goes forward.

Research suggests that higher education faculty and administrators can play a role in improving the experiences of students with disabilities. In particular, faculty and administrators can play important roles in developing a campus climate that welcomes, supports, and offers full access to students with disabilities. This chapter reviews the literature on the knowledge and attitudes of higher education faculty and administrators, including professional development efforts, and advocates for additional research and training on disability-related topics. It discusses knowledge and attitudes of disability services professionals (DSPs) and student affairs professionals. Research findings on college faculty using inclusive teaching practices have focused on the development and testing of climate survey instruments and professional development training packages. Training administrators is important if they are to develop the needed knowledge and attitudes to adequately support students with disabilities. For DSPs or any other relevant institutional personnel, data can be used to make decisions about resource allocation and to prioritize student skill development.