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Introduction

Individuals with disabilities who attend or plan to attend a post-secondary institution in Colorado may need reasonable accommodations, modifications, or auxiliary aids in order to have equal access to the programs and services offered. There are two laws that require post-secondary institutions to provide these services to otherwise qualified students, Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). Students who need accommodations are responsible for requesting these services from and for meeting with the Disability or Supplemental Services office at their institution for the following reasons :

• To provide documentation that supports the request for services; and
• To discuss the request, the nature of their disabilities, and past experiences.

Purpose

These documentation guidelines have been provided to assist students in obtaining appropriate documentation from qualified professionals. Appropriate documentation of a disability is only one part of determining necessary accommodations. The provision of appropriate documentation to an institution helps students educate appropriate staff and faculty about the impact of their disabilities, needs, and potential accommodations. Institutions may request documentation for the following reasons:

• To verify the existence of a disability;
• To assist in the collaborative determination of individual needs and eligibility for auxiliary aids and services to minimize the impact of the disability;
• To personalize students rights to equal access to their institutions.

Rights and Responsibilities

In addition to notifying and documenting the need for accommodation(s), students with disabilities also have the following rights and responsibilities

• Equal access to all programs at each institution;
• Disability related records will be used to determine appropriate services and will be maintained separately from academic records
• Students initiate all requests for services and/or accommodations to the appropriate office at their institutions
• Students need to give institutions advance notice of needed accommodation(s);
• Students will need to meet with a Disability or Supplemental Services staff member for an intake appointment and discussion about the nature and impact of their disabilities;
• Submission of documentation is not the same as the request for services; these are two different steps in the process of determination and provision of appropriate accommodations;
• Generally, an Individualized Education Plan (IEP), 504 Plan, or General Education Initiative from a secondary school do not provide thorough information for the documentation of disability and needed accommodations.

The institution and Disability Services staff have the following rights and responsibilities.

• The institution reserves the right to determine the appropriateness of submitted documentation and requests for accommodation(s) on a case by case basis, utilizing the professional judgement of the Disability Services staff;
• Additional information may be requested to determine eligibility for services;
• Relevant information regarding the student's disability may be shared with those who have a legitimate educational interest.

Access Documentation Guidelines for the following specific disabilities:

Attention Deficit/Hyperactive Disorder
Specific Learning Disability
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Psychiatric/Psychological Disabilities
Deaf/Hard of Hearing
Blind/Low Vision
Rehabilitated Drug Addiction
Alcoholism
Definitions

Documentation Guidelines For Attention Deficit/Hyperactive Disorder

Introduction
Individuals with disabilities who attend or plan to attend Arapahoe Community College (ACC) may need reasonable accommodations or auxiliary aids in order to have equal access to the programs and services offered. There are two laws that require postsecondary institutions to provide these services to otherwise qualified students, Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). Students who need accommodations are responsible for requesting these services from and for meeting with the Disability Services office for the following reasons:

• To provide documentation that supports the request for services; and
• To discuss the request, and the nature and impact of their disabilities.

Purpose
The following documentation guidelines have been provided to assist students in obtaining appropriate documentation from qualified professionals. Appropriate documentation of a disability is only one part of determining necessary accommodations. The provision of appropriate documentation to an institution helps students educate appropriate staff and faculty about the impact of their disabilities, needs, and potential accommodations. Institutions may request documentation for the following reasons:

• To verify the existence of a disability
• To assist in the collaborative determination of individual needs and eligibility for auxiliary aids and services to minimize the impact of the disability;
• To personalize students’ rights to equal access to their institutions.

Evaluator Qualifications
Attention Deficit/Hyperactive Disorder (AD/HD) is considered a medical or clinical diagnosis. Individuals qualified to render a diagnosis for this disorder are diagnosticians who have been trained in the assessment of AD/HD and are experienced in assessing the needs of adult learners. Recommended practitioners may include developmental pediatricians, neurologists, psychiatrists, licensed clinical or educational psychologists, relevantly trained physicians, or a combination of such professionals. The diagnostician must be impartial and not a family member.

Diagnostic Report Guidelines
The documentation must include a clearly stated specific, clinical diagnosis of Attention Deficit Disorder (Predominantly Inattentive Type, Predominantly Hyperactive-Impulsive Type, or Combined Type), based on DSM-IV criteria. It must include the need for services based on current levels of functioning in an educational setting. A school plan such as an individualized educational program (IEP) or a 504 Plan alone is insufficient documentation, but can be included as part of a more comprehensive assessment. A brief note from a doctor is not sufficient to substantiate a diagnosis of AD/HD. Documentation should be in the form of a comprehensive written report on letterhead, typed, dated, and bear the signature of the evaluator. Recommended documentation includes the following information:

1. Documentation for eligibility must be current.
   
   • In most cases, this means that a diagnostic evaluation must have been completed within the past three years.
     
   • If documentation is inadequate in scope or content, or does not address the individual’s current level of functioning and need for accommodations, reevaluation may be required.
     
   • It is important to recognize that accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodations does not, in and of itself, warrant the provision of a similar accommodation.
     
   • In addition, changes may have occurred in the individual’s performance since the assessment, or new medications may have been prescribed or discontinued, which would result in the necessity of an updated assessment of the current impact of the AD/HD.
     
2. A descriptive written report of the testing measures used to document the disability must be comprehensive.
   • The names and resulting scores of the instruments used in making the diagnosis should be included. There should be indication that the DSM-IV criteria for AD/HD were surveyed and which symptoms are endorsed. Other suggested rating scales/evaluation instruments include, but are not limited to the attached list.
     
   • Standard scores and/or percentiles must be provided for all normed measures.
     
   • Informal inventories, surveys, self reports, and direct observation by qualified professionals may be used in tandem with valid, reliable, standardized tests to further develop a clinical diagnosis.
     
   • Neuropsychological or psychoeducational assessment is important in determining the current impact of the disorder on the individual’s ability to function in an academic setting.
     
   • AD/HD is, by definition in the DSM-IV, first exhibited in childhood (although it may not have been formally diagnosed). Therefore, the report should include a clinical summary of the client’s past history (to demonstrate childhood onset and rule out other causes for the difficulties), past treatment and/or remediation history (if no previous treatment or remediation, why not), the chronic and pervasive nature of the condition.
     
   • Documentation should rule out the possibility of dual diagnosis and alternative coexisting mood, behavioral, neurological and /or personality disorders that may confound the diagnosis of AD/HD. This process should include exploration of possible alternative diagnoses and medical and psychiatric disorders as well as educational and cultural factors affecting the individual that may result in behavior mimicking as AD/HD Disorder.
     
3. Recommendations for specific reasonable academic-related accommodations and/or support services should be included.
   • Recommendations for accommodations should include a narrative description and interpretation of the diagnostic assessment which identifies how the attention deficit impacts academic performance, including quantitative and qualitative information which supports the diagnosis.
     
   • An explanation as to why each accommodation is recommended must be provided and should be correlated with a statement of the functional impact or limitations of the disorder or disability on learning or other major life activity and the degree to which it impacts the individual.
     
   • Information relating to recommended accommodations should include the current impact of medication on the individual’s ability to meet the demands of the postsecondary environment.

The student and the Disability Services Specialist at Arapahoe Community College will work collaboratively to complete an individual needs assessment. The Disability Services Specialist will make the final determination as to whether the appropriate and reasonable accommodations are warranted and can be provided to the student.

Rating Scales/Evaluation Instruments for Attention Deficit Hyperactivity Disorder (ADHD)
Neurotransmitter.net Psychiatric Rating Scales Index	Test of Variables of Attention (TOVA)
DSM-IV-TR: Attention-Deficit/Hyperactivity Disorder (ADHD) (from Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition Text Revision (DSM-IV-TR))	Conners' Rating Scales-Revised (CRS-R)
ICD-10: F90 Hyperkinetic Disorders (from The International Statistical Classification of Diseases and Related Health Problems, tenth revision)	Brown Attention-Deficit Disorder Scales
ADHD Rating Scale IV -- School Version	Brown Attention-Deficit Disorder Scales for Children
Attention Deficit Hyperactivity Disorder ADD/H Adolescent Self-Report Scale Short Form	Attention-Deficit/Hyperactivity Disorder Test (ADHDT)
Werry-Weiss-Peters Activity Rating Scale	ADHD Symptom Checklist-4 (ADHD-SC4)
Wender Utah Rating Scale for adults	Spadafore ADHD Rating Scale (SADHD-RS)
Attention-Deficit Scales for Adults (ADSA)	ADHD Symptoms Rating Scale (ADHD-SRS)
Conners' Continuous Performance Test II (CPT II)	Copeland Symptom Checklist for Attention Deficit Disorders - Adult Version
Gordon Diagnostic System (GDS)	CARE - College ADHD Response Evaluation
	ADD-H: Comprehensive Teacher's Rating Scale: Parent Form (ACTeRS)
	ADD-H: Comprehensive Teacher's Rating Scale-2nd Edition (ACTeRS)

Documentation Guidelines For Specific Learning Disability

Introduction
Individuals with disabilities who attend or plan to attend Arapahoe Community College (ACC) may need reasonable accommodations or auxiliary aids in order to have equal access to the programs and services offered. There are two laws that require postsecondary institutions to provide these services to otherwise qualified students, Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). Students who need accommodations are responsible for requesting these services from and for meeting with the Disability Services office for the following reasons:

• To provide documentation that supports the request for services; and
• To discuss the request, and the nature and impact of their disabilities.

Purpose
The following documentation guidelines have been provided to assist students in obtaining appropriate documentation from qualified professionals. Appropriate documentation of a disability is only one part of determining necessary accommodations. The provision of appropriate documentation to an institution helps students educate appropriate staff and faculty about the impact of their disabilities, needs, and potential accommodations. Institutions may request documentation for the following reasons:

• To verify the existence of a disability;
• To assist in the collaborative determination of individual needs and eligibility for auxiliary aids and services to minimize the impact of the disability;
• To personalize students’ rights to equal access to their institutions.

Evaluator Qualifications
Professionals conducting assessment and rendering diagnoses of specific learning disabilities (SLD) must be qualified. A qualified professional needs to hold a degree in a field related to diagnosis of SLD and have at least one year of diagnostic experience with adults and late adolescents. Recommended practitioners may include: certified and/or licensed psychologists, learning disabilities specialists, educational therapists, diagnosticians in public schools or colleges and rehabilitation services and private practitioners with the above characteristics are typically considered qualified. The diagnostician must be an impartial individual who is not a family member of the student.

1. Testing that is comprehensive, including a measure of both Aptitude and Achievement in the areas of reading, mathematics and written language;
2. Documentation for eligibility must reflect the current impact the learning disability has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations);
3. A clear statement that a learning disability is present along with the rationale for this diagnosis. (Note: individual "learning deficits," "learning styles," and "learning differences," do not, in or of themselves, constitute a learning disability);
4. A narrative summary, including all standardized scores (subtest as well as overall scores), which supports the diagnosis;
5. A statement of strengths and needs that will impact the student's ability to meet the demands of the postsecondary environment;
6. A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing AD/HD or other disabling conditions is indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine
appropriate accommodations.

Documentation Guidelines For Head Injury/Traumatic Brain Injury

Head Injury or Traumatic Brain Injury is considered medical or clinical diagnoses. Individuals qualified to render a diagnosis for these disorders are practitioners who have been trained in the assessment of Head Injury or Traumatic Brain Injury. Recommended practitioners may include physicians; neurologists; licensed clinical, rehabilitation and school psychologists; neuropsychologists and psychiatrists. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Recommended documentation includes:

• A clear statement of the head injury or traumatic brain injury and the probable site of lesion;
• Documentation for eligibility must reflect the current impact the head injury has on the student's functioning; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student’s specific request for accommodations);
• A summary of cognitive and achievement measures used and evaluation results including standardized scores used to make the diagnosis;
• A summary of present residual symptoms which meet the criteria for diagnosis;
• Medical information relating to student's needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment;
• A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

Documentation Guidelines For Physical Disabilities and Systemic Illnesses

(Includes but is not limited to: Mobility Impairments, Multiple Sclerosis, Cerebral Palsy, Chemical Sensitivities, Spinal Cord injuries, Cancer, AIDS, Muscular Dystrophy, Spina Bifida)

Any physical disability and systemic illness are considered to be in the medical domain and require the expertise of a physician, including a neurologist, psychiatrist or other medical specialist with experience and expertise in the area for which accommodations are being requested. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Recommended documentation includes:

• A clear statement of the medical diagnosis of the physical disability or systemic illness;
• Documentation for eligibility must reflect the current impact the physical disability or systemic illness has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the student’s request for accommodations, and the current status of the student. Therefore, disabilities that are sporadic or degenerative may require more frequent evaluation);
• A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable;
• A description of present symptoms which meet the criteria for diagnosis;
• Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment;
• A statement of the functional impact of limitation of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

Documentation Guidelines For Psychiatric/Psychological Disabilities

(Includes but is not limited to: Depressive Disorders, Post-Traumatic Stress Disorder, Bipolar Disorders, and Disassociative Disorders)

A diagnosis by a licensed mental health professional including licensed clinical social workers (LCSW), licensed professional counselor (LPC), psychologists, psychiatrists, or neurologists is required and must include the license number. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider 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:

• A clear statement of the disability, including the DSM-IV diagnosis and a summary of present symptoms;
• Documentation for eligibility must reflect the current impact the psychiatric/psychological disability has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations);
• A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results, including standardized or percentile scores;
• Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment;
• A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

Documentation Guidelines For Deaf/Hard of Hearing

Physicians, including otorhinolaryngologists and otologists are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider 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:

• 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 dependant upon the condition, the current status of the student, and the student's request for accommodations);
• A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate;
• Medical information relating to the student's needs, and the status of the individual's hearing (static or changing), and impact on the demands of the academic program;
• A statement regarding the use of hearing aids (if appropriate);
• A statement of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

Documentation Guidelines For Blind/Low Vision

Ophthalmologists are the primary professionals involved in diagnosis and medical treatment of individuals who are blind or experience low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider 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:

• A clear statement of vision related disability with supporting numerical description that reflects the current impact the blindness or vision loss has on the student's functioning, (the age of acceptable documentation is dependant upon the disabling condition, the current status of the student and the student's request for accommodations);
• A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores;
• Present symptoms that meet the criteria for diagnosis;
• Medical information relating to the student's needs and the status of the individual's vision (static or changing) and its impact on the demands of the academic program;
• Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities which might be helpful in understanding the student's profile including the use of corrective lenses and ongoing visual therapy (if appropriate);
• A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impact the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

Documentation Guidelines For Rehabilitated Drug Addiction

Professionals who are qualified to diagnose, treat and provide documentation for individuals who have been rehabilitated for drug addiction include physicians with a specialty in addiction, clinical psychologists, psychiatrists, licensed mental health professionals, or State Health Department certified addiction counselors who are supervised by psychologists or psychiatrists. The diagnostician must be an impartial individual who is not a family member of the student.

Arapahoe Community College (the College) is a state system community college governed by the State Board of Community Colleges and Occupational Education (the Board). The Board requires the College to comply with the Drug Free School and Communities Amendments of 1989 (PL101-P226).

Students are expected to conduct themselves in a responsible manner and abide by the College rules and regulations during all College-sponsored events and activities. Students should at all times try to promote a sense of cooperation and work to build an atmosphere that will be most conducive to the goals of higher education. The illegal possession, use, distribution or manufacture of any narcotic, dangerous drug, or controlled substance as classified by federal, state, and local laws or appearing on campus while under the influence of any illegally obtained narcotic, dangerous drug, or controlled substance will be deemed to violate College rules and regulations and will be subject to appropriate College disciplinary proceedings (2000-2001 Student Handbook,).

The following guidelines are provided to assist the service provider 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:

• A clear statement of successful completion of supervised drug rehabilitation program with the DSM-IV diagnosis. A dated statement attesting to the compliance with appropriate post-rehabilitation treatment (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations);
• A summary of assessment procedures and evaluation instruments used to make the diagnosis;
• A summary of qualitative and quantitative information which supports the diagnosis;
• Medical information related to the student's needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment;
• A statement of the current functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

Documentation Guidelines For Alcoholism

Professionals who are qualified to diagnose, treat and provide documentation for individuals with alcoholism include physicians with a specialty in addiction, clinical psychologists, psychiatrists, licensed mental health professionals, or State Health Department certified addiction counselors who are supervised by psychologists or psychiatrists. The diagnostician must be an impartial individual who is not a family member of the student.

The following guidelines are provided to assist the service provider 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:

• A clear statement of the disability, including the DSM-IV diagnosis and a summary of present symptoms;
• Documentation for eligibility must reflect the current impact the alcoholism has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodation);
• A summary of assessment procedures and evaluation instruments used to make the diagnosis;
• A summary of qualitative and quantitative information which supports the diagnosis;
• Medical information related to the student's needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment;
• A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Disability Specialist at Arapahoe Community College collaboratively determine appropriate accommodations.

DEFINITIONS

These definitions are taken from Title II Highlights and Title III Highlights, U.S. Department of Justice, Civil Rights Division, Office on the Americans with Disabilities Act, Section 504 Compliance Handbook, and ADA Alliance.

The two federal laws governing institutions of higher education are The Americans with Disabilities Act of 1990 (ADA) and The Rehabilitation Act of 1973.

Provisions of the ADA prohibits discrimination on the basis of disability in

Title I - Employment
Title II - Public services and transportation (includes state universities)
Title Ill - Public accommodations related to goods, programs, and services includes most
private Universities)

Section 504 of the 1973 Rehabilitation Act states: "No otherwise qualified disabled individual in the United States ... shall, solely by reason of his disability be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance..."

An individual with a disability is defined as a person who has a "physical or mental impairment" that substantially limits a "major life activity," or has a record of such an impairment, or is regarded as having such an impairment.

A physical impairment is defined as any physiological disorder, condition, cosmetic disfigurement, or anatomical loss which affects one or more of the following body systems: neurological, musculoskeletal, sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin and endocrine. Examples:

A mental impairment is defined as any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, as well as specific learning disabilities.

Substantially Limits is defined as an individual being unable to perform a major life activity or significantly restricted as to the condition, manner or duration under which s/he can perform a major life activity. Major life activities include functions such as

A qualified individual with a disability is one who meets the essential eligibility requirements for the program or activity offered by a public entity. The essential eligibility requirements will depend on the type of service or activity involved.

A qualified disabled person with regard to education is defined as a disabled person who meets the academic and technical standards requisite to admission or participation in the institution's programs and activities. Factors such as safety may be considered in determining whether a disabled person is qualified.

Reasonable accommodations are the adaptation of a program, facility, or work place that allows an individual with a disability to participate in the program or services or perform a job. Accommodations may consist of changes in policies, practices, services or location and the use of auxiliary aids. Accommodations must be made unless it can be demonstrated that the accommodations would impose an undue hardship on the operation of the program. A modification is not mandated if it would "fundamentally alter" the goods, services, or operations of the public accommodation.

Auxiliary aids will be provided when they are necessary to ensure effective communication with individuals with hearing, vision, or speech impairments. Auxiliary aids include such services or devices as qualified interpreters, assistive listening headsets, television captioning and decoders, telecommunications devices for deaf persons, videotext displays, readers, taped texts, brailled materials, and large print materials.

A disability is NOT: homosexuality, bisexuality, transvestitism, transsexuals, compulsive gambling, or substance abuse disorders resulting from current illegal use of drugs.

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