Disability Documentation & Disclosure

To start the registration process for either temporary or ongoing accommodations with Disability Support Services (DSS), a student must be accepted to Embry-Riddle Aeronautical University.

To complete your registration for accommodations, you must be a currently admitted student.

Students are encouraged to contact DSS prior to the start of the term.

Students must activate an account in the Accessible Information Management (AIM) system.

Students must provide comprehensive documentation of a disability and its effects on their environment. This allows the DSS staff to help determine how best to support you.

Once scheduled, students are asked to attend an interactive intake appointment to meet with a member of the DSS staff. Together, individualized accommodations are discussed.

Upon approval of academic accommodations, students must select professors to be notified of their accommodation(s).

Students are required to work collaboratively with faculty and staff regarding the provision of approved accommodations.

All communications will be through your ERAU email.  Students are encouraged to check their ERAU email regularly.

Disability Support Services (DSS) uses the confidential software online system Accessible Information Management (AIM) where application can be made and documentation can be uploaded and evaluated. 

Applying for the first time

1. Go to the Accessible Information Management system
2. Log in to ERNIE (if you are not yet logged in)
3. Click link under “New Student?”
4. Complete all questions
5. Upload documentation
6. Submit

Documentation will be reviewed by DSS for evaluation. DSS will contact you for an appointment for consultation.

Updating as current student

1. Go to the Accessible Information Management system
2. Log in to ERNIE (if you are not yet logged in)
3. Select classes
4. Select accommodations
5. Submit

Accommodations request will be reviewed by DSS. Faculty notifications letters will be emailed upon approval.

All communications will be through your ERAU email.  Students are encouraged to check their ERAU email regularly.

Guidelines for Documentation of a Specific Learning Disorder

Students who are seeking support services or accommodations at Embry-Riddle Aeronautical University on the basis of a diagnosed specific learning disorder are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA).

The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document disability. The Disability Support Services Director is available to consult with clinicians concerning any of these guidelines.

1. A qualified professional must conduct the evaluation.
   Clinicians conducting assessments and rendering a diagnosis of a Specific Learning Disorder (with associated symptoms such as those commonly known as dyslexia, dysgraphia, and/or dyscalculia) must have training in differential diagnosis and the full range of neurodevelopmental disorders. The name, title, professional credentials, as well as licensing and certification information should be clearly stated in the evaluation. The following professionals are generally considered to be qualified to evaluate and diagnose a specific learning disorder: clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors. Use of diagnostic terminology by someone whose training and experience are not in these fields is not acceptable. Any hand-written notes or documents that do not include the clinician’s signature and professional letterhead will not be accepted.
   
   
2. Documentation should be current.
   The provision of services and accommodations is based on the current impact of the disability on academic performance. In most cases, documentation should be completed within the past three years. If documentation is inadequate in scope or content, or does not address an individual’s current level of functioning and need for accommodation, reevaluation may be warranted. In cases where a new medication has been prescribed or medication previously taken has been discontinued subsequent to the evaluation, it may be necessary to update the evaluation report.
   
   
3. Documentation should be comprehensive.
   Because a specific learning disability is, according to the DSM-5, characterized by “persistent difficulties learning keystone academic skills, with onset during the years of formal schooling,” multiple domains should be evaluated. “Key academic skills include reading of single words accurately and fluently, reading comprehension, written expression and spelling, arithmetic calculation, and mathematical reasoning.” Therefore, minimally, domains to be addressed must include, but are not limited to:
   
   a. Aptitude: The Wechsler Adult Intelligence Scale-Revised (WAIS-R) subtest scaled scores is the preferred instrument. The Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Cognitive Ability, or the Stanford-Binet Intelligence Scale: Fourth Edition, are acceptable.
   
   b. Achievement: Current levels of functioning in the areas of reading, mathematics, and written language are required. Acceptable instruments include the Woodcock Johnson Psycho-Educational Battery – Revised; Tests of Achievement; Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults; or specific achievement tests such as the Test of Written Language (TOWL), the Woodcock Reading Mastery Test-Revised, or the Stanford Diagnostic Mathematics Test. The Wide Range Achievement Test-Revised is not a comprehensive measure of achievement and is therefore not suitable.
   
   c. Information Processing: Specific areas of information processing (e.g. short and long-term memory; sequential memory; auditory and visual perception/processing and processing speed) must be assessed. Use of subtest scaled scores from the WAIS-R or the Woodcock-Johnson Tests of Cognitive Ability is acceptable.
   
   
4. Alternative diagnoses or explanations should be ruled out.
   The clinician must investigate and determine that the specific learning disorder is not attributable to other causes, such as hearing and vision disorders or neurological or motor disorders.
   
   
5. Testing should be relevant.
   Neurodevelopmental assessment is important in determining the current impact of the disorder in the academic setting. The clinician should objectively review relevant testing to support the diagnosis. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scales should not be used as the sole measure for diagnostic profile. Checklists and/or surveys can serve to supplement the diagnostic profile but are not adequate in and of themselves for the diagnosis of a specific learning disorder and do not substitute for clinical observations and sound diagnostic judgment. Data must logically reflect a substantial limitation for learning for which the individual is requesting accommodations. If testing is repeated by a learning/education specialist after the original evaluation to determine current level of functioning, a confirmation from a licensed clinician that the original diagnosis is still relevant may be requested as well.
   
   
6. A complete diagnostic report should be provided.
   According to the DSM-5, “Specific Learning Disorder is a neurodevelopmental disorder with a biological origin that is the basis for abnormalities at a cognitive level that are associated with the behavioral signs of the disorder.” A diagnostic report should include a review and discussion of the DSM-5 criteria for the specific learning disorder both currently and retrospectively and specify which symptoms are present.
   
   
7. Documentation must include a specific diagnosis.
   The report must include a clear diagnosis of the specific learning disorder based on the DSM-5 diagnostic criteria. Use of terms such as “suggests”, “is indicative of,” and/or “unique learning style” are not acceptable. Individuals who report only problems with poor spelling or not being good at math or writing do not fit the prescribed diagnostic criteria for a specific learning disorder. A positive response to medication or the use of medication does not in and of itself support or negate the need for accommodations.
   
   
8. An interpretive summary should be provided.
   An interpretive summary based on a comprehensive evaluative process is a necessary component of the documentation. This summary should include indication and discussion of the substantial limitation to learning presented by the specific learning disorder and the degree to which this affects the individual in a learning environment.
   
   
9. Each recommended accommodation should include a rationale.
   The diagnostic report should include specific recommendations for accommodations that are realistic and that the university can reasonably provide. A detailed explanation should be provided as to why each accommodation is recommended and should be correlated with specific functional limitations determined through interview, observation and/or testing. A school plan such as an IEP is insufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report. A prior history of accommodations without clear demonstration of current needs does not warrant the provision of like accommodations. The determination of reasonable accommodations for a disabled student at Embry-Riddle rests with the Disability Support Services Director working in collaboration with the individual with the disability.

All disability documentation will remain confidential.

Documentation should be sent to:
Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 2/12/21

Guidelines for Documentation for Attention Deficit/Hyperactivity Disorder (ADHD)

Students who are seeking support services or accommodations at Embry-Riddle Aeronautical University on the basis of a diagnosed attention deficit/hyperactivity disorder (AD/HD) are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA).

The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document disability. The Disability Support Services Director is available to consult with clinicians concerning any of these guidelines.  The student must provide an “Authorization for Release of Information” consent form in order for this to occur.

1. A qualified professional must conduct the evaluation.
   Clinicians conducting assessments and rendering a diagnosis of AD/HD must have training in differential diagnosis and the full range of neurodevelopmental disorders. The name, title and professional credentials, as well as licensing and certification information, should be clearly stated in the evaluation. The following professionals are generally considered to be qualified to evaluate and diagnose AD/HD: clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors. Use of diagnostic terminology by someone whose training and experience are not in these fields is not acceptable. Any hand-written notes or documents that do not include the clinician’s signature and professional letterhead will not be accepted.
   
   
2. Documentation should be current.
   The provision of services and accommodations is based on the current impact of the disability on academic performance. In most cases, documentation should be completed within the past three years. If documentation is inadequate in scope or content or does not address an individual’s current level of functioning and need for accommodation, reevaluation may be warranted. In cases where a new medication has been prescribed or medication previously taken has been discontinued after the evaluation, it may be necessary to update the evaluation report.
   
   
3. Documentation should be comprehensive.
   Because AD/HD is, by definition, first exhibited in childhood (although it may not have been formally diagnosed) and manifests itself in more than one setting, relevant historical information is essential. In addition to providing detailed evidence of a childhood history of the impairment, the following areas must be investigated:
   
   a. A history of the individual’s presenting attentional symptoms should be provided, including evidence of ongoing impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more settings.
   
   b. The individual’s developmental history.
   
   c. Family history that explores the presence of AD/HD and other educational, learning, physical, or psychological difficulties deemed relevant by the examiner.
   
   d. Relevant medical history, including medications and determination of the absence of a medical basis for the symptoms being evaluated.
   
   e. A thorough academic history of elementary, secondary, and postsecondary education, including review of prior psychoeducational reports to determine whether a pattern of strengths and weaknesses is supportive of attention-based learning problems.
   
   f. Description of current functional limitations pertaining to an educational setting that are presumably a direct result of problems with attention.
   
   
4. Alternative diagnoses and explanations should be ruled out.
   The clinician must investigate and discuss the possibility of alternative or coexisting mood, behavioral, neurological and/or personality disorders which may confound the diagnosis of AD/HD. This process should include exploration of psychosocial and educational factors affecting the individual which may result in behaviors which mimic an AD/HD.
   
   
5. Testing should be relevant.
   Neuropsychological or psychoeducational assessment is important in determining the current impact of the disorder in the academic setting. The clinician should objectively review relevant testing to support the diagnosis. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scales should not be used as the sole measure for diagnostic profile. Checklists and/or surveys can serve to supplement the diagnostic profile but are not adequate in and of themselves for the diagnosis of AD/HD and do not substitute for clinical observations and sound diagnostic judgment. Data must logically reflect a substantial limitation for learning for which the individual is requesting accommodations.
   
   
6. A complete diagnostic report should be provided.
   According to the DSM-5, “the essential feature of AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed at a comparable level of development.” A diagnostic report should include a review and discussion of the DSM-5 criteria for AD/HD both currently and retrospectively and specify which symptoms are present.
   
   
7. Documentation must include a specific diagnosis.
   The report must include a specific diagnosis of AD/HD based on the DSM-5 diagnostic criteria. Use of terms such as “suggests”, “is indicative of,” and “attention problems” is not acceptable. Individuals who report only problems with organization, test anxiety, memory and concentration in selective situations do not fit the prescribed diagnostic criteria for AD/HD. A positive response to a new medication or the use of medication does not in and of itself support or negate the need for accommodations.
   
   
8. An interpretive summary should be provided.
   An interpretive summary based on a comprehensive evaluative process is a necessary component of the documentation. This summary should include indication and discussion of the substantial limitation to learning presented by the AD/HD and the degree to which this affects the individual in a learning environment.
   
   
9. Each recommended accommodation should include a rationale.
   The diagnostic report should include specific recommendations for accommodations that are realistic and that the university can reasonably provide. A detailed explanation should be provided as to why each accommodation is recommended and should be correlated with specific functional limitations determined through interview, observation and/or testing. A school plan such as an IEP/504 is insufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report. A prior history of accommodations without clear demonstration of current needs does not warrant the provision of like accommodations. The determination of reasonable accommodations for a disabled student at Embry-Riddle rests with the Disability Support Services Director working in collaboration with the individual with the disability.

All disability documentation will remain confidential.

Documentation should be sent to:
Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 2/12/21

Guidelines for Documentation of Autism Spectrum Disorder (ASD)

Students who are seeking support services or accommodations at Embry-Riddle Aeronautical University on the basis of a diagnosed Autism spectrum disorder (ASD) are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA).

The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document disability. The Disability Support Services Director is available to consult with clinicians concerning any of these guidelines. The student must provide an “Authorization for Release of Information” consent form for this to occur.

1. A qualified professional must conduct the evaluation.
   Clinicians conducting assessments and rendering a diagnosis of ASD must have training in differential diagnosis and the full range of neurodevelopmental disorders. The name, title and professional credentials, as well as licensing and certification information, should be clearly stated in the evaluation. The following professionals are generally considered to be qualified to evaluate and diagnose ASD: clinical psychologists, neuropsychologists, psychiatrists and other relevantly trained medical doctors. Use of diagnostic terminology by someone whose training and experience are not in these fields is not acceptable. Any hand- written notes or documents that do not include the clinician’s signature and professional letterhead will not be accepted.
   
   
2. Documentation should be current.
   The provision of services and accommodations is based on the current impact of the disability on academic performance. In most cases, documentation should be completed within the past three years. If documentation is inadequate in scope or content or does not address an individual’s current level of functioning and need for accommodation, reevaluation may be warranted. In cases where a new medication has been prescribed or medication previously taken has been discontinued after the evaluation, it may be necessary to update the evaluation report.
   
   
3. Documentation should be comprehensive.
   Because ASD is, by definition, first exhibited in childhood (although it may not have been formally diagnosed) and manifests itself in more than one setting, relevant historical information is essential. In addition to providing detailed evidence of a childhood history of the impairment, the following areas must be investigated:
   
   a. A history of the individual’s presenting autistic symptoms with any specifiers should be provided, including evidence of ongoing behaviors that significantly impair functioning in two or more settings.
   
   b. The individual’s developmental history.
   
   c. Family history that explores the presence of ASD and other educational, learning, physical, or psychological difficulties deemed relevant by the examiner.
   
   d. Relevant medical history, including medications and determination of the absence of a medical basis for the symptoms being evaluated.
   
   e. A thorough academic history of elementary, secondary, and postsecondary education, including review of prior psychoeducational reports to determine whether a pattern of strengths and weaknesses is supportive of ASD-based learning and/or social deficits.
   
   f. Description of current functional limitations pertaining to an educational setting that are presumably a direct result of problems related to ASD.
   
   
4. Alternative diagnoses or explanations should be ruled out.
   The clinician must investigate and discuss the possibility of alternative or coexisting mood, behavioral, neurological and/or personality disorders which may confound the diagnosis of ASD. This process should include exploration of psychosocial and educational factors affecting the individual which may result in behaviors which mimic an ASD.
   
   
5. Testing should be relevant.
   Neuropsychological or psychoeducational assessment is important in determining the current impact of the disorder in the academic setting. The clinician should objectively review relevant testing to support the diagnosis. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scales should not be used as the sole measure for diagnostic profile. Checklists and/or surveys can serve to supplement the diagnostic profile but are not adequate in and of themselves for the diagnosis of ASD and do not substitute for clinical observations and sound diagnostic judgment. Data must logically reflect a substantial limitation for learning for which the individual is requesting accommodations.
   
   
6. A complete diagnostic report should be provided.
   According to the DSM-5, “Autism spectrum disorder is characterized by persistent deficits in social communication and social interaction across multiple contexts, including deficits in social reciprocity, nonverbal communicative behaviors used for social interaction, and skills in developing, maintaining, and understanding relationships. In addition to the social communication deficits, the diagnosis of [ASD] requires the presence of restricted, repetitive patterns of behaviors, interests or activities. Because symptoms change with development and may be masked by compensatory mechanisms, the diagnostic criteria may be met based on historical information, although the current presentation must cause significant impairment.” Therefore, a diagnostic report should include a review and discussion of the DSM-5 criteria for ASD, both currently and retrospectively and describe which symptoms and specifiers are present.
   
   
7. Documentation must include a specific diagnosis.
   The report must include a specific diagnosis of ASD based on the DSM-5 diagnostic criteria. Use of terms such as “suggests,” “is indicative of,” “social problems,” and “spectrum issues” is not acceptable. Individuals who report only problems with social engagement in selective situations do not fit the prescribed diagnostic criteria for ASD. A positive response to medication or the use of medication does not in and of itself support or negate the need for accommodations.
   
   
8. An interpretive summary should be provided.
   An interpretive summary based on a comprehensive evaluative process is a necessary component of the documentation. This summary should include indication and discussion of the substantial limitation to learning presented by the ASD and the degree to which this affects the individual in a learning environment.
   
   
9. Each recommended accommodation should include a rationale.
   The diagnostic report should include specific recommendations for accommodations that are realistic, and that the university can reasonably provide. A detailed explanation should be provided as to why each accommodation is recommended and should be correlated with specific functional limitations determined through interview, observation and/or testing. A school plan such as an IEP/504 is insufficient documentation in and of itself but can be
   included as part of a more comprehensive evaluative report. A prior history of accommodations without clear demonstration of current needs does not warrant the provision of like accommodations. The determination of reasonable accommodations for a disabled student at Embry-Riddle rests with the Disability Support Services Director working in collaboration with the individual with the disability.

All disability documentation will remain confidential.

Documentation should be sent to:
Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 2/12/21

Guidelines for Documentation of Psychiatric Disabilities

Students who are seeking support services or accommodations at Embry-Riddle Aeronautical University based on a diagnosed psychiatric disability are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA).

The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document disability. The Disability Support Services Director is available to consult with clinicians concerning any of these guidelines.

1. The evaluation must be provided by a qualified professional.
   Professionals conducting evaluations and providing a diagnosis of a psychiatric disability must have training and competency in assessing the full range of psychiatric disorders. The name, title, professional credentials as well as licensing and certification information should be clearly stated in the evaluation. The following professionals are generally considered to be qualified to evaluate and diagnose psychiatric disorders: clinical psychologists (PsyD), licensed clinical social workers (LCSW), psychiatrists (MD) and other relevantly trained clinicians.
   
   
2. Documentation should be current.
   Documentation must be current, reflecting evaluation completed within the past year.
   
   
3. Documentation should be comprehensive.
   The evaluation should be based on a comprehensive clinical interview and psychological testing where clinically indicated. The evaluation should include a developmental, social, and family history; a relevant medical history; and a complete mental status examination. Current prescription medications should be noted, and a description of any side effects that would compromise academic functioning should be included.
   
   
4. Documentation must include a specific diagnosis.
   The evaluation report must include a specific diagnosis of a psychiatric disorder based on the DSM-5 diagnostic criteria with an accompanying description of the specific symptoms that the individual presents.
   
   
5. Documentation should reflect the impact on academic functioning.
   An interpretive summary based on the comprehensive evaluative process is a necessary component of the documentation. This summary should include indication and discussion of the substantial limitation to learning presented by the psychiatric disorder and the degree to which this affects the individual in a learning environment.
   
   
6. Specific recommendations for academic accommodations should be included.
   The diagnostic report should include specific recommendations for accommodations that are realistic and that the university can reasonably provide. A detailed explanation should be provided as to why each accommodation is recommended and should be correlated with specific functional limitations and the specific diagnosis indicated.

A prior history of psychiatric disorder without clear demonstration of current need does not warrant eligibility for ADA services or accommodations. The determination of reasonable accommodations for a student with a disability at Embry-Riddle rests with the Disability Support Services Director working in collaboration with the student.

All disability documentation will remain confidential.

Documentation should be sent to:
Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 2/12/21

Guidelines for Documentation for Chronic Health Disabilities

Students who are seeking support services or accommodations at Embry-Riddle Aeronautical University on the basis of a diagnosed chronic health disability are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA).

The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document disability. The Disability Support Services Director is available to consult with clinicians concerning any of these guidelines. The student must provide an “Authorization for Release of Information” consent form for this to occur.

1. The evaluation must be provided by a qualified professional.
   The physician (M.D. or D.O.) must have qualifications that are recognized by the State of Florida as affirming his or her eligibility to render a medical diagnosis. The name, title, professional credentials as well as licensing and certification information should be clearly stated in the evaluation. Documentation from other qualified and licensed health care professionals will be considered on a case-by-case basis.
   
   
2. Documentation should be current.
   Documentation must be current, reflecting evaluation provided within the past year.
   
   
3. Documentation should be comprehensive.
   The evaluation should describe the type and severity of the individual’s symptoms at the time of first diagnosis and should state the approximate date of onset. It should also describe the subsequent course of the disabling condition and specify the current treatment of the condition, detailing any currently prescribed or recommended medication, therapies, care or assistive devices.


4. Documentation should reflect the functional impact of the disability.
   The evaluation should contain a description of the type and severity of the current symptoms and note the impact of the disability in all relevant spheres of functioning. The evaluation should address how the disability may affect the individual’s ability to function in the academic setting, e.g., reading, comprehension, memory, writing, notetaking, test taking, endurance and attention. The evaluation should indicate any activities that are typically a part of an academic program that would be specifically contraindicated by the individual’s disability or disabilities.
   
   
5. Specific recommendations for academic accommodations should be included.
   The evaluation should include specific recommendations for accommodations that are realistic, and that the University can reasonably provide. Accommodations are adjustments to the academic environment provided to ensure equal access to an enrolled student based on his or her substantial impairment of functional capacity. They are not remedial in nature; nor can they fundamentally alter, nor can they fundamentally alter the nature of, or reduce the academic standards of, a course or degree program. A detailed explanation should be provided as to why each accommodation is recommended and each recommendation should be correlated with the specific functional limitations related to the disability or disabilities. A prior history of a chronic health disability without clear demonstration of current need or substantial impairment does not warrant eligibility for ADA services or accommodations. The determination of eligibility and reasonable accommodations for an Embry-Riddle student with a disability rests with the Disability Support Services Director working in collaboration with the student.

All disability documentation will remain confidential.

Documentation should be sent to:
Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 2/12/21

DSS Approval Process for a Request to Have an Emotional Support Animal (ESA) or Service Animal (SA)

It is strongly encouraged, but optional, that the below documentation is also submitted with a request for a Service Animal. This will ensure the safety of the animal in case of an emergency.

For Service Animal requests, we must receive documentation that answers the following two questions:

(1) is the dog/miniature horse a service animal required because of a disability?

(2) what work or task has the dog/miniature horse been trained to perform?

(For ESAs, DSS must receive all documents listed below before reviewing the request. If approved by DSS, the student must also meet and inform Housing staff).

1. Submit documentation from a health care provider verifying the need

A disability accommodation request for an emotional support animal in residential housing must include supporting information from the requesting student's physician, physician's assistant, psychologist, nurse practitioner or licensed social worker. The clinician must provide the following information on professional letterhead, and it must be typed, signed and dated.

Verification of the student's disability and a statement that includes:

• The length of time the health professional has been working with the student;
• Whether the animal was specifically prescribed as treatment for the student;
• How the animal serves as an accommodation for the verified disability, including the symptoms that will be mitigated by the presence of the animal, and any evidence that the animal has benefitted the student;
• How the need for the animal relates to the ability of the student to use and enjoy the university's residential housing;
• The species and breed of the animal;
• Whether the stress of caring for the animal in a university residential environment will exacerbate the effects of the student's disability;
• The importance to the student's well-being that the animal be in residence on campus;
• Any consequences related to the disability that may result if the accommodation is not approved.

Health care provider documentation should be sent to:

Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071

2. Submit documentation verifying the health of the animal

A disability accommodation request for an emotional support animal in residential housing must include supporting information from a veterinarian familiar with the animal. The veterinarian must provide the following information on professional letterhead; and it must be typed, signed and dated.

• The letter must include the animal’s name, species, sex and breed, along with a physical description of the animal.
• The veterinarian must state that the animal has had a complete physical exam. Additionally, the date of the exam must occur no earlier than 30 days prior to the start of the semester during which the animal will begin living with the student in residential housing on the Embry-Riddle campus.
• The veterinarian must verify that the animal is healthy and that he or she is not currently treating the animal for any diseases or injuries. In the case of a cat or dog, the veterinarian must verify that the animal has been spayed or neutered.
• The veterinarian must also verify that the animal is up to date on all vaccinations required by the State of Florida and state the future dates of any required booster shots.
• Additionally, the student is responsible for obtaining a yearly physical exam of the animal and submitting to DSS verification of the exam and that the animal continues to remain in good health and is up to date on any required booster shots and the animal is receiving preventative heartworm and flea treatment.

Send veterinarian documentation of the animal’s health status to:

Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071

3. Submit a photo of the animal

The student should submit a recent photo of the animal to DSS, in addition to the above- required documentation from a health care provider and the animal’s veterinarian. If the photo does not include a complete or clear image of the animal, DSS staff may ask the student to submit a new photo.

Send a photo of the animal to:

Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071

Once all the above documentation is received and reviewed, a final decision of the request for an Emotional Support animal will be made by the Disability Support Services Director/designee and the decision will be forwarded to Housing. The approved animal in University Housing must also meet ERAU requirements/policies for animal health and behavior. 

• An animal must be under the control of its handler. Animals must be harnessed, leashed or tethered, unless the individual’s disability prevents using these devices or these devices interfere with the service animal's safe, effective performance of tasks. In that case, the individual must maintain control of the animal through voice, signal or other effective controls. 
• Animals shall not be left unattended and must be within arm's reach of an owner. An animal left fastened to a stationary object is not considered attended. 
• Animals may not be left unattended in parked vehicles. Animals shall not be disruptive (e.g., barking). 
• Animal owners are required to pick up after their animals and dispose of all animal waste. The animal owner is responsible for all damages and injuries caused by the animal.

Violation of this policy may result in removal of the animal from campus, as well as administrative and/or disciplinary action to the owner, depending on the circumstances and nature of the violation. 

Resident students in violation of this policy may lose housing privileges and be subject to student disciplinary procedures, as well as potential civil and criminal proceedings.

Any violation of the policy for Assistance Animals will be referred to the Department of Disability Support Services.

Guidelines for Documentation of a Temporary Eligibility

Students may contact the Disability Support Services department (DSS) when seeking support services and/or temporary accommodations on the basis of a diagnosed illness or injury that is anticipated to be resolved within a limited period of time.

Students will be asked to submit documentation that supports their request for temporary accommodations. The Director/design of DSS will review the documentation and use it as the basis for any decisions about how to respond to the request. Examples of conditions that qualify for temporary accommodations include but are not limited to: post-op recovery time following major surgery, concussion or traumatic brain injury (TBI), limited mobility due to broken bones or muscle injuries, or an illness or other injury of limited duration with symptoms affecting academic performance. The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document a temporary condition or need for a grade of incomplete. The Disability Support Services Director/designee is available to consult with clinicians concerning any of these guidelines. The student must provide an “Authorization for Release of Information” consent form for this to occur.

1. A qualified professional must conduct the evaluation.
   Clinicians conducting assessments and rendering a diagnosis of an illness or injury that is expected to be resolved after a specific period must have training in differential diagnosis. The name, title, professional credentials, as well as licensing and certification information should be clearly stated in the evaluation. The following professionals are generally considered to be qualified to evaluate and diagnose a condition: medical doctors, clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors and nurse practitioners. Use of diagnostic terminology by someone whose training and experience are not in these fields is not acceptable. Any hand-written notes or documents that do not include the clinician’s signature and professional letterhead will not be accepted.
   
   
2. Documentation should be current.
   The provision of services and accommodations is based on the current impact of the temporary condition on academic performance. In most cases, documentation should focus on the impact of the injury or illness based on an evaluation performed at the time signs or symptoms first developed. However, if the impact is not immediately known but arises after a period has passed since development of the injury or illness, the fact that delayed symptoms could surface should be addressed in the documentation. Documentation should also clearly show the time period for which the temporary accommodations are needed. If documentation is inadequate in scope or content, or does not address an individual’s current level of functioning and need for accommodations, reevaluation may be warranted. In cases where a new medication has been prescribed or medication previously taken has been discontinued after the evaluation, it may be necessary to update the evaluation report.
   
   
3. Documentation should be comprehensive.
   The impact of an injury or illness may vary between individuals. Therefore, documentation must cover all aspects of how this individual’s daily activities have been affected and the barriers to learning that have been created for the individual by the illness or injury. The documentation should include a discussion of how the individual’s academic performance could be affected and the anticipated duration of that effect.
   
   
4. A change in status or diagnosis may need additional documentation.
   If at any point the clinician determines that the illness or injury is likely to become permanent, new documentation may be requested to continue or change any current accommodations. This documentation will be needed to show the long-term effect on the individual’s activities of daily living, including academic performance.
   
   
5. Documentation must include a specific diagnosis.
   The report must include a clear diagnosis and explanation of the illness or injury. Also include a list of any applicable medications, their role in treatment, and the expected duration of their course if known. A positive response to medication or the use of medication does not in and of itself support or negate the need for accommodations.
   
   
6. An interpretive summary should be provided.
   An interpretive summary based on a comprehensive evaluative process is a necessary component of the documentation. This summary should include indication and discussion of the substantial limitation to learning presented by the temporary condition and the degree and duration (if known) to which this will affect the individual in a learning environment.
   
   
7. Each recommended accommodation should include a rationale.
   The diagnostic report should include specific recommendations for accommodations that are realistic, and that the university can reasonably provide. A detailed explanation should be provided as to why each accommodation is recommended and should be correlated with specific functional limitations determined through interview, observation and/or testing. A prior history of accommodations without clear demonstration of current needs does not warrant the provision of like accommodations. The determination of reasonable accommodations for a student with a temporary condition at Embry‑Riddle rests with the Disability Support Services Director/designee working in collaboration with the individual with the condition.

All temporary eligibility documentation will remain confidential.

Documentation should be sent to:
Embry‑Riddle Aeronautical University
Disability Support Services – Daytona Beach Campus
Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 2/17/21

Guidelines for Documentation of Communication Disorders

Students who are seeking support services or accommodations at Embry-Riddle Aeronautical University on the basis of a diagnosed communication disorder are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA). Examples of communication disorders include language disorder, speech-sound disorder, social (pragmatic) communication disorder, and childhood-onset fluency (stuttering) disorder.

The following guidelines are provided in the interest of ensuring that evaluation reports are appropriate and sufficient to document a disability. The Disability Support Services director is available to consult with clinicians concerning any of these guidelines.

1. A qualified professional must conduct the evaluation.
   Clinicians conducting assessments and rendering a diagnosis of a Communication Disorder must have training in differential diagnosis and the full range of neurodevelopmental disorders. The name, title, professional credentials, as well as licensing and certification information should be clearly stated in the evaluation. The following professionals are generally considered to be qualified to evaluate and diagnose a communication disorder: clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors. Use of diagnostic terminology by someone whose training and experience are not in these fields is not acceptable. Any hand-written notes or documents that do not include the clinician’s signature and professional letterhead will not be accepted.


2. Documentation should be current.
   The provision of services and accommodations is based on the current impact of the disability on academic performance. In most cases, documentation should be completed within the past three years. If documentation is inadequate in scope or content, or does not address an individual’s current level of functioning and need for accommodation, reevaluation may be warranted. In cases where a new medication has been prescribed or medication previously taken has been discontinued subsequent to the evaluation, it may be necessary to update the evaluation report.


3. Documentation should be comprehensive. 
   Because communication disorders are, according to the DSM-5, “characterized by deficits in the development and use of language, speech, and social communication”… and/or “disturbances of the normal fluency and motor production of speech,” multiple domains should be evaluated. Academic skills include vocabulary usage, sentence formation, and discourse appropriate to the college level. Therefore, the following diagnostic features should be investigated:
   
   
   1. Language Disorder: a “synthesis of the individual’s history, direct clinical observation in different contexts, (i.e., home, school, or work), and scores from standardized tests of language ability that can be used to guide estimates of severity.”
   
   
   2. Speech-Sound Disorder: “speech-sound production is not what would be expected based on the [individual’s] age and developmental stage and when the deficits are not the result of a physical, structural, neurological or hearing impairment.”
   
   
   3. Social (Pragmatic) Communication Disorder: “The deficits in social communication result in functional limitations in effective communication, social participation, development of social relationships, academic achievement, or occupational performance. The deficits are not better explained by low abilities in the domains of structural language or cognitive ability.”
   
   
4. Alternative diagnoses or explanations should be ruled out. 
   The clinician must investigate and determine that the communication disorder is not attributable to other causes, such as hearing disorders or deficits in structural language or cognitive ability.


5. Testing should be relevant. 
   Neurodevelopmental assessment is important in determining the current impact of the disorder in the academic setting. The clinician should objectively review relevant testing to support the diagnosis. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scales should not be used as the sole measure for diagnostic profile. Checklists and/or surveys can serve to supplement the diagnostic profile but are not adequate in and of themselves for the diagnosis of a communication disorder and do not substitute for clinical observations and sound diagnostic judgment. Data must logically reflect a substantial limitation for learning for which the individual is requesting accommodations. If testing is repeated by a learning/education specialist after the original evaluation to determine current level of functioning, a confirmation from a licensed clinician that the original diagnosis is still relevant may be requested as well.


6. A complete diagnostic report should be provided. 
   According to the DSM-5, “disorders of communication include deficits in language, speech, and communication … Assessments of speech, language, and communication abilities must take into account the individual’s cultural and language context, particularly for individuals growing up in bilingual environments.” A diagnostic report should include a review and discussion of the DSM-5 criteria for the communication disorder both currently and retrospectively and specify which deficits are present.


7. Documentation must include a specific diagnosis. 
   The report must include a clear diagnosis of the communication disorder based on the DSM-5 diagnostic criteria. Use of terms such as “suggests,” “is indicative of,” and/or “unique learning style” are not acceptable. Individuals who report only problems with word pronunciation or who lack a broad vocabulary may not fit the prescribed diagnostic criteria for a communication disorder. A positive response to medication or the use of medication does not in and of itself support or negate the need for accommodations.


8. An interpretive summary should be provided. 
   An interpretive summary based on a comprehensive evaluative process is a necessary component of the documentation. This summary should include indication and discussion of the substantial limitation to learning presented by the communication disorder and the degree to which this affects the individual in a learning environment.


9. Each recommended accommodation should include a rationale. 
   The diagnostic report should include specific recommendations for accommodations that are realistic and that the university can reasonably provide. A detailed explanation should be provided as to why each accommodation is recommended and should be correlated with specific functional limitations determined through interview, observation and/or testing. A school plan such as an IEP is insufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report. A prior history of accommodations without clear demonstration of current needs does not warrant the provision of like accommodations. The determination of reasonable accommodations for a disabled student at Embry-Riddle rests with the Disability Support Services director working in collaboration with the individual with the disability.

Documentation should be sent to:
Embry-Riddle Aeronautical University
Disability Support Services – Daytona Beach
Campus Email: DBDSS@erau.edu
Fax: 386-226-6071
Cr. 10/7/2020/jle   Rev. 6/30/2021/bas

Once the comprehensive evaluation and supporting documents are submitted, a director will review the information and schedule a meeting with the student to discuss the student’s needs and, together, determine how Disability Support Services staff can support the student. This is an interactive meeting that includes a review of the documents submitted and learning from the student what is helpful for success.

Accommodations are individualized based upon student needs and review of data.

Accommodations may include (but are not limited to) academic accommodations, assistive technology, interpreting services, review of adaptive housing requests and testing accommodations.