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Disability Documentation Guidelines

For reasonable accommodations to be provided, current documentation from a qualified individual knowledgeable about the student’s disability may need to be submitted to our office prior to the start of your child’s program, or course, or CTY qualifying test (SCAT/STB). Requests made in an untimely manner may adversely affect our ability to provide accommodations and in certain circumstances may prevent a child from participating in our program or in testing (SCAT/STB) with accommodations in place. Documentation should be submitted at least four weeks in advance of the start of a program or desired test date if possible.

The guidelines for documentation of a disability have been established by the Johns Hopkins University Office of Institutional Equity, and are as follows (please contact CTY Disability Services with any questions as there may be alternatives to what is listed based on the age of your child and the duration of the CTY program your child is attending):

Appropriate disability accommodations are determined based on documentation which may include educational or medical records, reports and assessments from health care providers, school psychologists, teachers, or the educational system.

A 504 Plan, Individualized Education Plan (IEP) or Summary of Performance (SOP) can be submitted as documentation so long as the information provided indicates the impact of the condition and helps the Disability Services office identify a connection between the disability and the appropriate accommodation(s) being requested.

The following information is to be submitted:

  • For all disabilities:  A typed written report or letter from the appropriate medical professional.  The letter must include:
    • History of the disability
    • Description of the current impact as it relates to meeting the various demands of higher education (academically, socially, emotionally, physically, medically)
    • Expected progression or stability
    • Functional living skills (i.e. orientation and mobility and activities of daily living (ADL’s))
    • Notation of any medical equipment that is required
    • Notation of medications, if any, and potential impact on learning and/or side effects
    • Implications of existing co-morbid conditions
    • Additional observations and/or recommendations
  • For all cognitive disabilities (Learning Disabilities, conditions or incidents impacting the brain, Attention Deficit Disorder, Asperger’s and other Pervasive Developmental Disorders):
    • A comprehensive neuropsychological or psychoeducational evaluation that includes aptitude and achievement (preferably one with measures normed for an adult) in order to determine current functional impact and to support accommodations requests
    • Rating scales and objective measure of attention (for ADHD)
    • Standardized scales of symptoms related to Autism (Asperger’s and PDD)
  • For Physical and Medical, Chronic Health and Psychological disabilities: Disability Services requests that a treating professional complete a medical form in addition to a written letter that addresses the bullet points above. For severe food allergies, treating professionals can instead complete the CTY Food Allergy Documentation form.
  • For Blind and Low Vision and Deaf and Hard of Hearing a recent report from your doctor must be provided.

Because some accommodation needs can potentially change over time, individuals should try to submit updated information as conditions change in order to provide the most effective services and accommodations possible.

Disability Services reserves the right to request additional documentation in order to support specific accommodations. If additional information is needed, Disability Services may determine that it is appropriate to provide temporary accommodations. Temporary accommodations will be determined based on the information that has been provided.

The aforementioned guidelines are provided so that Disability Services can respond appropriately to the individual needs of the student. Disability Services reserves the right to determine eligibility for services based on adherence to these guidelines and established policies and procedures.

Johns Hopkins Office of Institutional Equity has published these guidelines on their website as well.


Rolling Deadline Reminder! 

  • Summer Programs: Contact CTY Disability Services by MAY 15th to request accommodations!
  • Other Programs: Contact CTY Disability Services  as soon as you register for other programs to request accommodations!
  • Email CTY Disability Services
“This summer I saw my child more social than ever before. At school, he refuses to communicate with peers unless absolutely necessary. He was completely different at CTY. He participated in group activities and actually liked them! He got along well and [made] friends.  After this summer many of my fears about my child's future were gone. I now know that he will be OK when he goes to college, as long as he is with his academic and intellectual peers.”

Laura K. , CTY Parent of student with autism