Qualitative interpretative case study: Disability documentation on one community college campus

The relationship between disability service providers and the students they serve is complex. What seems to connect them initially is the documentation that students provide when they request services. Few studies have focused on how disability service providers use the documentation they receive to make eligibility and accommodation decisions. This interpretative case study examined multiple perspectives on disability documentation. It examined how eligibility and accommodation decisions are made based on documentation.;Data were collected from multiple sources. The three service providers who make eligibility and accommodation decisions on behalf of their college participated in two sets of in depth interviews; a college official who serves as the disability ombudsperson, the ADA Compliance Officer was also interviewed. In addition, eight students participated in focus group interviews to share their perspectives about documentation. Some of the students participated in special education services in their pre-collegiate years while others did not. Pre-collegiate experiences seem to play key role in the ability of the students to provide complete documentation. An interpretive case study design was selected in order to describe and explore themes inherent in the data. Six themes emerged from the data (1) broken and dysfunctional systems; (2) bottom of the barrel; (3) squeaky wheel gets the grease; (4) disability is a mixed bag; (5) college is an opportunity of a life time; and (6) not disabled enough. The resulting themes are discussed in light of access to disability services at college. Implications for practice and future research highlight the need for continued research.