Documentation Guidelines
Generally, in order for Accessibility Services to determine appropriate and reasonable accommodations, the student should submit documentation which clearly states a disability-related diagnosis and fully describes the current functional limitations that impact the student in an academic setting. Documentation, along with information obtained directly through an interactive process, serves as the basis for decision-making about a student’s needs for accommodations in a challenging and competitive academic environment.
Documentation should describe the student's impairment adequately and verify the student's current need for accommodations to have equal access to learning or housing environments or activities. A diagnosis does not, in and of itself, qualify a student for accommodations under the ADAAA. Accommodations are not based on the student's diagnosis but instead are designed to address the barrier(s) caused by any functional limitation(s) related to the condition. Accommodations are meant to allow for equal access to academic and housing life for students with disabilities; they do not guarantee student success. General statements will not be accepted. Parents are not appropriate evaluators, even if they are otherwise qualified.
It is recommended for supporting documentation from an appropriate licensed professional (physician, psychologist, etc.) to contain the following information for Accessibility Services to be able to determine the degree of resulting limitation on a major life activity and the relevant accommodations:
- Specific diagnosis of DSM-V or equivalent criteria
- List of functional limitations that the student will experience in an academic/housing environment as a result of the documented disability
- Description of the current impact of this condition (i.e., is the impact permanent or temporary?)
- A clear description of the reasonable accommodation related to the disability
- An indication of the level of need for the requested adaptation or accommodation
- The letter should be on letterhead, signed and dated by the licensed professional
Please note: While an IEP or 504 can be helpful, they are not considered sufficient documentation to document a disability. Accessibility Services will accept IEPs or 504s as additional information, however, please be prepared to submit additional documentation.
Insufficient Documentation
A general statement of symptoms or difficulties is often insufficient. Accessibility Services does not interpret a diagnosis, or the current impact and/or functional limitations from documentation; therefore, the following materials alone are generally insufficient to determine eligibility:
- Official medical records, medical chart notes or prescription pad notations;
- High school IEPs, 504 plans and/or SOPs not accompanied by disability documentation
- Documents prepared for specific non-educational venues (e.g. SSA, hospital discharge documents, letters written for off-campus housing considerations, etc.)
Accessibility Services has the discretion to require additional documentation if it is determined that the existing documentation is incomplete or inadequate to determine the existence of a disability or the need for accommodations.
Annual Updates
An annual update may be requested in circumstances where a student’s disability or condition is expected to change or may change over time with medical procedures, counseling, or other treatment options (e.g. anxiety disorder, depressive disorder, PTSD, head injuries, migraine headaches, etc.).
This documentation should be aligned with the documentation guidelines listed above and should also contain information relating to any changes in levels of functioning the student has encountered over the last year.
Specific Guidelines for Disabilities by Type
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A clear diagnostic statement from a professional who is qualified to diagnose ADHD
- The date of the diagnosis
- An indication of how the professional arrived at the diagnosis (clinical interview, medical history, continuous performance assessment, psychological assessment, behavior rating scales, etc.)
- Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504
- A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting
- Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A diagnosis from a psychologist, psychiatrist, developmental pediatrician, neurologist qualified to diagnose ASD
- Evidence of a comprehensive diagnostic evaluation
- Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504
- The date of the assessment, interpretation of data, history, and observations Historical perspective of academic adjustments
- A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting
- May also include relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A clear diagnostic statement from a professional who is qualified to make such a diagnosis
- Test data, interpretation of data, history, and observations
- Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504
- A description of how this condition substantially limits a major life activity/activities in general and in an academic setting
- Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
An annual update will likely be requested.
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A clear diagnostic statement from a professional who is qualified to make such a diagnosis
- Test data, interpretation of data, history and observations
- Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A clear diagnostic statement from a professional who is qualified to make such a diagnosis
- Test data, interpretation of data, history and observations
- Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A diagnosis from a psychologist, psychiatrist, or other treating provider who is qualified to diagnose a learning disability
- A detailed statement about how the student’s education is substantially impacted as well as any other aspects of the university environment (e.g. extracurricular activities, dorm life, etc.)
- Evidence of a comprehensive diagnostic evaluation
- Assessment date, interpretation of data, history, and observations
- Historical perspective of academic adjustments
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- Diagnosis using medical criteria
- Test data, interpretation of data, history and observations, if applicable
- Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
- Information on the expected duration of the injury
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- A diagnosis using medical criteria which includes a general assessment of cognitive abilities
- Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504
- A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting
- Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.)
An annual update will likely be requested.
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
- The disability with an AXIS diagnosis and/or DSM code
- Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504
- A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting
- Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the university environment (classroom, housing/dining, extracurricular activities, etc.). If specific accommodations are being requested by the student, Accessibility Services may request that the treating provider specifically indicate that those accommodations, if approved, would not be counter to the treatment plan.
An annual update will likely be requested