Documentation Guidelines
Students are required to submit documentation of their disability to request academic accommodations and other support services provided by Student Accessibility Services (SAS). The documentation guidelines outline the specific information, according to the type of disability, that must be included in evaluation reports and other communications provided by qualified professionals (e.g., physicians, therapists, educational diagnosticians, psychologists, etc.).
Quick reference suggested documentation elements:
1. Typed on letterhead, dated, and signed by a qualified professional.2. Identify diagnosis of disability(ies)
3. Description of functional limitations or symptoms of the disability
4. If appropriate, documentation of the severity and/or expected progression
5. If appropriate, list medication side-effects
Diagnoses written on prescription pads and/or parent’s notes indicating a disability are NOT considered appropriate documentation. See below for additional specific guidance.
- Attention-Deficit/Hyperactivity Disorders (ADHD)
- Autism Spectrum Disorder (ASD)
- Blind & Low Vision
- Deaf & Hard of Hearing
- Learning Disabilities (LD)
- Physical or Medical Disabilities
- Psychological Disabilities
- Traumatic Brain Injuries (TBI)
- Temporary Disabilities
General Guidelines for all Disabilities
It is important to recognize that accommodation needs can change over time and are not always identified during the initial diagnostic process. A prior history of accommodation, without demonstration of current need, does not warrant provision of a similar accommodation. Accommodations are based on one’s current functioning, which means that documentation must reflect the current nature of one’s disability. Thus, a current assessment is essential to determine the most appropriate and reasonable accommodations. In addition, the nature of each academic course, in which a student is enrolled during each semester / module, must also be considered. Accommodations are not intended to fundamentally alter the curriculum. Accommodations are meant to provide equal access, not academic success.
SAS will make the final determination as to whether appropriate and reasonable accommodations are warranted and can be provided to the individual.
In addition to documentation as described above, transfer students should provide written verification of accommodations received (and dates served) from the previously attended school(s).
All documentation submitted to SAS is considered confidential. Student records are protected by the Family Educational Rights and Privacy Act (FERPA).