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General Documentation Guidelines

Accessibility Documentation Requirements:

  • Be submitted on the designated provider’s (psychologist, neuropsychologist, medical doctor/specialist, etc.) official letterhead, typed clearly, have detailed documentation, as stated below, and will need to have a wet signature (not a stamp) of the provider’s name and professional state license number.
  •  Be current: within previous three years for learning disabilities, previous six months for psychiatric disabilities, or previous three years for all other disabilities is recommended (does not apply to physical or sensory disabilities of a permanent or unchanging nature).
  • Clearly state the diagnosed disability (including DSM-IV/DSM-5 code(s) where appropriate).
  • Describe any functional limitation(s) resulting from the disability(ies).
  • Include complete educational, developmental, and medical history relevant to the accommodations being requested.
  • Include a list of all test instruments used in the evaluation report, including relevant subtest scores identifying the stated disability (does not apply to physical or sensory disabilities of a permanent or unchanging nature).
  • Describe the specific accommodations requested with detailed explanation of why each accommodation is recommended.
  • List relevant medications. Does medication substantially limit college-level academic pursuits? If yes, how substantial is the limitation? Does the individual experience any side effects from the medication that may negatively affect his or her ability to study and/or learn?
  • BE TYPED OR PRINTED ON OFFICIAL LETTERHEAD and be signed by an evaluator qualified to make the diagnosis (include licensing, certification, background, and area of specialization information).
  •  Prescription pad notes will not be accepted.
  • The cost of obtaining documentation is the sole responsibility of the student. If the initial documentation is incomplete or inadequate to determine the extent of the disability or reasonable accommodations, the Coordinator of Disabilities and Accessibility Services has the right to require additional documentation. Any cost of obtaining additional documentation is also the responsibility of the student.
  • Please consult with the Coordinator of Disabilities and Accessibility Services for specific documentation guidelines related to particular disabilities.

 

Please note: an Individualized Education Plan (IEP) or a 504 Plan is not sufficient documentation of disability.

 

Evaluator Qualifications:

Students who wish to be considered for reasonable accommodations must submit current medical, educational, and/or diagnostic documentation reported by a professional appropriately licensed by the state to diagnose medical, psychological, and/or learning disabilities. Additional information may also be required on a case-by-case basis. Documentation will only be accepted from practitioners licensed in the United States. Documentation from practitioners only licensed outside the U.S. will not be accepted.

  • The professional conducting the assessments and rendering diagnoses must have comprehensive training with regard to the specific disability being addressed.
  • All diagnosticians must be impartial individuals who are not family members of the student.
  • The documentation should clearly state the name, title, and professional credentials of the evaluator, including information about licensure, certification, areas of specialization, employment, and the state in which the individual practices.
  • All diagnosticians must hold a state license to diagnose medical, psychological, and/or learning disabilities.
  • Licensure originating in countries other than the United States will not be accepted.
  • Documentation from student interns and clinicians under supervision will be accepted as long as the supervisor is qualified and licensed, co-signs the report, and includes a valid license number.

 

Documentation for Psychological Disabilities should:

  • State the specific disability and relate the disability to applicable professional standards, such as the DSM-IV/DSM-5.
  • Describe the evaluation method(s) used to establish the diagnosis(ies). This can include clinical interview, psychological assessment battery, etc.
  • Include test scores from any standardized diagnostic tests, if administered.
  • Discuss current symptoms and the degree of their impact on activities of daily living in an educational environment.
  • Recommend accommodations appropriate for higher education.
  • If it is determined that the existing documentation is incomplete or inadequate to ascertain the extent of the disability or the need for reasonable accommodation, the University may require additional documentation. The cost of obtaining documentation will be borne by the student.
  • Because the impact of many psychological conditions can change over time, annual evaluations may be required.

 

Documentation for Physical/Medical disabilities should:

  • Indicate a diagnosis of a physical or medical condition consistent with established clinical criteria.
  • Describe the functional impact of the disability or condition on activities of daily living in an educational setting.
  • Recommend accommodations appropriate for higher education.
  • Discuss the nature and progression of the disability (i.e., if condition is chronic, intermittent, etc.).
  • Include information related to the need for the frequency of reevaluation.

 

International students requesting accommodations will be required to have their documentation reviewed and approved by a Designated School Official (DSO). [CHECK ON THIS]

 

Student Responsibilities for Disability Accommodations:

  • It is the student’s responsibility to identify the need for any accommodation, provide appropriate documentation for all requests, and keep appointments related to the provision of accommodations.
  • After submitting the required forms, meeting with the Coordinator of Disabilities and Accessibility Services, and providing disability-related documentation for obtaining reasonable accommodations, students are then responsible for:
  • Ensuring that professors have received and signed off on the Notification of Academic Accommodation Letter (NAAL) provided by the Director of the Office of Disabilities and Accessibility Services (ODAS).
  • Submit a signed (by the student and instructor) Exam Proctor Request form to book testing rooms, if necessary, at least 1–2 weeks before exams (or 3–4 weeks before final exams).
  • Submitting alternative-format book requests, as well as book purchase receipts, 1–2 weeks before each semester begins to allow for acquisition and processing time.