Documentation Guidelines for Academic Accommodations
Student Disability Services works with students to obtain documentation which assists in determining eligibility for accommodations. Eligibility for reasonable and appropriate accommodations is based on current, comprehensive disability documentation. It is the student’s responsibility to obtain and provide this information as early as possible.
By sending the most comprehensive information possible, students will help avoid delays in the documentation review process. Simply providing documentation does not ensure students will be eligible. Documentation will be used to determine what is reasonable and appropriate for the individual.
Your diagnosis is generally considered confidential as are the documents you provide to support your claim of disability. There are times your information may be shared on a need to know basis with university officials in keeping with the Family Education Rights and Privacy Act (FERPA).
- If you need to document a medical, psychological, or attentional disability, have your provider complete the Disability Verification Form for Academic Accommodation.
- If not using the form above, follow the General Guidelines below to assist you in working with your treating/diagnosing professional(s) to prepare the information required to evaluate your request for services.
- If you need to document a learning disability, please follow the guidelines outlined below.
- A diagnostic statement identifying the disability. When appropriate, include International Classification of Diseases (ICD) or Diagnostic Statistical Manual (DSM) codes, the date of the most recent evaluation, or the dates of evaluations performed by referring professionals.
- Current functional impact of the condition(s). Describe how the condition(s) impacts their daily life, especially in regards to their academics. Also, indicate how the condition impairs any major life activities, such as concentrating, learning, sleeping, etc.
- Treatments, therapies or medications (optional). Include any significant side effects that may impact physical, perceptual, behavioral or cognitive performance.
- Progression or stability of disability over time. If the condition is variable, describe the known triggers that may exacerbate the condition.
- Accommodations, auxiliary aids, or services currently prescribed or in use. Include estimated effectiveness in minimizing the impact of the condition(s). If you feel that any additional accommodations are warranted, please list them along with a clear rationale and related functional limitations.
SDS will evaluate learning disability documentation on a case-by-case basis; general guidelines are provided below.
A diagnostic report that includes:
- A diagnosis made by a qualified professional.
- All standard test scores, subtest scores, intelligence/ability testing, & achievement testing.
- An evaluator’s narrative that includes academic history, diagnostic history and the current functional limitations.
- Suggestions for appropriate accommodations with rationale.
Note: Psycho-educational testing completed within the last three years typically provides a better assessment of the current functional limitations and appropriate recommendation at the post-secondary level.
Record of previous accommodation. This could include an Individual Educational Program (IEP), Admission, Review & Dismissal (ARD), or 504 Plan from a (K-12) school or record of previous accommodation at a college or university. These documents alone may not provide adequate information to qualify for services.
Student Disability Services prefers documentation be provided in English. Documentation received in a language other than English may delay the accommodation process and may require third party translation at the student's expense. Please contact our office as early as possible for a case by case consultation regarding non-English documentation.
Temporary Illness or Injury
A student who has a temporary illness (e.g. cold or flu), or is recovering from surgery not based on a long-term condition is not generally considered to be a person with a disability.