Documentation Guidelines

Providing documentation of disability ensures that students will receive appropriate accommodations. The Americans with Disabilities Act (1990) and section 504 of the Rehabilitation Act (1973) define a disability as a physical or mental impairment that substantially limits one or more major life activities. Students must submit adequate documentation that describes the current functional limitations that impact a student in an academic setting. Documentation serves as a basis for decision making regarding accommodations that will allow the student to fully participate in the academic setting.

Documentation must meet the following criteria:

    • Documentation is provided by a licensed or properly credentialed professional who has no personal relationship with the individual being evaluated. The credentials of the evaluator should match the diagnosis and condition being reported (i.e. a learning disability should be evaluated by a clinical psychologist or psychiatrist, not a medical doctor).

    • Documentation includes a clear diagnostic statement of disability along with rationale for diagnosis. The documentation should include diagnostic criteria, procedures, methods, test dates, a clinical narrative, observation, and specific results.

    • Documentation should be as current as possible, preferably from within the past four years. Guidelines for specific conditions that may be permanent or non-varying will be evaluated on a case by case basis.

    • Documentation should include recommended reasonable accommodations for the postsecondary environment.

While IEPs and 504 plans provide valuable information regarding academic accommodations, they are not considered sufficient documentation.

Please contact the Center for Academic Support and Advising regarding questions about documentation.