Documentation Guidelines

Documentation Guidelines

The Access Office will review and consider all pieces of documentation submitted. Documentation will assist the Access Office in understanding how the disability impacts you in an academic setting, as well as how the current impact of the disability relates to the accommodations requested.

Reviewing documentation is a collaborative process and is handled on a case-by-case basis. The eligibility determination process is typically not a same day process. Once documentation is received, it will be reviewed in order of receipt; therefore, it is recommended that documentation be submitted well in advance of any accommodation related needs. Typically, documentation is processed and the student will be notified within one to two weeks of receipt.

There are multiple ways to provide Disability Services with documentation of your disability. Documentation should provide proof of diagnosis and/or prior accommodations. The following are examples of documentation that could be submitted for consideration:

  • IEP/504 plan full evaluation/diagnostic report  
  • Accommodation letter from previous postsecondary institution 
  • Letter from a healthcare professional, on letterhead, which confirms a diagnosis and identifies current educational impacts of the disability
  • Disability verification form sent by the Access Office to appropriate professional at your request

The following information is helpful, but not required, in order to determine the best possible accommodations and supports:

  • Severity of the disability
  • Medication or treatment currently prescribed

Recommended accommodations that may assist the student in minimizing the impact of the disability in an academic setting


Who is qualified to provide information regarding a student’s disability?

  • Professionals conducting assessments, rendering diagnoses of specific disabilities and making  for appropriate accommodations must be qualified to do so.
  • Comprehensive training with regard to the specific disability being addressed and direct experience with an adolescent and/or adult population are essential. 
  • Providers/evaluators must be impartial individuals who are not family members of the student. 
  • The name, title and professional credentials of the provider/evaluator, including information about license or certification (i.e., licensed psychologist), the area of specialization, employment and state/province in which the individual practices should be clearly stated in the documentation
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