Documentation Requirements

Students may use the Disability Accommodations for Students form to obtain the required information. Students should have a qualified healthcare or mental health provider complete items 4-10 and return them to Student Accessibility Services or upload to this Student Accommodations Request link. For more information on the type of documentation, please see below.

To receive disability services, the student is required to provide documentation of their disability. This documentation may be in the form of a report, summary of test results, letter, Individual Education Plan (IEP)*, 504 Plan*, (*IEP/504 only considered valid if it includes a copy of psychological test results), or other formal documentation. This documentation must meet the following standards:

  1. Documentation must be appropriate. This means that the documentation must address those items relevant to the student's specific claim of disability, outlined below.
  2. Documentation must be generated by a qualified professional and include that professional's name, title, license number, signature, address, and telephone number. A qualified professional is an individual who is licensed or is a formally recognized expert in a particular medical, psychological, and/or educational field which authorizes them to make diagnoses and prescriptive recommendations in that field.
  3. Documentation must be current, reflecting the student's current level of functioning as related to their disability. Documentation is generally considered current if it has been completed within the last 5 years for learning disabilities, last 6 months for psychiatric disabilities, or last 4 years for ADHD and all other disabilities (NOTE: this requirement does not apply to physical or other disabilities of a permanent or unchanging nature).
  4. Documentation must contain a statement of diagnosis. This simply means the qualified professional must state the diagnosed condition in writing.
  5. Documentation must contain a description of those functional limitations related to the student's disability which adversely impact her/him in an academic environment. Functional limitations are those which prevent a student from performing, or limit performance, as a result of her/his disability.
  6. Documentation must contain a discussion or data which supports the diagnosis. This supporting discussion or data might consist of a summary of test results or an explanation of the evidence leading to the diagnosis. It is preferred that supporting data for learning disabilities and attention deficit disorders consist of a psycho-educational evaluation comprised of the following components:
  • Aptitude Testing
    Example: Wechsler Adult Intelligence Scale-Revised (WAIS-R)
  • Achievement Testing
    Example: Woodcock-Johnson Psycho-Educational Battery
  • Assessment of Information Processing
    Example: Bender-Gestalt Perceptual-Motor Test