Documentation

Two people reviewing documents together.

Documentation Guidelines  

Sources of information, or documentation, used for determining a disability and/or accommodations may include a student’s self-report, direct observation and interaction with the student, and/or additional information from qualified evaluators or professionals.  

All forms of documentation may be used to establish that the student can be considered a person with a disability, and, therefore, eligible for reasonable accommodations. Additionally, documentation is used to support and inform the development of reasonable accommodation (auxiliary aids and services) designed to facilitate equal access to university environments on a case-by-case basis.  

Third-Party documentation is generally required to supplement information from the student regarding the impact of the disability.  

Sources and Forms of Documentation: 

• Student self-report 

  The student is a vital source of information regarding how they may be limited in the academic environment. A student’s narrative of their experience of disability, barriers, and effective and ineffective accommodations is an important component for establishing disability and a need for accommodation.  

  A student’s self-report is comprised of the following:

  1. The online Academic Accommodations Application.  
     • The Academic Accommodations Application provides students an opportunity to describe their disability, how it impacts them in the educational environment, and the accommodations they are hoping to receive and/or have received in the past via an IEP/504 Plan.  

  2. The initial meeting with an Access Advisor. 
     • During the initial meeting, and any potential subsequent meetings with the student, the Access Advisor/Coordinator will gather information related to the student’s experience and potentially appropriate accommodations through clarifying questions and observation, and interaction with the student. Access advisors will schedule an initial meeting when the application is received.

•  Information from External or Third Parties 

  External documentation will vary in its relevance and value depending on the original context, the credentials of the evaluator, the level of detail provided, and the comprehensiveness of the narrative. While all forms of third-party documentation will be accepted and retained, students are encouraged to provide documentation that supports their requested accommodations.   

  If provided, or requested by an Access Advisor/Coordinator, third-party documentation should provide information on the barriers experienced in the academic environment to identify appropriate accommodations.  Documentation may include assessments, reports, and/or letters from qualified evaluators, professionals, or institutions. Common sources of documentation are health care providers (e.g., physicians, psychologists, therapists), diagnosticians, and/or information from a previous school (e.g., accommodation agreements/letters, “504 Plan,” Individualized Education Program (IEP), or Admission, Review, and Dismissal (ARD) documents), Department of Vocational Rehabilitation (DVR), Supplemental Security Income (SSI)/Social Security Disability Insurance (SSDI), Veteran’s Affairs (VA) and other government agency documentation.  

  Suggested Documentation Elements:  

  1. Typed on letterhead, dated, and signed by a qualified professional. 
  2. State the disability or disabilities.
  3. Describe the impact or symptoms of the disability. If appropriate, discuss the severity and/or expected progression or duration. 
  4. If appropriate, list medication side effects. 
  5. Current and/or past accommodations. 
  6. Any recommended accommodations. 

  NOTE: If determined to be appropriate, the Access Advisor/Coordinator may request additional documentation from a qualified professional to support a student's request for accommodations.   

  Forms:

  The Housing Accommodation Verification Form and the Health Care Provider: Disability Verification Form are helpful guides if you or your provider are unsure of what to provide to support your request.

• Supplementary Information Sources

  While one or more of the above-listed sources of information are required for determining appropriate accommodations, if you feel that you are unable to, or will struggle with, communicating your history, experiences, or barriers, and would like to include information from a family member, teacher, or other individuals, please provide them with the Supplementary Information Form. Please note that accommodations cannot be approved based on supplementary information alone.