General Guidelines for Documentation

The documentation should include a recent evaluation by an appropriate credentialed professional that makes evident the current academic impact of the disability as it relates to the accommodations and services requested. Documentation should contain the following items: 

  • A diagnostic statement identifying the disability
  • A description of the diagnostic methodology
  • A description of past and current treatment
  • A description of the expected duration and progression of the condition
  • A rationale and justification for all requested accommodations

This type of documentation validates the presence of a disability covered under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, and is most useful in providing information to support accommodation requests and anticipate future accommodation needs.  All documentation is subject to review on a case-by-case basis. Since disabilities vary, the required documentation will also vary. 

Documentation should include information of the effect that the disability has on the student's ability to learn and/ or function academically. It should also include the recommended reasonable academic accommodations that are based on evaluation results. 

Reports must include the name and the title of the clinician and the date(s) of evaluation. Reports must be on letterhead and otherwise legible. Reports are to be provided by qualified professionals. Documents are to be signed by the originator of the document. Appropriate professionals include school and/or clinical psychologists, psychiatrists, neurologists, physicians and other rehabilitation professionals. Certified professionals cannot be family members. In general, documentation should not be more than three years old (see specific requirement in following pages).  

If the original documentation provided is incomplete or inadequate to determine  whether the student qualifies as having a disability or is eligible for the accommodations requested, AccessAbility Services has the discretion to require additional documentation. 

Students who were on an Individualized Education Plan (IEP) or 504 Plan in high school should submit the most recent copy of their plan.  

Along with the above information, transfer students are encouraged to provide documentation from the previously attended school, which includes the dates of service and the accommodations used.  

Information received is confidential and is used by AccessAbility Services for the sole purpose of determining a student's eligibility for services and providing accommodations.