Documentation Standards

In addition to a student’s self-report, third-party documentation provides perspective and informs the process for determining reasonable accommodations due to disability.

Documentation is to be provided by qualified professionals, appropriately credentialed and licensed in their respective fields, who are currently treating or have treated the student, or professionals who are credentialed to provide insight into impacts and barriers associated with disability.

Documentation should make evident the current disability impacts as it relates to the need for accommodations to address access needs. Documentation should be in the form of either an evaluation report,  Disability Services Clinician Form or a letter on official letterhead with provider’s signature and credentials. Please note that qualified professionals cannot be family members.

If the original documentation provided is incomplete or inadequate to determine whether the student is disabled and has an access need, Disability Services (DS) has the discretion to require additional documentation. Additionally, we reserve the right to verify documentation not given directly by a provider to Disability Services by contacting the associated office and/or provider.

Documentation must be typed and written in English or translated. If it is translated, it must be completed by a credentialed translator who is not a family member, and the name and title of the translator must be provided. 

Documentation should contain the following information:

1. Diagnostic information and/or functional impacts
   1. A clear diagnostic statement supporting the presence of disability, including diagnostic sub-types, where relevant. A full clinical description will convey this information, as will diagnostic codes from the DSM (Diagnostic Statistical Manual of the American Psychiatric Association) or the ICF (International Classification of Functioning, Disability and Health of the World Health Organization.)
2. History of the disability
   1. Description of the progression or stability of the disability over time and in context. 
3. Description of the expected duration and progression of the condition, if relevant
   1. The duration, frequency, and intensity of impact, including date of onset if known
   2. Per setting (residential, academic, dining, campus)
4. Relevant contextual information
   1. Descriptions of the current environmental barriers or functional impacts related to the condition help Disability Services staff establish the possible disability and identify possible accommodations. A combination of the individual’s self-report, results of formal evaluation procedures, history of accommodations, DS staff insights and observations are used to determine accommodations. Quality documentation will demonstrate how a major life activity is significantly impacted, providing evidence of frequency and pervasiveness of the conditions(s) where applicable and the environmental barriers experienced. 
5. Description of current and past accommodations, services, medications, side effects, and/or treatment
   1. This may include a letter of accommodations from your previous higher education institution, and/or an IEP or 504 plan.
   2. A description of current treatment for any identified disability impacts should be included if applicable.

For students requesting housing accommodations, Disability Services may request documentation that speaks specifically to disability impacts or medical necessity of an accommodation in the residential setting. Please note that for-purchase services that generate letters for emotional support animals do not meet documentation requirements and are not accepted.