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Documentation Guidelines

The University has established documentation guidelines in order to more effectively determine eligibility for services. All documentation will be reviewed case by case. The guidelines should be provided to the appropriate professional to ensure the documentation will be complete.

Documentation should come from an appropriate professional. The type and recency of documentation is reviewed on a case-by-case basis. Information is also gathered through the DSS application and the intake interview with the student. DSS reserves the right to request updated documentation as appropriate, depending on the age of the student (currently and at the time of the evaluation/diagnosis), and/or the type of accommodations being requested.

Documentation Guidelines

  • Attention Deficit/Hyperactivity Disorder

    To determine eligibility for services, the University requests the following information about the disability and how it impacts major life activities:

    Description of the diagnosis and need for accommodation, which may include relevant medical, social or educational impact. History of the use of educational accommodations is not required but is often helpful. Copies of high school IEPs or 504 plans can also be useful.

    Description of the impact of this condition on major life activities such as learning, seeing, hearing, etc. This may be provided by thorough description of current impact (in the classroom, while taking tests, etc.). A generic statement such as “student exhibits 7 DSM criteria” may not be sufficient. Results of checklists/ratings scales, and/or psycho-educational (aptitude, achievement, processing) testing can also be useful. Note that testing data may be required to approve some academic accommodations (such as extended time beyond 1 ½ time or provision of alternate format materials such as e-text). Students are encouraged to contact DSS to determine if an updated evaluation may be needed.

    Current treatment/medication, including side effects, when relevant.

    Recommendations for reasonable accommodations. Please provide rationale for any recommendations that may not relate directly to symptoms or testing described.

    Documentation Guidelines for Attention Deficit 2013 Redirect

  • Learning Disabilities

    To determine eligibility for services, the University requests the following information about the disability and how it impacts major life activities:

    Description of the diagnosis and need for accommodation, which may include relevant medical, social or educational impact. History of the use of educational accommodations is not required but is often helpful. Copies of high school IEPs or 504 plans can also be useful.

    Description of the impact of this condition on major life activities such as learning, seeing, hearing, etc. This may be provided by thorough description of current impact (in the classroom, while taking tests, etc.). A generic statement such as “student has learning disabilities and needs appropriate accommodations” may not be sufficient. Students are encouraged to contact DSS to determine if updated evaluation information is needed. Note that testing data may be required to approve some academic accommodations (such as extended time beyond 1 ½ time or provision of alternate format materials such as e-text).

    Documentation typically involves tests in the area of intelligence/aptitude and academic achievement. DSS requests that reports contain applicable subtest scores with standard scores and percentiles. Achievement testing may include assessment of reading comprehension, math, and/or written language. Formal inventories or classroom/testing observations and a summary of the achievement testing addressing significant strengths or weakness may be helpful in providing a complete picture of the accommodation needs.

    Recommendations for accommodations. Please provide rationale for any recommendations that may not relate directly to the testing or educational history described.

    Documentation Guidelines for Learning Disabilities 2013 Redirect

  • Medical, Mobility, or Sensory Disabilities

    To determine eligibility for services, the University requests the following information about the disability and its impact:

    Description of the diagnosis and need for accommodation, which may include relevant medical, social, or educational impact.

    Description of the impact on major life activities affected by this disorder such as learning, seeing, hearing, sleeping, walking, etc.

    Current treatment/medication, including side effects, when relevant.

    Recommendations for reasonable accommodations. If accommodations may vary significantly based on episodic symptoms or be needed on a temporary basis, please describe.

    Documentation Guidelines for Medical Mobility or Sensory Disabilities 2013 Redirect

  • Psychological Disabilities

    To determine eligibility for services, the University requests the following information about the disability and its impact:

    Description of the diagnosis and need for accommodation, which may include relevant medical, social, or educational impact.

    Description of the impact on major life activities affected by this disorder such as learning, seeing, hearing, sleeping, walking, etc.

    Current treatment/medication, including side effects, when relevant.

    Recommendations for reasonable accommodations. If accommodations may vary significantly based on episodic symptoms or be needed on a temporary basis, please describe.

    Documentation Guidelines for Psychological Disabilities 2013 Redirect

  • Traumatic Brain Injury

    To determine eligibility for services, the University requests the following information about the disability and its impact:

    Description of the diagnosis and need for accommodation, which may include relevant medical, social or educational impact.

    Description of the impact of this condition on major life activities such as learning, seeing, hearing, sleeping, walking, etc. This will often be provided through a neuropsychological report or other psychoeducational testing that address cognitive processing concerns (reading rate, fluency, attention, memory, etc.), but documentation may also address physical, sensory, or emotional impacts resulting from the TBI.

    Current treatment/medication, including side effects, when relevant.

    Recommendations for reasonable accommodations. If accommodations may vary significantly or be needed on a temporary basis, please describe.

    Documentation Guidelines for Traumatic Brain Injury 2013 Redirect