Required Documents

Documentation is essential in determining the current impact of a disability on a student’s performance and participation. Therefore, it is important that disability documentation meet certain guidelines. While medical or educational documentation can establish a diagnosis, not every diagnosis rises to the level of being a disability under the law. The accommodations approved will depend on the documentation submitted and how it meets the definition of a person with a disability under the ADA.

What is accepted as documentation?

Students are responsible for providing current, appropriate documentation of their disability from a qualified health services provider (i.e., licensed psychologist, physician, etc.). High School IEPs and 504 Plans alone may not be sufficient documentation of a disability at the college level, although they can be helpful.

Documentation should:

Include a clear diagnostic statement
Address the current functional limitations (i.e. the current impact of the disability on the student) and prognosis of the condition;
Be current- what is considered current can vary by disability. Many disabilities are stable, lifelong conditions, and thus current may not mean 'recent.' Some disabilities, however, will vary over time with changes in the individual, in treatment, and/or medications, and in the environment. The goal of documentation is to illustrate a connection between the current impact of the disability and the requested accommodations.
Provide support for the diagnosis and how it meets the definition of a person with a disability under the ADA.
Include specific recommendations for accommodations that are related to the functional limitations.
Include a description of the methodology used and test scores (if applicable) that support the diagnosis.
Be typed or printed on official letterhead, dated, and signed by an evaluator qualified to make the diagnosis provided.

Records of Past Accommodations

We will consider records of past accommodations when evaluating your current requests for accommodation. Past information is needed so that we can develop an understanding of how your conditions are likely to impact you. Past records may include, but are not limited to:

description of your needs;
record of past accommodations and services from high school or another college;
formal psychological or medical evaluations;
letters from past health, education, or service providers.

Any past documentation submitted must be completed by a qualified professional and be on letterhead, typed, and signed.

Performance Summaries from High School

A Summary of Performance is a document prepared between the high school and the student to aide the student in transition planning, and is not considered acceptable documentation.

In summary

Documentation will vary in its relevance and value, depending on the original context, the credentials of the evaluator, and the level of detail and comprehensiveness provided.

Next Steps!

To reiterate, the student is a critical source of information regarding their disability. A student interested in requesting accommodations must complete the SDRC application, submit documentation, and when notified via email, schedule an SDRC Orientation with their assigned SDRC Coordinator to discuss the submitted documentation, discuss their disability and the current need for particular accommodations, and accommodation approval and implementation. Student are encouraged to ask questions regarding any portion of the accommodation process.

Student Disability Resource Center