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• Documentation Guidelines

Documentation Guidelines

Documentation from external sources may include educational or medical records, as well as reports and assessments created by health care providers, school psychologists, teachers, or the educational system.

Documentation of Sensory, Speech & Language, Physical, and Medical Disability

In general, medical documentation should be recent and include the following:

• A diagnostic statement identifying the disability, the date of the most current diagnostic evaluation, and the date of the original diagnosis.
• A description of the diagnostic tests, methods, and/or criteria used.
• A description of the current functional impact of the disability which includes specific test results and the examiner’s narrative interpretation.
• Treatments, medications, or assistive devices/services currently prescribed or in use.
• A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.
• The credentials of the diagnosing professional if not clear from the letterhead or other forms.
• The diagnosing professional may not be a family member.
• The preferred way to submit this information is through a completed General Provider Form and related addendum. 
  • General Provider Form
  • Academic Addendum (Note: General Provider Form Also is Required)
  • Housing Addendum (Note: General Provider Form Also is Required)
  • Emotional Support Animal Addendum (Note: General Provider Form Also is Required)
  • Parking & Transportation Addendum (Note: General Provider Form Also is Required)
  • Meal Plan Exemption/Dietary Restriction Addendum (Note: General Provider Form Also is Required)

Documentation of Cognitive Impairment

Documentation of cognitive impairment such as specific learning disability, attention deficit disorder, or psychological disorders affecting learning is usually accomplished through a comprehensive psycho-educational or neuropsychological assessment meeting specified criteria. Documentation necessary to substantiate a cognitive impairment must validate the need for services based on the student's current level of functioning in an educational setting. Traditionally, a school plan such as an Individualized Education Program (IEP) or a 504 Plan is insufficient documentation, but may be included and considered as part of a more comprehensive assessment battery (usually psycho-educational or neuropsychological in nature) that has been administered by an appropriate professional. 

For students submitting psychological, neurological, or psychoeducational evaluations, typically, these evaluations should be recent; however, we evaluate all requests on a case-by-case basis. Thus, depending on the nature of the request and the information provided in the report, an older evaluation may be sufficient. We encourage you to start by submitting your most recent evaluation and contacting us to discuss your situation in more detail.

Students who wish to submit documentation of attention deficit/hyperactivity disorders should also be familiar with the university's ADD/ADHD policy and protocol.

Mental Health Diagnoses 

Students should request that their physician and/or mental health provider fill out our Provider Form. Documentation should include a recommendation of accommodations that offset the student's condition in the classroom or on campus. This form may need to be updated annually.