Documentation Criteria
The Office of Accessibility Resources (OAR) requires self-identified students to submit documentation written by an appropriately licensed professional, both to verify the existence of the disclosed disabling condition and, in the case of course accommodations, to determine reasonable accommodations that do not compromise the essential nature of the course. If the documentation submitted is judged to be inadequate or incomplete to determine the extent of the disability and/or reasonable accommodations, additional documentation may be requested at the discretion of OAR. The student is responsible for any and all costs associated with obtaining documentation.
The following should be considered when submitting documentation:
See below for specific documentation requirements for each disability category:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment.
The diagnosis of ADD or ADHD is generally accepted to be a medical diagnosis. Professionals qualified to assess and diagnose ADD and ADHD include clinical psychologists, neurologists, neuropsychologists, psychiatrists and other trained medical professionals.
The documentation should be written on professional letterhead (not a prescription pad) and should include the following:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment.
The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5), now identifies Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder as Autism Spectrum Disorders.
Accommodations requests based on the diagnosis of an Autism Spectrum Disorder must be accompanied by appropriate supporting documentation . This documentation must meet the following criteria:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their disabling condition.
Documentation of a medical condition or chronic illness should meet the following requirements:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
Documentation for a physical disability or mobility impairment must be provided by a licensed medical professional, specializing in the disclosed disabling condition. Doctors of Internal Medicine, Orthopedists, and Endocrinologists are some medical professionals qualified to diagnose and treat physical and mobility impairments.
Documentation should:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their disabling condition.
Documentation of a psychological or psychiatric disability should meet the following requirements:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
Documentation for a sensory disability must be provided by a licensed medical professional, specializing in the disclosed disabling condition. An audiologist, certified by the American Speech and Hearing Association and/or a physician with a specialization in otolaryngology or otology would be appropriate professional sources for documentation. Documentation of this disability should include:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
Documentation for a sensory disability must be provided by a licensed medical professional, specializing in the disclosed disabling condition. For visual disabilities, licensed doctors of optometry or ophthalmology are appropriate sources of documentation. Documentation of a visual disability should include information helpful in determining access to visually presented information in a college classroom:
The Americans with Disabilities Act Amendments Act (ADAAA), revised in 2008, and Section 504 of the Rehabilitation Act of 1973, offer protections for students with diagnosed disabilities. The ADAAA defines “disability” as (a) a physical or mental impairment that substantially limits one or more of the major life activities of an individual; (b) a record of such impairment, or (c) being regarded as having such impairment. Under this legislation, students requesting University services for individuals with disabilities are required to submit current and comprehensive documentation of their unique learning disabilities.
In the case of Specific Learning Disabilities, the diagnosis alone is insufficient to support requests for accommodations. “Comprehensive documentation” includes a complete battery of aptitude or intelligence testing (e.g. the Wechsler Adult Intelligence Scale) and academic achievement testing , which describes current levels of academic functioning in reading, written language, math , academic fluency and other important processes of learning. Some examples of these standardized test batteries are the Woodcock-Johnson Tests of Achievement and the Wechsler Individual Achievement Test.
Information that is helpful in determining accommodations for students with diagnosed learning disabilities includes: