Documentation Guidelines (DRS)

Documentation Guidelines

For students requesting services, the Disability Resources for Students (DRS) office requires documentation from a qualified professional that describes the disability and its likely impact on the student’s academic experiences. Documentation serves 3 purposes:

  1. To establish that the student can be considered a person with a disability, and therefore eligible for protection against discrimination on the basis of disability.
  2. To supplement information from the student regarding the impact of the disability.
  3. To inform the development of reasonable accommodation (auxiliary aids and services) designed to facilitate equal access to University environments on a case-by-case basis.

Requirements are listed below by category: learning disabilities, psychological disabilities, health conditions, and traumatic brain injuries.


Learning Disabilities

Learning Disabilities are a group of neurologically based difficulties that negatively impact a student’s ability to demonstrate specific academic skills.  In the educational setting, these disabilities may interfere with speaking, listening, reading, writing, spelling, or computation. Such difficulties are not a reflection on a student’s overall intellectual ability.

Documentation Guidelines

The documentation regarding a student’s disability should be from a qualified professional who is licensed and/or otherwise properly credentialed to diagnose or identify learning disabilities.

The documentation should be dated and signed by the qualified professional. It should include a diagnosis of a learning disability or a clinically significant discrepancy in psychometric test scores, and a description of the current functional impact of the disability. At minimum, this would include psychometric test results from general measures of aptitude and academic achievement. This information, including test scores, can often be found in 504 plans, K-12 Summaries of Performance, and other educational assessments. Additionally, information regarding information processing, memory and a general psychological evaluation can be helpful.

Psychometric testing should be performed at the adult level, however child level testing performed within 2 years of submission will also be considered.

DRS welcomes rationale and recommendations for accomodations. Please contact us for further information or if you have questions.

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Psychological Disabilities (i.e., Attention Deficit Hyperactivity Disorder)

Documentation Guidelines

The documentation regarding your disability should be from a qualified professional who is licensed and or otherwise properly credentialed to diagnose and treat the health condition as a part of their scope of practice; the documentation should be dated and signed by the qualified professional. The DRS Health Care Provider Form on the website may be used as well, if more information is needed this will be discussed with a DRS counselor.

The documentation should include a diagnosis of the psychological condition with a description of the current functional impact/symptoms you are experiencing as a result of the condition itself.

Given psychological conditions can be temporary or chronic and have varying, as well as changing impacts even when chronic, the qualified professional should provide a statement of expected duration of the functional impacts/symptoms of the psychological condition.

If the psychological condition is chronic with a stable presentation of impact/symptoms this should be noted. Otherwise, the qualified professional should provide both the anticipated duration and an assessment of when they believe a re-evaluation would be appropriate.

If applicable, identify any medications being used and their side effects.

DRS welcomes rationale and recommendations for accomodations. Please contact us for further information or if you have questions.

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Health Conditions

Documentation Guidelines

The documentation regarding your disability should be from a qualified professional who is licensed and or otherwise properly credentialed to diagnose and treat the health condition as a part of their scope of practice; the documentation should be dated and signed by the qualified professional. The DRS Health Care Provider Form on the website may be used as well, if more information is needed this will be discussed with a DRS Counselor.

The documentation should include a diagnosis of the health condition with a description of the current functional impact/symptoms you are experiencing as a result of the condition itself.

Given health conditions can be temporary or chronic and have varying, as well as changing impacts; even when chronic, the qualified professional should provide a statement of expected duration of the functional impact/symptoms of the health condition.

If the health condition is chronic with a stable presentation of impact/symptoms, this should be noted. Otherwise, the qualified professional should provide both the anticipated duration and an assessment of when a re-evaluation would be appropriate.

If applicable, identify any medications being used and their side effects.

DRS welcomes rationale and recommendations for accomodations. Please contact us for further information or if you have questions.

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Traumatic Brain Injury

Traumatic Brain Injuries (TBI) and other Acquired Brain Injuries (ABI), can range in severity and impact, from concussions whose affects can be felt for days, to lesions that result in chronic physical and/or cognitive symptoms.

Documentation Guidelines

Documentation regarding a student’s disability should include a date of incident, and be signed and dated by a qualified professional licensed to diagnose and treat a TBI (i.e. physician, neurologist, licensed psychologist, psychiatrist, or specialized ARNP).

Documentation should address the severity/frequency of symptoms, and indicate whether they constitute an impairment of a major life function.

Students requesting services during the first 2 years of recovery, are often approved for accommodations on a temporary basis as they recover. In these cases, documentation is considered current if the assessment occurred within the past 6 months.

Assessments conducted 2 years or more post-incident, may be considered for permanent accommodation.

To document the cognitive impacts of a TBI, documentation should include test results from general measures of aptitude and academic achievement. Additionally, information regarding information processing, memory and a general psychological evaluation can be helpful in determining the impact of a disability.

To document motor and other physical impacts, documentation should include a diagnosis and describe presenting symptoms.

If applicable, identify any medications being used and their side effects.

DRS welcomes rationale and recommendations for accomodations. Please contact us for further information or if you have questions.

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