Disability documentation for the purpose of providing accommodations must both establish disability and provide adequate information on the functional impact of the disability so that effective accommodations can be identified.
Some general guidelines include [but are not limited to]:
The above criteria for documentation can be submitted and supplemented in the following formats:
1. A psychoeducational evaluation of the learning disability/ies must be administered by a qualified professional. It should preferably and generally be within the last three years and use adult measures*. It should report subtest scores, standard scores, and percentile ranks, and include the following:
2. A letter from a qualified professional including all of the general guidelines listed above providing substantial evidence of a prior diagnosis, accommodation, or classification, such as eligibility for a special education program.
The following supplemental information is also useful (but not required) in planning for accommodations in coursework and study – these pieces on their own cannot usually be considered complete, comprehensive documentation:
* These are preferences. If documentation does not meet these preferences, please submit it for review. The information will be used to determine eligibility of reasonable/appropriate accommodations. If documentation is outdated/incomplete, students may be asked to provide an update to their information.
When in doubt, students are encouraged to contact ACCESS for guidance at 802-656-7753 or firstname.lastname@example.org
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ACCESS created these Guidelines in compliance with and in consideration of the Americans with Disabilities Act, ADA, its amendments, updated regulations, and guidance from the Association for Higher Education and Disability, AHEAD.