Students seeking disability-related accommodations are responsible for obtaining evaluation and submitting documentation of their disability to Student Accessibility Services (SAS).
Having a diagnosis or condition does not, by itself, entitle a student to accommodations. Documentation required by SAS includes the four key elements of disability status under Section 504 and the ADA:
- the student has a physical or mental impairment
- the impairment limits the student's participation in a major life activity*
- the degree of limitation is substantial and
- there is something that the college can do that would be reasonable, needed, and predictably effective in responding to the impairment.
*Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. "A major life activity also includes the operating of a major bodily function, including, but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions."
Documentation is used in conjunction with the student's self-report and SAS staff members' structured interview to determine reasonable accommodations on an individual basis. While documentation may be sufficient in establishing the presence of a disability, the recommendations made in documentation do not automatically bind SAS to determine the student eligible for specific accommodations. These recommendations are taken into consideration as part of a full review that includes a multitude of factors.
Recommended Documentation
- SAS Request Forms for:
- Academic accommodations (PDF)
- Housing accommodations (PDF)
- Request for an Emotional Support Animal (ESA) in Campus Housing (PDF)
- Veterinarian Certification for Feline/Canine/Rabbit Emotional Support Animal (PDF)
- Emergency Contacts for Emotional Support Animals in Campus Housing (PDF)
- Dietary-based accommodations (PDF)
- Parking Accommodation Request (PDF)
- Comprehensive evaluation such as psycho-educational evaluation, psychological evaluation, or neuro-psychological evaluation within the last three (3) years. There may be circumstances when an older evaluation is sufficient or more recent evaluation is necessary.
- Audiological evaluation or audiogram
- A letter from a provider that includes all six (6) components of the documentation criteria listed below. SAS may require additional documentation if the letter is missing criteria needed to adequately inform our process for determining eligibility of accommodations.
A high school IEP or Section 504 Plan can be useful, but it is not a substitute for the documentation recommended above.
SAS recognizes that students sometimes have barriers to acquiring third-party disability documentation. Please don’t delay meeting with us due to lack of paperwork.
Documentation Criteria
- The diagnosis must be made by a qualified professional: a licensed physician or a qualified professional with experience in diagnostics for the student’s type of disability.
- The qualified professional may not be a family member of the student.
- The qualified professional may not be a family member of the student.
- The diagnosis must meet the criteria of a disability.
- Provide the DSM-5 or ICD-10 diagnostic code (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition or International Classification of Diseases Manual, Tenth Revision).
- Non-specific language referencing a learning “difference” or “weakness” does not meet the criteria for a disability.
- The diagnosis is supported by appropriate assessments and includes current symptoms.
- We recommend documentation have been conducted within the last three (3) years. There may be circumstances when older documentation is sufficient or more recent documentation is necessary.
- Include a summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results.
- Include relevant medications prescribed and possible side effects.
- Describe the severity, frequency, and duration of symptoms related to the student’s disability and the current functional limitations the disability has on the student’s learning or other major life activity.
- If applicable, describe the expected progression or stability of the symptoms and impacts on daily life over an estimated period. If the condition is variable, indicate if the student addresses self-care for flare-ups/episodes or if additional medical interventions are anticipated.
- SAS may require updated documentation for conditions with symptoms that change over time.
- Include specific recommendations for accommodations with accompanying rationale.
- Provide clear connections between the requested accommodations and the functional limitations on the student in the academic environment.
- Provide clear connections between the requested accommodations and the functional limitations on the student in the academic environment.
- The documentation must be typed on official letterhead, signed and dated by the evaluator, and include the evaluator’s credentials.
How to Submit to SAS
- Uploaded directly by the student in myACCESS Student Portal
- Email: access@uvm.edu
- Fax: 802-656-0739
- Mail: Student Accessibility Services, UVM, 633 Main Street, A170 Living/Learning, Burlington VT 05405
Documentation is reviewed within 14 business days. If your situation requires immediate attention, please contact us at access@uvm.edu as soon as possible.
Questions? Call SAS between 8:30am and 4:30pm Monday – Friday: 802-656-7753