Students seeking academic accommodations for a disability should submit documentation of a diagnosed condition which demonstrates functional impact. ODS is responsible for determining the acceptability of documentation, and reserves the right to request additional information as needed.
What is a disability?
The ADAAA defines a disability as a physical or mental impairment that substantially limits one or more major life activities including, but not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, speaking, breathing, learning, reading, concentrating, communicating, and the proper function of major bodily systems. Substantial in this context means a notable, significant, meaningful limit or difference to how the individual engages in the activity, the conditions necessary for them to engage in the activity, the duration for which they can engage in the activity, or the frequency which they engage in the activity.
To establish that an individual is covered under the ADAAA, documentation must indicate the individual has a specific disability which substantially limits or restricts the condition, manner or duration of performing a major life activity. A diagnosis or impairment alone does not automatically qualify an individual for accommodations under the ADAAA.
Who should provide documentation?
Primary documentation should come from a qualified professional with expertise in assessing disabilities in adolescents and adults. Clinical chart notes or patient portal records are usually insufficient. Documentation may come from multiple sources if a clinical team approach is used.
A family member’s diagnosis is considered supplemental due to professional and ethical concerns, even if they are qualified. Dual relationships, as defined by professional ethics, should be considered when determining if a professional is in an appropriate position to provide documentation.
ODS reviews documentation to determine whether it establishes the presence of a disability and whether it provides sufficient information to evaluate the requested accommodation. ODS may request additional information when the documentation does not provide enough information to understand the student’s current functional limitations or the need for specific accommodation.
Is documentation from my high school sufficient?
ODS considers many forms of documentation, including Individualized Education Programs, Section 504 Plans, Summaries of Performance, prior accommodation records, evaluations, medical records, and information from qualified professionals.
Prior educational records may help establish the presence of a disability and may provide helpful information about past accommodations. However, accommodation decisions at the University are made through an individualized review process that considers the student’s current functional limitations, the requested accommodation, and the academic environment.
Because laws and accommodation processes differ between K-12 and postsecondary education, accommodations approved in high school may differ from accommodations approved at UA. Based on the available information, ODS may approve some, all, or none of the requested accommodations.
How recent should documentation be?
Due to the changing nature of many disabilities and chronic conditions, students must provide recent documentation from a qualified professional. Typically, this means a diagnostic evaluation completed at age 13 or older, or documentation created within the past five years.
For permanent or unchanging conditions (e.g., cerebral palsy, diabetes) an exhaustive list of test instruments is not necessary. A statement from a qualified professional is sufficient if it confirms the condition's unchanging or permanent functional impact.
Will I need to submit updated documentation periodically?
If documentation is determined to be insufficient, ODS will notify the student and request additional documentation. In some cases, updated documentation may be necessary to provide current information regarding substantial limitations of the disability or to support the need for a specific accommodation.
Sufficient documentation is valid as long as a student is continuously enrolled at the University. If there is a break in the student’s enrollment, updated documentation may be necessary.
Who covers the cost associated with obtaining documentation?
Generally, documentation costs are borne by the student, as are costs of obtaining additional documentation requested by ODS. Students who have concerns about the costs of obtaining documentation are encouraged to communicate with ODS to discuss options. If ODS desires a second professional opinion on documentation presented, the University bears the cost.
Do my high school accommodations automatically transfer to college?
No. ODS carefully reviews prior accommodation, including Individualized Education Programs (IEPs) and Section 504 Plans. However, accommodations in higher education are determined through an individualized review process that considers the student's disability, current functional limitations, the requested accommodation, and the academic environment. As a result, accommodations approved in high school may differ from those approved at UA.
Will my high school extended test time automatically transfer to UA?
Not necessarily. Prior accommodations, including extended test time, are considered as part of the review process. However, accommodation decisions are made individually based on available information regarding the student's disability, current functional limitations, and the need for accommodations in the postsecondary setting. As a result, some accommodations that were provided in high school may be approved, modified, or determined not to be necessary in college.
Documentation Guidelines
Students should discuss the documentation requirements with their provider to ensure comprehensive and sufficient information is provided to ODS. Incomplete or missing information will delay the registration process. ODS may request more details from the provider.
Additional information pertaining to various types of disabilities is included below. This information is meant to serve as a resource for students and providers to clarify documentation requirements.