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 maintains the right to reject documentation that does not verify a student’s disability or demonstrate the need for reasonable accommodations. ODS also maintains the option of seeking a second, professional opinion regarding documentation submitted.
Is documentation from my high school sufficient?
Sources of secondary or supplemental documentation can support the need for the requested accommodations but are generally not sufficient by themselves. Examples of secondary or supplemental sources include an Individualized Education Program (IEP), Section 504 Plan, Summary of Performance (SOP), or accommodation approval for national standardized tests (i.e., SAT or ACT) or a previous educational setting.
Laws governing accommodations differ between K–12 and postsecondary education. ODS adheres to appropriate postsecondary education legislation, the ADA Amendments Act of 2008 (ADAAA), which emphasizes equal access to educational opportunities, while K–12 emphasizes student success. As a result, accommodations may differ between settings. Based on the available information, ODS may approve some, all, or none of the requested accommodations, though most applicants receive 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.
Documentation is confidential under the Family Education Rights and Privacy Act (FERPA) but may be released to the student upon request. Documentation is destroyed 5 years after the last semester in which the student is enrolled.
Documentation Guidelines
Students should discuss the following options and documentation requirements with their provider to ensure comprehensive and sufficient information is provided. Incomplete or missing information will delay the eligibility review. ODS may request more details from the provider.
Documentation can be provided in the following ways:
Option 1: Provider completes and submits the Disability Verification Form (PDF)
Option 2: Provider submits a typed letter or comprehensive evaluation addressing each component of ODS’ Documentation Guidelines (PDF)
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.