The following documentation guidelines are provided in the interest of ensuring that documentation of a disability demonstrates a significant impact on major life activity and supports the individual's request for accommodation.
- A qualified professional must conduct the evaluation. The name, title, and professional credentials of the evaluator, including information about license or certification should be clearly stated in the documentation. All reports should be on letterhead, dated, signed, and otherwise legible.
- Documentation should be current. The provision of accommodations is based upon assessment of the current impact of the student's disabilities. Documentation that is outdated or inadequate in scope or content, does not address the student's current level of functioning, or does not address changes in the student's performance since the previous assessment was conducted may not support requested accommodations. When appropriate, additional supportive documentation will be requested. Documentation that is within 18 months is acceptable.
- Documentation necessary to substantiate a disability should include:
- A specific diagnosis, rationale, explanation of specific functional limitation and any recommendations for support;
- A summary of assessment procedures and an evaluation of results;
- Indication of why specific accommodation or auxiliary aids are needed and specific conditions under which they were used in the past;
- When warranted, medical information relating to the student should also include the impact of medication on the student's ability to meet the demands in the post-secondary environment.
Documentation must validate the need for services based on the candidate's current level of functioning in the educational setting. A school plan such as an individualized education program (IEP) or a 504 plan is insufficient documentation in and of itself, but can be included as part of a more comprehensive assessment battery.