• Documentation should be prepared by a person who is an unrelated, neutral professional qualified by training and practice, to diagnose and treat the impairment leading to the disability.
  • For speech impairments, a speech pathologist or an appropriate medical professional should make the diagnosis. If students have not secured a professional, they should refer to their insurance company’s provider directory, or ask a family physician or university staff for referrals.
  • Documentation must include the name, title, professional credentials, licensure/certificate information, original signature, and contact information. Reports should be written in English or translated into English by a qualified translator.
  • The report must be typed on dated letterhead of either the practitioner or the agency hosting the practice. The university will not accept handwritten notes on prescription pads, photocopies of physician’s notes, or hospital discharge papers.
  • The documentation provided should be dated within the last three year unless the condition is static or permanent. The determination of what is current may vary according to the disorder or disability. The university reserves the right to ask for more recent documentation or additional documentation for clarification as appropriate.
  • The documentation must provide a clear statement of the disability and identify when the diagnosis was first made. The report should describe the symptoms meeting the criteria for diagnosis.
  • The documentation must indicate whether the impairment is static or progressive, and whether the degree of impairment is negligible, moderate, or substantial.
  • The documentation should indicate whether assistive devices or therapy mitigate the condition.
  • The documentation must discuss how the specific functional limitations relate to the academic environment or a student’s academic performance.
  • The documentation must include information on the current medication(s) used to treat the condition and the potential side effects on the student’s ability to face university-level academic stressors and demands.
  • The documentation must recommend the necessary reasonable accommodations and services to be provided. The goal of reasonable accommodations is to minimize the impact of the functional limitations on the student’s academic performance or participation in programs and activities.

Without such written documentation, a student will be unable to receive appropriate academic accommodations that may be critical for his or her academic success.