Jump over the site's primary content.

Documentation Recommendations

PLEASE NOTE: IEP's and Section 504 plans are not accepted as the sole form of documentation of a disability. They will be accepted along with a current psychological assessment.

Professional Evaluation is Required

The assessments must be administered by a trained and qualified (i.e. certified and/or licensed) professional (i.e. psychologist, school psychologist, neuropsychologist, educational diagnostician or student clinicians who are being supervised by a qualified professional). The person must also have the credentials necessary to diagnose the particular disability.

Documentation Must be Current

Reasonable accommodations are based on the current impact of the disability on academic performance. The diagnostic evaluation should be age appropriate, relevant to the student's learning environment, and show the student's current functional limitations within an academic setting. If documentation does not address the individual's current functional limitations, the student may be asked to provide additional documentation. Documentation is considered current if dated within the last two to four years.

Documentation Must Include a Diagnostic Statement

The report must include a clear and direct statement of the student's disability. Terms such as "learning difficulty," "appears," "suggests," or "probable" do not support a conclusive diagnosis.

Documentation Must be Comprehensive

The documentation must include a description of the student's disability. For students with learning disabilities, the documentation must also include objective data regarding aptitude, achievement and information processing. Test scores (standard scores, percentiles, and grade equivalents) must be included in the documentation. For individuals with mental retardation, documentation must include data from assessments of achievement, intelligence, and adaptive behavior.

Recommendations for Accommodations

A diagnostic report may include specific recommendations for accommodation(s). A prior history of an accommodation, without a demonstration of a current need, does not in and of itself warrant the provision of a like accommodation. Each accommodation recommended by an evaluator should include a rationale. The evaluation should support the recommendations with specific test results or clinical observations.

Source: Association For Higher Education and Disability