Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A clear diagnostic statement from a professional who is qualified to diagnose ADHD.
The date of the diagnosis.
An indication of how the professional arrived at the diagnosis (clinical interview, medical history, continuous performance assessment, psychological assessment, behavior rating scales, etc.).
Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504.
A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting.
Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A diagnosis from a psychologist, psychiatrist, developmental pediatrician or neurologist qualified to diagnose ASD.
Evidence of a comprehensive diagnostic evaluation.
Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504.
The date of the assessment, interpretation of data, history and observations.
Historical perspective of academic adjustments.
A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting.
May also include relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A clear diagnostic statement from a professional who is qualified to make such a diagnosis.
Test data, interpretation of data, history and observations.
Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504.
A description of how this condition substantially limits a major life activity/activities in general and in an academic setting.
Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
An annual update will likely be requested.
Deaf/Hard of Hearing-related Documentation Guidelines
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A clear diagnostic statement from a professional who is qualified to make such a diagnosis.
Test data, interpretation of data, history and observations.
Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A clear diagnostic statement from a professional who is qualified to make such a diagnosis.
Test data, interpretation of data, history and observations.
Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
Specific Learning Disabilities (SLD)-related Documentation Guidelines
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A diagnosis from a psychologist, psychiatrist or other treating provider who is qualified to diagnose a learning disability.
A detailed statement about how the student’s education is substantially impacted as well as any other aspects of the University environment (e.g. extracurricular activities, dorm life, etc.).
Evidence of a comprehensive diagnostic evaluation.
Assessment date, interpretation of data, history and observations.
Historical perspective of academic adjustments.
Temporary Injury-related Documentation Guidelines
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
Diagnosis using medical criteria.
Test data, interpretation of data, history and observations, if applicable.
Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
Information on the expected duration of the injury.
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
A diagnosis using medical criteria which includes a general assessment of cognitive abilities.
Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504.
A description of how this impairment substantially limits a major life activity/activites in general and in an academic setting.
Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.).
Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:
The disability with an AXIS diagnosis and/or DSM code.
Support for the diagnosis and how it meets the definition of a person with a disability under the ADA/§504.
A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting.
Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the University environment (classroom, housing/dining, extracurricular activities, etc.). If specific accommodations are being requested by the student, SAS may request that the treating provider specifically indicate that those accommodations, if approved, would not be counter to the treatment plan.
