Student Accessibility Services

Documentation Guidelines

Students and their providers may refer to the Documentation Guidelines for helpful information used to determine reasonable accommodations.

Disability related information is treated in a confidential manner and will only be shared on a need to know basis.

    Registration Process & Documentation

    The registration process is designed to gather and review documentation: 

    1. Register with SAS online and complete the provided intake form. When the form is processed by the department, the student will receive an email notification and will then be able to upload documentation to File Uploads on the SAS Online Portal.
    2. Provide supporting documentation. This would include assessments and letters relating to the disability and requested accommodations from a healthcare provider, mental health professional, school psychologist, teachers or the educational system and documents such as a neuropsychological or psycho-educational evaluation, Individualized Education Program (IEP), 504 Plan, Summary of Performance (SOP), and teacher observations.
    3. Meet with a SAS professional staff member in person or by phone to review your history of disability-related accommodation/service use and to discuss how current needs can be addressed.

    All requests are reviewed on a case-by-case basis and accommodations are determined through an interactive process. Documentation of a specific disability does not translate directly into specific accommodations. Accommodations are connected to the particular functional limitations associated with the disability and these can vary greatly among individuals with the same condition. Documentation must be current and relevant, but may not need to be recent.

    Documentation and Information Guidelines

    Disability-related information is treated in a confidential manner based on laws, regulations, and university policies. Written documentation should be complete and legible. We request documentation be typewritten letters or reports, and signed by professionals on letterhead in a PDF format. Documentation must be in English. 

    Documentation should include though not necessarily be limited to the following:  

    1. The credentials of the evaluator(s). Documentation should be provided by an appropriate licensed or otherwise properly credentialed professional who has relevant experience and no personal relationship with the student. 

    2. A diagnostic statement identifying the disability. Documentation may include evaluation methods, procedures, observations, tests, and specific results. 

    3. A description of how the disability impacts the access needs in the higher education environment. Documentation or information should provide a clear sense of the frequency, severity, and duration of the condition. Recommended timelines for re-evaluations can also be helpful.

    Contact Us

    Please contact the SAS office if you have questions about what is needed: