Documentation Guidelines

Please note some of these guidelines will apply to some but not all disabilities, not all disability information will require all aspects of the guidelines. More documentation may be required depending on the range and variability of functional limitations within any given disability; less documentation may be requested for permanent disabilities.

General Guidelines

  • Any documentation provided by a third party must be prepared by a person (not a family member of the student) who may need to be qualified by professional training and practice to diagnose and treat the impairment leading to the disability.
  • Documentation needs to be on letterhead of the practitioner or agency employing the practitioner.
  • Handwritten notes, including those on prescription pads and letterhead will not be accepted as the only source of documentation.

Documentation should include

Documentation Statement

A diagnostic statement identifying the specific disability, including identification of how the condition substantially impairs a life function, the date of the current evaluation, and the date of original diagnosis. Psychiatric diagnoses, including ADHD, should include the DSM diagnosis and a summary of current symptoms. Clear identification of a disability is necessary.

Diagnostic Criteria and Tests

A description of the diagnostic criteria or diagnostic tests used. All test and subtest scores must be included and standard scores and the norming population identified. Diagnosis of a Learning Disability may include comprehensive psycho-educational assessment aptitude, academic achievement, and information processing. Where appropriate and relevant, psycho-educational or neuro-psychological testing measures may also be required to support requests based on limitations of cognitive or perceptual functioning such as ADHD, psychiatric, and some medical disabilities. Evaluations must be sufficiently recent occurrence to allow determination of the current impact of the disability in the college academic environment.

Functional Impact

A description of the functional impact of the disability is needed. The current functional impact on physical, perceptual, and/or cognitive functioning should be described.

Treatments
Currently prescribed treatments, medications, assistive devices, and auxiliary aids or services may be described. Description should include all currently in use and their estimated effectiveness in ameliorating the impact of the disability. Significant side effects that may affect physical, perceptual, or cognitive functioning should be identified and described.

Recommendations

Recommendations for modifications, auxiliary aids and/or services and accommodations should be supported by a rational relationship between the recommendation and the functional limitations described. Prior use of academic adjustments and level of benefit should be identified. If no academic adjustments have been used in the past, a rationale for current use is helpful. Student report of the efficacy of academic adjustments or accommodations will also be considered.

Send Documentation to

Accessibility Resources
155 Marano Campus Center
Oswego, New York 13126

Phone: 315-312-3358
Fax: 315-312-2943
access@oswego.edu