Documentation Guidelines

General Guidelines

In order to be determined eligible for accommodations through OVDSS, an enrolled student (whether full- or part-time) with a disability / chronic medical condition should present documentation that contains information describing the student’s current level of functioning within and outside the academic setting in the University.

The documentation should be submitted by a professional who is licensed / certified in the area for which the diagnosis is made and who is not related to the student. The report must be presented on practice official letterhead and signed by the examiner.

Information for the Examiner:

Although this is not intended to be a template, we request that the information set out in this section be included in the report. Additional information needed for individuals with certain specific types of disabilities is listed later.

  • History of personal, social, medical and education activities as it pertains to the cause for evaluation.
  • Diagnostic statement identifying the disability (ICD-DSM classification)
  • Description of the diagnostic methodology used, including all data from appropriate instruments of evaluation. Information based on "screening" instruments is not acceptable.
  • Description of current substantial limitations as they relate to meeting the various demands of University life. The report should contain a discussion and evidence of impact as it relates to the actual academic achievement (or lack thereof) in the current time period and the past year (indicate any accommodations and/or services provided.) Information should also be included regarding the past two to three years explaining how and why the student’s academic performance has, or has not, been affected by the disability.
  • Expected progression or stability of the medical condition / disability.
  • Medication – mitigation of impact and/or (expected) side effects.
  • Co-morbid conditions – if multiple diagnoses are provided, please indicate the primary and secondary conditions and how each affects learning.
  • Explanation of differential or exclusionary diagnosis.
  • Recommendations – Suggestions for accommodations should be directly linked to the impact of the disability and associated issues (e.g. medication) and not simply to the diagnosis.

Insufficient Documentation (and/or Evaluative Remarks)

  • In cases where the documentation is incomplete, students will be asked to seek additional evaluation and/or clarifying information from the evaluator / medical provider regarding the documentation.
  • Since the requirements for access in higher education are different than those for high school, IEP’s (Individual Educational Plans), 504 Plans, and SOP’s (Summary of Performance), although they provide information about a student’s educational experiences, generally are not sufficient documentation to establish that the student is eligible for services and accommodations in an institution of higher education.
  • Documentation consisting only of a diagnosis, case or chart notes, and/or prescription pad notations is insufficient to determine the impact of a medical condition / disability, to address the issue of substantial limitations, and to develop reasonable accommodations.

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