Essentials of Documentation
1. Documentation for a disability must be current, complete, and provided by a qualified professional.
2. All documentation must be on letterhead, typed, dated, and signed by the qualified professional.
3. Documentation varies depending on the specific disability and each student's documentation is individually reviewed.
4. Minimally, the documentation must establish the current functional limitations resulting from the disability.
5. The documentation must provide enough information about the history, scope, and depth of the disability for the University to determine the presence of a disabling condition which significantly impairs a major life function and imposes limitation on some activity associated with the academic process.
6. A school plan such as an Individualized Educational Plan (IEP) or a 504 Plan is insufficient documentation in and of itself to determine eligibility. These school plans may be included as a part of a more comprehensive evaluative report and are often helpful in describing students' strengths as well as possible deficits.
7. The qualifications of the professional providing documentation need to be clearly indicated and the language by which the disability is described must be consistent with standard practice within the profession. A formal diagnosis is expected.
8. All documentation is reviewed by the professional staff of CeDAR and, when necessary, reviewed by consultants with expertise in specific disability areas. In some cases, students are requested to provide more documentation than originally submitted. Additionally, recommendations for accommodations to mitigate the impact of the disability are appreciated, but are not essential.
PLEASE CLICK THE FOLLOWING LINKS FOR SPECIFIC DOCUMENTATION INFORMATION.
1. ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
2. SPECIFIC LEARNING DISABILITIES
3. SENSORY DISABILITIES
4.TRAUMATIC BRAIN INJURY/PSYCHIATRIC DISABILITIES
5. PHYSICAL OR HEALTH RELATED DISABILITIES