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Documentation Requirements

The following guidelines are provided to assist students, family members, physicians or other medical professionals in identifying the type of information and documentation that will inform the process of determining reasonable and appropriate accommodations.

Additional requirements and documentation for specific conditions are also highlighted below.

  • Students are encouraged to submit any background history, prior assessments and/or evaluative reports conducted by evaluators, physicians, medical professionals, etc., which may assist in determining appropriate accommodations. Documentation should be current and relevant to the requested accommodations. Documentation should be typed on letterhead and signed by the provider.
  • While a Summary of Performance (SOP), Individualized Education Program (IEP) and/or 504 Plan provide helpful information; these documents alone may not provide sufficient information to determine appropriate accommodations in the postsecondary environment.
  • Reasonable accommodations are determined based on the nature of the condition(s) and resulting impact in the postsecondary environment. A student’s program of study and the courses a student is enrolled will also inform the types of accommodations that are appropriate.
  • Prior receipt of accommodations (e.g., in high school or in another University setting) will inform the process of determining appropriate accommodations at the University of Hartford; however, they do not guarantee receipt of the same accommodations.
  • While the law requires that priority consideration be given to the specific methods requested, it does not imply that a particular accommodation must be granted if it is deemed not reasonable or other suitable methods are available.
  • Professionals (e.g., physicians or other medical professionals) conducting assessment, rendering diagnoses of specific conditions and making recommendations for appropriate accommodations must be qualified to do so.

 

  • Current Diagnosis
    As defined by the DSM-V, and any additional psychological or neurological testing results
  • Presenting Concerns
    Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact learning and academic achievement in a postsecondary environment. Areas may include:
    • Academic achievement
    • Information processing
    • Executive functioning
    • Language abilities, etc.
    • Background History
      Information regarding the student's history of any prior accommodations received
  • Medications/Treatment
    Information regarding the student's current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    • Information should be typed on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address, and signature of evaluator or medical professional.
  • Current Diagnosis(es)
  • Presenting Concerns
    Discussion of how the student's current symptoms substantially impact living, learning, and academic achievement in a postsecondary environment.
  • Background History
    Information regarding the student's history of any prior accommodations received
  • Medications/Treatments
    Information regarding the student’s current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    Typed on letterhead, including name, title, license number with state (if applicable), address, phone number, fax number, email, and signature.
  • Current Diagnosis(es)
    Discussion of type, degree, and configuration of hearing loss, including frequency and intensity
  • Copy of Most Recent Audiology Report and Audiogram
  • Presenting Concerns
    Discussion of how the student's current symptoms substantially impact living, learning, and academic achievement in a postsecondary environment.
  • Background History
    Information regarding the student's history of any prior accommodations received.
  • Auxiliary Aides
    Description of any audiological technologies currently used (e.g., hearing aids, cochlear implants, assistive listening devices, sign language interpreters, real-time captioning).
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    Typed on letterhead with name, title, license number with state (if applicable), address, phone number, fax number, email, and signature.
  • Current Diagnosis(es)
    Including any previous evaluations with all scores
  • Presenting Concerns
    Discussion of how the student's current symptoms substantially impact living, learning, and academic achievement in a postsecondary environment. Areas may include:
    • Academic achievement: reading, writing, math, oral language
    • Information processing: speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc.
    • Executive functioning: memory, concentration, attention
    • Language abilities: expressive-receptive language, speech, etc.
  • Background History
    Information regarding the student's history of any prior accommodations received
  • Medications/Treatments
    Information regarding the student’s current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    Typed on letterhead including name, title, license number with state (if applicable), address, phone, fax, email, and signature.
  • Current Diagnosis(es)
    If applicable, type of acquired/traumatic brain injury, including the date of injury and any relevant neuropsychological testing.
  • Presenting Concerns
    Discussion of how the student's current symptoms substantially impact living, learning, and academic achievement in a postsecondary environment. Areas may include:
    • Intellectual and cognitive competence
    • Motor, visual, auditory, and tactile functioning
    • Speech, language, and communication ability
    • Executive functioning: memory, concentration, attention
    • Academic achievement: reading, writing, math, oral language
  • Background History
    Information regarding the student's history of any prior accommodations received
  • Medications/Treatments
    Information regarding the student’s current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    Typed on letterhead including name, title, license number with state (if applicable), address, phone, fax, email, and signature.
  • Current Diagnosis(es)
  • Presenting Concerns
    Discussion of how the student's current symptoms substantially impact living, learning, and academic achievement in a postsecondary environment.
  • Background History
    Information regarding the student's history of any prior accommodations received
  • Medications/Treatments
    Information regarding the student’s current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    • Typed on letterhead including name, title, license number with state (if applicable), address, phone, fax, email, and signature.
  • Current Diagnosis(es)
    As defined by the DSM-V, and any additional psychological testing.
  • Presenting Concerns
    Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning, and academic achievement in a postsecondary environment.
  • Background History
    Information regarding the student's history of any prior accommodations received
  • Medications/Treatments
    Information regarding the student’s current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    • Typed on letterhead including name, title, license number with state (if applicable), address, phone, fax, email, and signature.
  • Current Diagnosis(es)
    Discussion of current visual acuity
  • Copy of Most Recent Visual Report (if applicable)
  • Presenting Concerns
    Discussion of how the student's current symptoms substantially impact living, learning, and academic achievement in a postsecondary environment.
  • Background History
    Information regarding the student's history of any prior accommodations received
  • Auxiliary Aides
    Description of any visual technologies currently used (e.g., glasses, large print, screen-reading technologies, Braille, etc.)
  • Medications/Treatments
    Information regarding the student’s current medication(s) and/or current treatments
  • Recommendations
    Specific recommendations for accommodations, auxiliary aids, and/or services based on the impact of the condition in the postsecondary environment. Please note that while recommendations are requested, Access-Ability Services makes the final determination regarding reasonable accommodations necessary to provide equal access.
  • Evaluator Qualifications
    Typed on letterhead including name, title, license number with state (if applicable), address, phone, fax, email, and signature.