Documentation Guidelines

Documentation guidelines allows for consistency and compliance with federal statutes, to verify a student’s request for accommodations, to assist in the determination of appropriate accommodations for the student, and to personalize the student’s right to equal access to the university.

Sources of information used for determining a disability and/or accommodations may include a student’s self-report, direct observation and interaction with the student, and/or documentation from qualified evaluators or professionals.

Disability-related documentation should provide information on the functional impact of the disability so that effective accommodations can be determined.  Criteria for the source, scope and content of documentation differs by disability type.  Documentation may include assessments, reports, and/or letters from qualified evaluators, professionals, or institutions.

Documentation supporting the request for academic accommodations must be provided by a licensed independent professional, i.e., physician, psychologist, psychiatrist, etc. The documentation submitted to the Office of Student Accessibility Services is intended to establish the nature of the student’s disability/condition and related impact to the student in the educational setting. Please note that the Office of Student Accessibility Services reserves the right to make a determination on the appropriateness of submitted documentation and requests for accommodation(s) on a case-by-case situation.  Also, keep in mind that documentation acceptable for other agencies and institutions (e.g., vocational rehabilitation agencies, public schools) may not be sufficient for determining post-secondary services.

Acceptable documentation must reflect the following:

• Specific diagnoses supported by documentation;
• Documentation must be current (in most cases, within the past 3-5years);
• Evaluation findings that support all diagnoses, to include relevant background history, tests administered, test scores (composite and subtest scores), test results, and interpretation of test results;
• Identification of associated functional limitations or symptoms and how these functional limitations or symptoms substantially impair major life functioning. Keep in mind that functional limitations inform which accommodations are appropriate;
• Severity of disability and/or expected progression;
• Current and/or past accommodations;
• Current medications and any related side effects, if applicable;
• Specific recommendations for accommodations based on identified diagnoses and associated functional impairments;
• Documentation must be on a letterhead, typed, dated, and signed with the evaluator’s name, address, telephone number (in the event that the office needs to contact them), and professional credentials relevant to the diagnosis.

Please send Documentation Electronically to: studentaccessibilityservices@tarleton.edu or by fax to (254) 918-7600

Under provision of the ADA regulations, students are guaranteed fair treatment with no guarantee of specific outcomes. In addition, Tarleton State University reserves the right to define the essential skills for its various degree programs and certificates; to refuse services to students who do not meet the standards establishing them as a person with a disability; and who do not follow procedures for accessing services.