Documentation Guidelines

While documentation alone may be sufficient to establish that a student has a disability, that determination is separate and distinct from the determination of the need for a requested accommodation. When necessary, Center for Disability Services may ask for additional documentation concerning your disability and/or the need for accommodations. When such documentation is necessary, it will be limited to the need for the specific accommodation requested.

These general guidelines were developed to assist you and those in your support network to prepare this information so we can evaluate your request and make recommendations. If you have questions, please contact us at 843.953.1431 or SNAP@cofc.edu.

The following guidelines are provided to assist students in identifying the type of information and documentation that will inform the process of determining reasonable and appropriate accommodations.  Documentation from a current treating provider should be on letterhead, be signed and dated, and should include the following information: 

  • The credentials of the evaluator(s);
  • A diagnostic statement identifying the disability;
  • A description of the diagnostic methodology used;
  • A description of the current functional limitations;
  • A description of the expected progression or stability of the disability.

 

Additionally, CDS offers the following recommendations regarding documentation:

  • Psychoeducational evaluations are most helpful when available. IEPs, 504 Plans, and letters from doctors/providers are also beneficial for review.

  • Documentation is most beneficial when it provides specific insight into how a disability impacts various academic experiences (testing, reading, etc.). When the recommendations are for support to enhance success or are considered outside the scope of what is necessary for equal access, the student will be referred to other resources and or given options that may be able to address the specific need.

  • Please note that you should not delay meeting with us  if you are concerned about not having the right documentation. A CDS staff member will discuss specific third-party documentation needs during a Welcome Meeting and steps you can take after the meeting. Our priority is meeting with you, not reviewing the documentation. Insufficient documentation will not delay the initial meeting but may delay the consideration and possible approval of certain accommodations.

 

 

 

Specific Conditions

In this section, you'll find disability-specific documentation guidelines.
  • Attention Deficit/Hyperactivity Disorder (AD/HD)

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A clear diagnostic statement from a professional who is qualified to diagnose ADHD: Licensed psychologist or neuropsychologist, licensed school psychologist, psychiatrist, physician (M.D.) specializing in the diagnosis and treatment of attention deficits. 
    • The date of the diagnosis. 
    • An indication of how the professional arrived at the diagnosis (clinical interview, medical history, continuous performance assessment, psychological assessment, behavior rating scales, etc.). 
    • Support for the diagnosis and how it meets the definition of a person with a disability. 
    • A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting. 
    • Relevant information regarding executive functioning including memory, concentration, attention and discussion of strengths and impact of condition(s) in the postsecondary environment.

    In lieu of a report, your treatment provider can complete the Disability Verification Form.
  • Autism Spectrum Disorder (ASD)

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A diagnosis from a licensed psychologist, psychiatrist, developmental pediatrician or neurologist qualified to diagnose ASD.
    • Evidence of a comprehensive diagnostic evaluation.
    • Support for the diagnosis and how it meets the definition of a person with a disability.
    • The date of the assessment, interpretation of data, history and observations. 
    • Historical perspective of academic adjustments. 
    • A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting. 
    • May also include relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the College environment. 

    In lieu of a report, your treatment provider can complete the Disability Verification Form.
  • Deaf or Hard of Hearing (HOH)

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A clear diagnostic statement from a professional who is qualified to make such a diagnosis:  Otorhinolaryngologists (ENT), Otologists, Audiologists. 
    • Test data, interpretation of data, history and observations. 
    • Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the College environment (classroom, housing/dining, extracurricular activities, etc.). 

    In lieu of a report, your treatment provider can complete the Disability Verification Form.
  • Learning Disabilities

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A diagnosis from a licensed psychologist or neuropsychologist, licensed school psychologist, or other treating provider who is qualified to diagnose a learning disability. 
    • Evidence of a comprehensive diagnostic evaluation. 
    • Assessment date, interpretation of data, history and observations. 
    • A detailed statement about how the student’s academic achievement including reading, writing, math, oral language is substantially impacted as well as any other aspects of the College environment.
    • Information regarding information processing/cognitive abilities including speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc. and discussion of strengths and impact of condition(s) in the postsecondary environment
    • Information regarding executive functioning including memory, concentration, attention and discussion of strengths and impact of condition(s) in the postsecondary environment
    • A detailed statement about how the student’s education is substantially impacted as well as any other aspects of the University environment.
    • Information regarding language abilities including expressive-receptive language, speech, and discussion of strengths and impact of condition(s) in the postsecondary environment
    • Historical perspective of academic adjustments. 
  • Other Medical Conditions

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A clear diagnostic statement from a professional who is qualified to make such a diagnosis:  licensed neuropsychologist, primary care physician, physician (M.D.) specializing in diagnosis and treatment of this medical condition. 
    • Test data, interpretation of data, history and observations. 
    • Support for the diagnosis and how it meets the definition of a person with a disability. 
    • A description of how this condition substantially limits a major life activity/activities in general and in an academic setting. 
    • Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the College environment. 

    An annual update may be requested. 

    In lieu of a report, your treatment provider can complete the Disability Verification Form.
  • Psychological/Psychiatric Disorders

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A diagnosis from a licensed psychologist, psychiatrist, licensed professional counselor, clinical social worker, or psychiatric nurse practitioner.
    • The disability with an AXIS diagnosis and/or DSM code.
    • Support for the diagnosis and how it meets the definition of a person with a disability.
    • A description of how this impairment substantially limits a major life activity/activities in general and in an academic setting.
    • Relevant information relating to the impact of medication and/or treatment on the student’s ability to participate in all aspects of the College environment (classroom, housing/dining, extracurricular activities, etc.). If specific accommodations are being requested by the student, CDS may request that the treating provider specifically indicate that those accommodations, if approved, would not be counter to the treatment plan. 

    In lieu of a report, your treatment provider can complete the Disability Verification Form.

    An annual update may be requested. 

  • Traumatic Brain Injury (TBI)/Concussion

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A diagnosis from a licensed neuropsychologist, primary care physician, physician (M.D.) specializing in the diagnosis and treatment of TBI
    • Information on the type of acquired/traumatic head injury
    • Information on cognitive ability including discussion of strengths and impact of condition(s) in the postsecondary environment
    • Information on speech, language and communication ability including discussion of strengths and weaknesses
    • Information on executive functioning including memory, concentration, attention and discussion of strengths and impact of condition(s) in the postsecondary environment
    • Information on academic achievement including reading, writing, math, oral language and discussion of strengths and impact of condition(s) in the postsecondary environment

    In lieu of a report, your treatment provider can complete the Disability Verification Form.

  • Visual Impairments

    Documentation from a current treating provider should be on letterhead, be signed and dated, and should include:

    • A clear diagnostic statement from a professional who is qualified to make such a diagnosis:  Ophthalmologist, Optometrist.
    • Test data, interpretation of data, history and observations. 
    • Relevant information relating to the impact of the disability on the student’s ability to participate in all aspects of the College environment. 

    In lieu of a report, your treatment provider can complete the Disability Verification Form.