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SDAC: Documentation Guidelines

University of Virginia recognizes a student with a disability as anyone whose impairment substantially limits one or more major life activities. Students who wish to obtain accommodations must submit documentation that reflects the unique functional impact of a students’ disability.

Students should not delay meeting with SDAC out of concern for not having the right paperwork.

Apply for SDAC Services

General Documentation Guidelines

Documentation must:

  • Establish that the student is a person with a disability and reflect a student’s present level of functioning. See below for specific criteria dependent on condition.
  • Provide current evidence that the condition significantly impacts one or more major life functions (see below for more information).
  • Demonstrate a direct nexus between the nature of the condition, the requested accommodation, and need for equal access.

Potential Documentation Types

Potential Documentation Providers
  • Neuropsychological Report
  • Psychoeducational Report
  • Evaluation Report
  • Verification of Disability Form
  • A detailed letter that addresses all components of the Verification of Disability Form
  • Post-operative report
  • Licensed clinician
  • Psychologist
  • Psychiatrist
  • Primary care physician
  • Specialist
  • Mental health practitioner
  • Provider should know the student well, have diagnosed the disorder, and/or responsible for treatment of the disorder

Other Considerations

  • A brief, one-time meeting does not typically provide sufficient basis for a provider to get to know the student, establish an appropriate diagnosis, and assess the student’s accommodation needs.
  • An Individualized Education Plan (IEP) or a Section 504 Plan generally does not provide enough information to meet these documentation guidelines. It may be accepted as supplemental information.
  • It is the responsibility of the student seeking SDAC services for obtaining, paying for, and submitting documentation for a disability.
  • Although the underlying processes involved in any disability may be lifelong, there may be changes in functioning within an academic setting over time.

Specific Documentation Guidelines

Documentation Criteria for ADHD

Although the underlying processes involved in ADHD may be lifelong, there may be changes in functioning within an academic setting over time and SDAC requires current/recent documentation.

Documentation should:

  • reflect the student’s current level of functioning.
  • be provided by a licensed clinician (i.e. psychologist, psychiatrist, primary care physician who knows the student well) who is qualified to diagnose ADHD. The practitioner should not be related to the person being evaluated.
  • be conducted within five years of the date of request for services, if submitting an evaluation (i.e., neuropsychological evaluation).
  • typically reflect the use of adult normative scales for diagnosis. Recent high school evaluations may be accepted, but not those from elementary school.
  • be typed on letterhead (or on the Verification of Disability form), dated, and signed by the evaluator.
  • include a clearly stated diagnosis of the disabling condition, the date of diagnosis, and the date of most recent contact with the individual.
  • include a description of observed symptoms that are consistent with the DSM diagnostic criteria for ADHD.
  • present the individual’s history of ADHD, including any history of previous accommodations.
  • include a clear description of the limitations in academic functioning resulting from ADHD, as well as a description of the impact of medications or other treatments prescribed.
  • include specific recommendations concerning accommodations needed in an academic setting.

Students seeking a psychoeducational evaluation or evaluation with a psychiatrist should look at the Resources for ADHD/LD page. Students may also schedule an nondiagnostic ADHD consult with a psychologist to explore their options for evaluation.

Documentation Criteria for Learning Disability

Although the underlying processes involved in specific learning disabilities may be lifelong, there may be changes in functioning within an academic setting over time and SDAC requires current/recent documentation. A comprehensive psychoeducational/ neuropsychological evaluation is required to establish a diagnosis of a Specific Learning Disorder.

The evaluation should:

  • be provided by a licensed professional (e.g., psychologist or psycho-educational specialist). The practitioner should not be related to the person being evaluated.
  • be conducted within five years of the date of request for services.
  • be typed on letterhead, dated, and signed by the evaluator.
  • clearly state diagnosis of the disabling condition.
  • typically reflect the use of adult normative scales for diagnosis. Recent high school evaluations may be accepted, but not those from elementary school.
  • provide a summary of a comprehensive diagnostic interview, including a history of relevant medical, developmental, and educational events.
  • include a description of the tests and procedures used.
  • outline information demonstrating current substantial limitations in learning.
  • provide comprehensive assessment of:
    • general intellectual ability (IQ),
    • academic achievement, and
    • specific components of information processing.
  • include all standard scores obtained and results for all subtest.
  • include a clear description of the functional limitations resulting from the learning disability, as well as a description of the impact of medications or other treatments prescribed.
  • include specific recommendations concerning accommodations needed in an academic setting.

Note: Screening instruments are not acceptable as the sole measure used in any area.

Documentation Criteria for Psychiatric Disabilities

Documentation should:

  • be provided by a licensed mental health professional or physician who knows the student well, is qualified to diagnose the type of condition for which accommodation is being requested, and/or is responsible for treatment of the disorder. The practitioner should not be related to the person being evaluated.
  • reflect the student’s current level of functioning.
  • be current (generally within one year of the date of request for services).
    • Exceptions may be made based on the stability and nature of the disability.
  • be typed on letterhead (or on the Verification of Disability form), dated, and signed by the evaluator.
  • include a clearly stated diagnosis of the disabling condition, the date of diagnosis, and the date of most recent contact with the individual.
  • provide information about the stability of the condition, whether it is expected to progress over time, and whether changes to accommodations may need to be made over a period of time.
  • include a description of current symptoms that meet the DSM diagnostic criteria for the disorder.
  • present the history of the individual relevant to the disorder, including any history of previous accommodations.
  • include a clear description of how the condition impacts the individual and specific ways in which it affects their academic, social or daily functioning.
  • include current treatments or medications.
  • include specific recommendations concerning accommodations needed in an academic setting.
Documentation Criteria for Physical/Medical Disabilities

Documentation should:

  • be provided by a licensed professional who is qualified to diagnose the type of condition for which accommodation is being requested. The practitioner should not be related to the person being evaluated.
  • include a clearly stated diagnosis of the disabling condition.
  • be typed on letterhead (or on the Verification of Disability Form), dated, and signed by the evaluator.
  • include a detailed description of the tests or procedures used to establish the diagnosis.
  • reflect the student’s current level of functioning.
  • provide information about the stability of the condition, whether it is expected to progress over time, and whether changes to accommodations may need to be made over a period of time.
  • present the history of the individual relevant to the disorder, including any history of previous accommodations.
  • include a clear description of the functional limitations resulting from the disabling condition.
  • include current treatments or medications.
  • include specific recommendations concerning accommodations needed in an academic setting.
Documentation Criteria for Dietary Accommodations

Request a Dietary Accommodation

Dietary accommodations are reviewed on a case-by-case basis. Decisions regarding accommodations can be reached only after appropriate disability documentation has been received and evaluated. However, please do not delay applying and meeting with SDAC out of concern for not having the right paperwork.

Further information about the dietary accommodations process can be found on the Accommodations and Services page.

Guidelines for Documentation

Students who wish to request dietary accommodations should have their physician or treating professional submit a Verification of Disability form. The documentation should:

  • be completed by a licensed professional or physician who is qualified to diagnose the type of condition for which accommodation is being requested. The practitioner should not be related to the person being evaluated.
  • include a clearly stated diagnosis of the disabling condition, the date of diagnosis, the date of most recent contact with the individual, and the current level of functioning.
  • provide a summary of procedures and laboratory results used to arrive at the diagnosis.
  • include information about the stability of the condition, whether it is expected to progress over time, and whether changes to accommodations may need to be made over a period of time.
  • treatments and/or medications currently in use that may be impacting day to day functioning, either in a positive or negative way, should be provided. This will be taken into consideration when determining accommodation needs.
  • describe the specific diet(s) recommended and estimate the length of time the diet is needed.
  • suggest appropriate dietary, housing, and/or academic accommodation(s), outline the level of need for the requested accommodation and the anticipated consequences of not receiving the requested accommodation.

Please note that more than one Verification of Disability Form may be needed (completed by different providers), depending on the nature and complexity of the student’s condition(s).

Dietary Accommodation Considerations

Severity of Condition:

  • Is the impact of the condition life threatening if the request is not met?
  • Is there a negative health impact that may be permanent if the request is not met?
  • If not permanent, is there a potential adverse health reaction if the request is not met?
  • Is the request an integral component of a treatment plan for the condition in question?
Documentation Criteria for Housing Accommodations

SDAC receives requests, reviews documentation, and works with Housing & Residence Life to facilitate housing accommodations for students with medical conditions or disabilities who have specific needs. Decisions regarding accommodations can be reached only after appropriate disability documentation has been received and evaluated.

Housing Considerations:

  • Housing’s priority is to accommodate approved high-level disability needs.
  • Disability needs take precedence over specific residence hall and/or roommate requests.
  • Housing accommodations are limited by space and availability.
  • The only students guaranteed on-Grounds housing are first-year students and specific groups designated by HRL.
  • SDAC-approved housing accommodations do not guarantee on-Grounds housing.
  • If the student submits their request after the deadline and appropriate housing is not available, the student will be placed on a priority waitlist.
  • Students must request housing accommodations on an annual basis.

Requesting Housing Accommodation

Further information about the housing accommodations process can be found on the Accommodations and Services page.

Guidelines for Documentation

Students who wish to request housing accommodations should have their physician or treating professional submit a Verification of Disability Form. The documentation should:

  • include a clearly stated diagnosis of the disabling condition, the date of diagnosis, the date of most recent contact with the individual, and the current level of functioning.
  • include information about the stability of the condition, whether it is expected to progress over time, and whether changes to accommodations may need to be made over a period of time.
  • be provided by a licensed professional or physician who is qualified to diagnose the type of condition for which accommodation is being requested. The practitioner should not be related to the person being evaluated.
  • include the methods of evaluation used in making the diagnosis.
  • describe the symptoms and effects of the diagnosis/disability.
  • include the type of housing accommodation being recommended.
  • provide evidence that the condition significantly impacts one or more major life functions, as well as the clear nexus between the nature of the disability and the requested accommodation. The provider must address how the requested accommodation(s) alleviate the symptoms or affect the diagnosis/disability.
  • The level of need for the requested accommodation and the anticipated consequences of not receiving the requested accommodation.

ADA Major Life Activities

Documentation must provide evidence of a disability that substantially limits one or more major life activities. The ADA Amendments Act of 2008 (ADAAA) defines “major life activities” and includes “major bodily functions.”

Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, communicating, breathing, learning activities, and working.

Major bodily functions include, but are not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.

 

 

Possible learning activities affected by disability may include but are not limited to:

  • reading
  • writing (composition/spelling)
  • math (quantitative reasoning) 
  • processing speed
  • managing distractions
  • listening
  • concentration
  • memory, planning/organization
  • time management
  • attending class regularly
  • timely submissions of assignments