Documentation Criteria

Documentation Requirements

Specific documentation criteria are available for:

Documentation must indicate the degree of impact on the student’s level of daily life functioning.  There must be a connection with the diagnosis, the impact of the disorder as it relates to daily life functioning and the need for academic accommodations as it relates to the diagnosis.

If the areas of functioning that you report as weak areas are actually within the average range of daily functioning you are considered not to a have a disability and are not eligible for services from the Office of Disability Services.

Documentation of Attention Deficit / Hyperactivity Disorder

ADHD/ADD
All qualified University of Illinois Springfield students must provide appropriate documentation for the diagnosis of Attention Deficit/Hyperactivity Disorder prior to receiving academic accommodations based upon that disability. Accommodations will be determined on an individual basis. It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability and related functional limitations for which they are requesting accommodations. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, current case law and is designed to assure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations. All diagnostic evaluation reports submitted as documentation of Attention Deficit/Hyperactivity Disorder must meet all of the following requirements in order to receive disability related academic accommodations:

  • The diagnostic report must be on official letterhead, typed, signed and dated by a qualified and licensed professional such as a psychiatrist or licensed psychologist trained in the differential diagnosis of psychological/psychiatric disorders;
    Diagnostic reports used to determine disability must be within three years and address both the current level of functioning and present need for accommodations;
    Evaluation reports must include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA;
  • Include a summary of assessment procedures and test scores used to make the diagnosis;
  • Include test scores that substantiate a significant impairment** to learning/cognitive functioning and academic functioning***;
  • Describe present symptoms and fluctuating conditions/symptoms in relation to the diagnosis; If accommodations are requested based upon multiple diagnoses, documentation of all disabilities for which accommodations are being requested must meet documentation criteria for each disorder.
  • List current medications and dosage, including side effects currently experienced by the student.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how their significant impairment “substantially limits” their academic functioning.

** A significant impairment means below average functioning as measured by an objective psychoeducational/neuropsychological/psychological evaluation. An IEP or 504 plan from the public school system is not documentation of a disability for the purposes of providing accommodations at the University level.

***Poor grades in and of themselves are not acceptable as indicators of significant impairment in academic functioning for the purpose of documenting a disability.

Contact the Office of Disability Services for more information

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Documentation of a Disability for Housing Accommodations

Housing Accomodations

All qualified University of Illinois Springfield students requesting UIS housing accommodations must provide appropriate documentation in order to receive housing accommodations based upon that disability.

It is the student’s responsibility to initiate contact with the Disability Services Office and to provide appropriate documentation of the disability for which he or she is requesting accommodations. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, effective accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations. All UIS Housing requests must follow the same timelines and deadlines required of other students. It is important that housing needs are anticipated early in the application process. Requests for accessible housing and appropriate documentation must be communicated prior to housing request deadlines. All diagnostic reports submitted as documentation of a disability for which housing accommodations are being requested must meet all of the following requirements and contain all of the following information in order to receive disability-related accommodations:

  • The diagnostic report must be recent (depending upon disability, ex. – ADHD 3 years, LD 5 years, Psychiatric 6 months), typed, signed, dated and on the official letterhead of a qualified and licensed professional;
  • The report must indicate how the disability impacts and contributes to a significant impairment** requiring accessible housing;
  • A clear statement of diagnosis;
  • An explanation of the diagnostic criteria and tests used to make the diagnosis;
  • A statement of the current limitations based upon test results specified in the evaluation report;
  • Treatments, medications and dosage, devices, or services prescribed or used;
  • The duration, stability, or progression of the condition.
  • Students requiring additional academic accommodations should make their needs known to the Office of Disability services and schedule an appointment to meet with a Disability Specialist. Each student’s academic accommodations will be determined on an individual basis and will be based on appropriate documentation. All new, transfer, or graduate students must provide appropriate documentation in order to receive disability-based accommodations. A significant impairment means below average functioning. An IEP or 504 plan from the public school system is not documentation of a disability for the purposes of providing accommodations at the college level.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how their significant impairment “substantially limits” their functioning.

Contact the Office of Disability Services for a more information

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Documentation of a Learning Disability

Learning Disabilities
All qualified University of Illinois Springfield students must provide appropriate documentation for the diagnosis of a Learning Disability prior to receiving disability based accommodations based upon that disorder. Accommodations will be determined on an individual basis. It is the student’s responsibility to initiate contact with the Disability Services Office and to provide appropriate documentation of the disability and related functional limitations for which they are requesting accommodations. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations. All diagnostic evaluation reports submitted as documentation of a learning disability must meet all of the following requirements in order to receive disability-related academic accommodations:

  • The report must be on the official letterhead, signed and dated by the evaluator, who must be a qualified and licensed professional;
  • Testing must utilize adult normed tests such as the WAIS-III;
  • The evaluation and report must be comprehensive and minimally address: Aptitude (IQ),
  • Achievement (Reading, Math, and Written Language), and Processing (speed, visual-motor and auditory);
  • All sub-test standard scores must be provided for all tests reported;
  • Screening tests, such as the Wide Range Achievement Test (WRAT), the Nelson Denny Reading Test, or the Peabody Individual Achievement Test, are not acceptable in and of themselves as tests of achievement; a comprehensive test of achievement is required;
    Testing must address the present impact of the student’s disability on current academic functioning and should have been completed within five (5) years of the request for accommodations;
  • The report must include test scores that substantiate a significant impairment to learning/cognitive and academic functioning;
  • The report must clearly state a diagnosis of the specific learning disability and should utilize Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition – TR, (DSM IV-TR) orICD-10 diagnostic codes. Vague terms that imply a diagnosis such as “may have”, “seems to have”, “suggests” are not acceptable as diagnostic;
  • The evaluation report must specify the test scores and rationale used to determine the DSM-IV or ICD-10 diagnosis and suggested accommodations;
  • The report must include a history of the learning disability and previous accommodations.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how their significant impairment “substantially limits” their academic functioning.
**A significant impairment means below average functioning as measured by an objective psychoeducational/neuropsychological/psychological evaluation. An IEP or 504 Plan from the public school system is not sufficient documentation of a disability for accommodations at the University level.
***Poor grades in and of themselves are not acceptable as indicators of significant impairment in academic functioning for the purpose of documenting a disability.


Contact the Office of Disability Services for more information

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Documentation of a Medical/Mobility Disability

Medical/Mobility Disabilities

All qualified University of Illinois Springfield students must provide appropriate documentation of a medical/mobility disability in order to receive academic accommodations based upon that disability.

It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability and its impact on the academic tasks for which he or she is requesting accommodations. The cost of obtaining professional documentation is the student’s responsibility. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA.
All diagnostic evaluation reports submitted as documentation of a Medical/Mobility Disability must include all of the following in order to receive disability-related accommodations:

  • The diagnostic report must be on official letterhead, typed, signed and dated by a qualified and licensed physician.
  • The date of original diagnosis of the disability and the date of last contact with the individual. The documentation must be recent and address current levels of functioning;
  • A summary of assessment procedures and diagnostic test data used to make the diagnosis and determine functional limitations;
  • Test scores that substantiate a significant impairment in the area of functioning for which accommodations are being requested. All sub-test standard scores must be provided for all tests reported. If the impairment interferes with learning/cognitive or academic functioning, test scores must be provided that substantiate a significant impairment;
  • A clear link must be established between the requested accommodations and the substantiated functional limitations that are pertinent to the academic/functional demands of the academic setting in which the accommodations are being requested.
  • A description of the expected progression or stability of the impact of the disability over time should be included;
  • Treatments, medications, dosage and side effects, assistive devices/services currently prescribed or in use.
  • Each student’s academic accommodations will be determined on an individual basis and will be based on appropriate documentation. All new and transfer students must provide appropriate documentation in order to receive disability-based accommodations.

*In order to meet the adult criteria of “disability” under federal laws a person must provide documentation of how their significant impairment substantially limits their functioning in the area for which accommodations are being requested. A significant impairment means below average functioning. An IEP or 504 plan from the public school system is not documentation of a disability for the purposes of providing accommodations at the University level.


Contact the Office of Disability Services for more information

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Documentation of a Psychological / Psychiatric Disorder

Psychiatric Disorders
All qualified University of Illinois Springfield students must provide appropriate documentation of a psychological/psychiatric disability in order to receive academic accommodations based upon that disability.

It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability for which he or she is requesting accommodations. The cost of obtaining professional documentation is the student’s responsibility. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA.

All diagnostic evaluation reports submitted as documentation of a Psychological/Psychiatric Disability must meet all of the following in order to receive disability-related academic accommodations:

  • The diagnostic report must be on official letterhead, typed, signed and dated by a qualified and licensed professional such as a psychiatrist or psychologist trained in the differential diagnosis of psychological/psychiatric disorders.
  • Include test scores that substantiate a significant impairment in academic functioning as it relates to the diagnosed condition. If the disorder interferes with cognitive performance specific diagnostic test data must be provided as evidence of this interference. Poor grades are not sufficient as evidence of a conditions impact on academic functioning.
  • Address both the current level of functioning and present need for accommodations. If documentation is more than 6 months old the treating professional must provide a letter updating all pertinent information.
  • Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA.
    Include a summary of assessment procedures used to make the diagnosis.
  • Describe present symptoms and fluctuation conditions/symptoms in relation to the diagnosis.
  • Describe current medications and dosage, including side effects.
  • Describe functional limitations supported by the diagnosis and substantiated by test scores.
  • When accommodations are requested based upon multiple diagnoses, documentation of all disabilities for which accommodations are being requested must meet documentation criteria for the primary disorder.
  • Each student’s academic accommodations will be determined on an individual basis and will be based on appropriate documentation. All new and transfer students must provide appropriate documentation in order to receive disability-based accommodations.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how their significant impairment “substantially limits” their academic functioning. A significant impairment means below average functioning. An IEP or 504 plan from the public school system is not documentation of a disability for the purposes of providing accommodations at the University level.

Contact the Office of Disability Services for more information

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Documentation of Blindness and Low Vision

Sensory Impairment

All qualified University of Illinois Springfield students must provide appropriate documentation of the diagnosis of blindness or low vision prior to receiving accommodations based on that disability. Accommodations will be determined on an individual basis.
It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability and related functional limitations for which they are requesting accommodations. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to ensure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations. All diagnostic evaluation reports submitted as documentation of blindness and low vision must include all of the following in order to receive disability-related accommodations:

  • Must be in the form of a signed and dated report on the official letterhead by a qualified and licensed professional;
  • A clear statement of the diagnosis with supporting numerical description of vision limitations that is within five (5) years of beginning study at UIS;
  • A summary of the present symptoms used to meet the criteria for diagnosis of the specific condition;
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis, including a summary of evaluation results;
  • Current medical information relating to the student’s needs and the status of the student’s vision (static or changing), including the use of corrective lenses and ongoing visual therapy (if appropriate);
  • A description of the student’s functional limitations supported by the diagnostic data, and how they would relate to a significant impairment** in academic functioning.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how his or her significant impairment “substantially limits” his or her cognitive/academic functioning.
**A significant impairment means below-average functioning as measured by an objective evaluation. An IEP or 504 Plan from the public school system is not sufficient documentation of a disability for accommodations at the college level.

Contact the Office of Disability Services for more information

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Documentation of Deafness and Hard of Hearing

Sensory Impairment
All qualified University of Illinois Springfield students must provide appropriate documentation of deafness and hardness of hearing in order to receive academic accommodations based upon that disability. It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability and its impact on the academic tasks for which he or she is requesting accommodations. The cost of obtaining professional documentation is the student’s responsibility. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, effective accommodations are provided to all qualified students in a timely manner.

Documentation of Deafness or Hard of Hearing must meet all of the following:

  • A clear statement of deafness or hearing loss, with a current audiogram from a qualified and licensed professional that reflects the current impact the deafness or hearing loss has on the student’s academic functioning;
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate;
  • Medical information relating to the student’s needs, the status of the individual’s hearing (static or changing) and its impact on the demands of the student’s academic program;
  • A statement regarding the use of hearing aids (if appropriate);
  • A statement of the functional limitations of the hearing loss.
  • Each student’s academic accommodations will be determined on an individual basis and will be based on appropriate documentation. All new, transfer, or transient students must provide appropriate documentation in order to receive disability-based accommodations.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how his or her significant impairment “substantially limits” his or her functioning. A significant impairment means below average functioning. An IEP is not documentation of a disability for the purposes of providing accommodations at the college level.

Contact the Office of Disability Services for more information

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Documentation of a Traumatic Brain Injury

Traumatic Brain Injury
All qualified University of Illinois Springfield students must provide appropriate documentation for the diagnosis of traumatic brain injury prior to receiving accommodations based on that disability. Accommodations will be determined on an individual basis.

It is the student’s responsibility to initiate contact with the Office of Disability Services and to provide appropriate documentation of the disability and related functional limitations for which they are requesting accommodations. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to ensure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations.

All diagnostic evaluation reports submitted as documentation of traumatic brain injury must include all of the following in order to receive disability-related accommodations:

  • Must be in the form of a signed and dated report on official letterhead, prepared by a qualified and licensed physician.
  • Include a clinical diagnosis including the date of original diagnosis of the traumatic brain injury and the date of last contact with the individual.
  • Include a summary of assessment procedures used to make the diagnosis and determine functional limitations.
  • Identify the major life activities affected by the student’s traumatic brain injury that will affect the student in an academic setting.
  • Include test scores that substantiate a significant impairment** to learning, cognitive and academic functioning*** as it relates to the student’s traumatic brain injury. All sub-test standard scores must be provided for all tests reported.
  • Address both the current level of functioning and present need for accommodations, including an assessment of the individual’s cognitive abilities, including processing speed and memory.

*In order to meet the adult criteria of “disability” under these federal laws a person must provide documentation of how their significant impairment “substantially limits” their cognitive and academic functioning.
**A significant impairment means below-average functioning as measured by an objective psychoeducational/neuropsychological/psychological evaluation. An IEP or 504 Plan from the public school system is not sufficient documentation of a disability for accommodations at the college level.
***Poor grades in and of themselves are not acceptable as indicators of a significant impairment in academic functioning for the purpose of documenting a disability.

Contact the Office of Disability Services for more information

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Documentation Criteria for Use of a Service Animal

Service Animals
In order to use a service animal within University housing and academic settings, and at University functions, all qualified students must provide appropriate documentation of a diagnosed condition and the associated functional limitations that create the substantial need for the use of a service animal. This must be done prior to receiving disability accommodations based upon that disorder. Accommodations will be determined on an individual basis. It is the student’s responsibility to initiate contact with the Disability Services Office and to provide appropriate documentation of the disability and related functional limitations for which accommodations are being requested. This process follows the guidelines of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973*, and current case law and is designed to assure that reasonable, appropriate accommodations are provided to all qualified students in a timely manner. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations. The student must provide appropriate documentation of a diagnosed condition that substantiates the need for the use of a service animal on campus and at University functions. Such documentation must meet the following requirements:

  • The signed report must be completed by a qualified and licensed health care provider, and must be dated and on the official letterhead of the provider.
  • The evaluation report must be recent (typically within one year of the request).
  • The report must include all diagnostic test scores or values that relate to the diagnosis and functional limitations.
  • The report must indicate how the disability contributes to a significant impairment in functioning for which the accommodation is being provided.
  • The report must substantiate the need for a service animal.
  • The student must provide documentation that shows that the service animal is certified to provide the necessary service.
  • In order to meet the adult criteria of “disability” under federal law a person must provide appropriate documentation of how his or her significant impairment substantially limits his or her functioning within the area for which they are requesting disability-based accommodations. A significant impairment means below-average functioning as measured through an objective evaluation by an individual qualified and licensed within the specialty area of concern.
  • UIS defines “service animal” as an animal individually trained to perform tasks for the benefit of the individual with a disability. UIS defines a companion animal as an animal that provides emotional support for an individual. UIS does not permit the use of a companion animal as a disability-based accommodation.

Contact the Office of Disability Services for more information

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