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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Campus Policy for Animals in Buildings and on Grounds

_____________________________________________

  1. Except for animals in use in official University research or activities, or animals present to perform specific disability-related tasks as an approved or obvious accommodation for a person with a documented disability, dogs and other animals are not permitted within University-owned or leased buildings. Unauthorized animals in University-controlled buildings are prohibited and may be impounded.
  2. Therefore, pets, comfort animals, or companion animals are not allowed to accompany part-time or full-time employees to work or students to class or other University events or areas associated with work functions or classroom activities.
  3. Dogs on a leash, under the control of an individual, and supported by veterinarian’s certifications confirming sound health and up-to-date vaccinations are permitted on University grounds, at the discretion of Campus Police. A dog trailing a leash that is not restrained by an individual, or one tied to a fixed object, is not considered to be under the control of an individual.
  4. The owner or person in control of a dog shall promptly remove any fecal matter deposited on University property, and provide for the proper disposal of this material.
  5. All dogs which are unleashed, or unattended if leashed, on University property may be impounded. Dogs participating in approved events such as shows and exhibitions may be exempt from this requirement during the time of their participation.
  6. After impoundment, the owner, upon the payment in full of all costs incurred as a result of the impoundment, including any veterinary expenses, may reclaim impounded animals. Sangamon County Animal Control, 2100 Shale Street, Springfield, IL is the agency designated for pick-up and impoundment of animals found in University buildings or on the campus.
  7. The owners of impounded animals with identification or registration tags will be notified when possible. Owners of animals that are without means of identification may inquire at the Campus Police Building for information regarding impoundments.
  8. Illinois state regulations require the owners or managers of public food service establishments to exclude animals from such premises, except service animals providing an accommodation for a person with a disability. When animals are found in a food service area they will be removed and possibly impounded.

 

Those persons who wish to report a loose or unattended animal or those who wish to inquire about an animal that may have been impounded should call the UIS Police Department at 206-6690. Persons with disabilities with questions regarding the implementation of this policy should contact the ADA Campus Compliance Coordinator and Associate Chancellor for Access and Equal Opportunity at 206-6662. NOTE: LAW ENFORCEMENT SERVICE DOGS AND SERVICE ANIMALS PERFORMING DISABILITYRELATED TASKS FOR PERSONS WITH DISABILITIES (SEE ADDENDUM FOR DEFINITION AND GUIDANCE) ARE EXEMPT FROM THE PROHIBITIONS OUTLINED IN THIS POLICY.

UIS CAMPUS POLICY FOR PETS AND ANIMALS

ADDENDUM

DEFINITION OF A SERVICE ANIMAL FOR PERSONS WITH DISABILITIES AND GUIDANCE ON MAKING THE DETERMINATIONi:

The U.S. Department of Justice has issued revised Americans with Disabilities Act (ADA) Title II (which covers state and local government programs) and Title III (which covers private businesses, such as places of public accommodation such as restaurants or retail merchants) regulations, which took efect March 15, 2011. These regulations revise the definition of service animal and add additional provisions. (§35.104, §35.136, §36.104, §36.302)

Definition

A service animal is any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Other species of animals, whether wild or domestic, trained or untrained, are not considered service animals.

The work or tasks performed by a service animal must be directly related to the individual’s disability. Examples of work or tasks include, but are not limited to:

  • assisting individuals who are blind or have low vision with navigation and other tasks
  • alerting individuals who are deaf or hard of hearing to the presence of people or sounds
  • providing non-violent protection or rescue work
  • pulling a wheelchair
  • assisting an individual during a seizure
  • alerting individuals to the presence of allergens
  • retrieving items such as medicine or the telephone
  • providing physical support and assistance with balance and stability to individuals with mobility disabilities
  • helping individuals with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors

 

NOTE: The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship are not considered work or tasks for purposes of the definition of a service animal.

Animals certified to assist persons with disabilities that are not present in University buildings to provide such assistance to an individual with a disability are subject to the prohibitions against animals outlined in this Policy and are not exempt as service animals when not providing approved or obvious accommodations.

Other Animals Performing Tasks for Persons with Disabilities as

Service Animals

Miniature Horses

A public entity or private business must allow a person with a disability to bring a miniature horse on the premises as long as it has been individually trained to do work or perform tasks for the benefit of the individual with a disability, as long as the facility can accommodate the miniature horse’s type, size, and weight. The rules that apply to service dogs, outlined below, also apply to miniature horses.

i Source: ADA National Network.

UIS CAMPUS POLICY FOR PETS AND ANIMALS

ADDENDUM, continued

Guidance on Determining Whether an Animal is a

Service Animal Exempt from the Prohibitions in this Policy

Asking questions

To determine if an animal is a service animal, a public entity or a private business may ask two questions:

  • Is this animal required because of a disability?
  • What work or task has this animal been trained to perform?

 

These questions may not be asked if the need for the service animal is obvious (e.g., the dog is guiding an individual who is blind or is pulling a person’s wheelchair).

A public entity or private business may not ask about the nature or extent of an individual’s disability or require documentation, such as proof that the animal has been certified, trained or licensed as a service animal, or require the animal to wear an identifying vest.

When and Where a Service Animal is Allowed Access

Individuals with disabilities can bring their service animals in all areas of public facilities and private businesses where members of the public, program participants, clients, customers, patrons, or invitees are allowed. A service animal can be excluded from a facility if its presence interferes with legitimate safety requirements of the facility (e.g., from a surgery or burn unit in a hospital in which a sterile field is required).

A public entity or a private business may ask an individual with a disability to remove a service animal if the animal is not housebroken or is out of control and the individual is not able to control it. A service animal must have a harness, leash or other tether, unless the handler is unable to use a tether because of a disability or the use of a tether would interfere with the service animal’s ability to safely perform its work or tasks. In these cases, the service animal must be under the handler’s control through voice commands, hand signals, or other effective means. If a service animal is excluded, the individual with a disability must still be offered the opportunity to obtain goods, services, and accommodations without having the service animal on the premises.

RE: Use of University Premises and Facilities Policies

Source: ADA National Network.