Documentation can be accepted from the following professionals:

Disability	Documentation (Current within the past 3-5 years)
Attention Deficit Disorder	Report by a qualified professional could include a pediatrician, neurologist, neuropsychologist, psychiatrist, licensed clinical or educational psychologist, licensed professional counselor, licensed clinical social worker, or physician.
Visual Disability	Ophthalmologist are the primary professionals involved in the diagnosis and medical treatment of individuals who are blind or who experience low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties.1 The ocular report must indicate whether the individual’s vision is static or changing.
Hearing Disability	Physicians, including otorhinolaryngologists and otologists, are qualified to provide the diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. 2
Specific Learning Disability	Professionals conducting assessments and rendering diagnoses of specific learning disabilities must be qualified. A qualified professional needs to hold a degree in a field related to the diagnosis of SLD and have at least one year of diagnostic experience with adults and late adolescents. Recommended practitioners include: certified and/or licensed psychologists, learning disability specialists, educational therapists, and diagnosticians in public schools or colleges and rehabilitation services and private practitioners with the above qualifications are typically considered qualified.3 Other professionals would include school psychologists, neuropsychologists, as well as medical doctors with training and experience in the assessment of learning problems in adolescents and adults.4 *Assessment information, shall include the following: Diagnostic interview, Intellectual Assessment (using adult norms is required), Academic Achievement levels (Standard scores or percentiles must be reported for all normed measures); Specific Diagnosis; and Clinical Summary--- indicating substantial limitations to learning or other major life activities. Any records of prior accommodations used. *Recommendations and rationale for accommodations. Note: A school plan such as an Individualized Education Program (IEP) or a 504 plan is insufficient documentation, but it can be included as part of a more comprehensive assessment battery.
Head Injury	Physicians; neurologists; licensed clinical, rehabilitation and school psychologists; neuropsychologists; and psychiatrists must provide verification and diagnosis. A summary of cognitive and achievement measures used and evaluation results, including standardized scores or percentiles used to make the diagnosis. A summary of present residual symptoms which meet the criteria for diagnosis.
Medical	Physician’s verification and diagnosis
Physical Disability	Physician’s verification and diagnosis
Psychiatric Disability	Licensed mental health professional; licensed clinical social worker; licensed professional counselor; psychologist; psychiatrist and neurologist (include the licensee number). Also included are neuropsychologists, neuropsychiatrists, and psychiatric nurse practitioners.5
Intellectually Challenged	Physician’s verification and diagnosis

Note: Each student has the right to accept or reject accommodations offered by UVSC. For further information about appealing a decision contact the ADA Coordinator at 801-863-8747.

Guidelines for documentation: Proper documentation is critical in determining eligibility for accommodative services at UVSC. Following the guidelines listed below will assist ASD staff members in determining eligibility for the purposes of academic accommodations at Utah Valley State College.

The documentation should address each of the following:

 Documentation must be typewritten on business letterhead from a licensed professional not related to the student who is qualified to give a psychological and/or medical diagnosis. The name, credentials, and signature of the licensed professional must appear on the documentation.

 Include all pertinent diagnoses, and the diagnostic code(s) from the DSM-IV TR or ICD-10.

 Include information outlining testing/assessment tools. Learning disability testing must include the actual standard test scores, i.e. the broad-cognitive score and the achievement scores, and must demonstrate the standard deviation between the broad-cognitive score and the achievement scores.

 Address all pertinent positive and negative effects of mitigating measures. This could include a description of treatment, medications (and potential side effects), and assistive devices with estimated effectiveness of their impact on the disability.

 Documentation must also address any functional limitations and effects on major life activities. In order to receive accommodations under the Americans with Disabilities Act (ADA), a major life activity needs to be substantially limited in comparison to the average person. The following list of major life activities is suggestive rather than exhaustive: breathing, eating, walking, seeing, hearing, learning, sleeping, performing manual tasks, and caring for one’s self.

 Provide recommendations for accommodations for the individual and include the rationale for the recommended accommodations.

“A student requesting reasonable accommodation is responsible for providing documentation that clearly identifies the disability and provides sufficient information regarding the manifestations of this disability to permit the institution to make a determination as to whether the requested adjustments are appropriate.”⁶

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