Documentation Guidelines

Students requesting accommodations through Student Disability Services should provide documentation that helps SDS understand the disability, its current functional impact and the accommodations that may provide equal access at Texas Tech University.

Documentation is reviewed together with the student's application and information shared during the intake process. A diagnosis by itself does not automatically establish eligibility for a specific accommodation.

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General Documentation Guidelines

Student Disability Services reviews documentation individually. The information should be sufficient to show how a disability affects the student's access to academic programs or activities and to support the accommodations being requested.

Documentation should generally:

• Identify the disability or condition.
• Describe the current functional limitations created by the disability.
• Explain how those limitations affect the student in an academic or university setting.
• Include relevant evaluation or assessment information when appropriate.
• Include recommendations for accommodations when the provider is able to make them.

Accommodation decisions are made case by case. SDS considers the documentation provided, the student's description of their experience and the requirements of the academic environment.

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Who Can Provide Documentation

Documentation should come from a qualified professional who has appropriate training and experience related to the disability or condition being documented.

Depending on the disability, this may include a:

• Physician or other licensed medical provider.
• Psychologist.
• Psychiatrist.
• Licensed counselor or other qualified mental health professional.
• Qualified evaluator or diagnostician.
• Audiologist.
• Optometrist or ophthalmologist.
• Other appropriately credentialed professional.

The professional should have sufficient knowledge of the student and the condition to describe the disability-related functional limitations.

Documentation should generally be typed, signed and provided on the professional's official letterhead or through another verifiable professional record. A diagnosis written only on a prescription pad, handwritten note or similar limited document may not provide enough information for SDS to evaluate an accommodation request.

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What Documentation Should Include

Useful documentation typically includes:

• The student's name.
• A clear diagnosis or description of the disability or condition.
• Information about how the diagnosis was established, when relevant.
• A description of the current symptoms or functional limitations.
• Information about how the disability affects major life activities or academic access.
• Relevant evaluation, assessment or testing results, when applicable.
• The expected duration or progression of the condition, when known.
• Current treatment or assistive measures when relevant to understanding functional limitations.
• Recommendations for accommodations and the connection between those recommendations and the student's limitations, when appropriate.
• The provider's name, professional credentials, signature and contact information.

The amount and type of documentation needed may vary depending on the disability and the accommodations requested. More extensive accommodations may require more detailed supporting information.

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How Recent Documentation Should Be

Documentation should provide an accurate picture of the student's current functional limitations. How recent it needs to be depends on the nature of the disability.

For permanent or non-varying disabilities, older documentation may continue to provide adequate information. Conditions that change over time may require more current information so SDS can understand the student's present needs.

SDS uses reasonable judgment when reviewing the age of documentation rather than applying one date requirement to every disability.

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Guidance by Disability Category

The following information provides examples of documentation that may be useful. It is not an exhaustive list, and SDS may request additional information when necessary to evaluate a particular accommodation.

Attention-Deficit/Hyperactivity Disorder

Documentation should identify the diagnosis and describe how current symptoms affect the student's academic functioning. Relevant information may include:

• History and method of diagnosis.
• Current symptoms and functional limitations.
• Relevant psychological, educational or neurological assessment results.
• Current treatment, when relevant.
• Recommendations for academic accommodations.

Learning Disabilities

Documentation of a learning disability should include sufficient evaluation information to identify the disability and explain its effect on academic skills.

Relevant documentation may include:

• Psychoeducational or neuropsychological evaluation results.
• Measures of cognitive ability and academic achievement when appropriate.
• Information about specific areas of academic difficulty.
• A clear diagnostic conclusion.
• Recommendations supported by the evaluation results.

Medical Disabilities

Documentation should identify the medical condition and describe the functional limitations that affect the student's academic access.

Relevant limitations may involve mobility, stamina, concentration, memory, dexterity, chronic pain, fatigue or other effects of the condition or treatment.

Mobility & Physical Disabilities

Documentation should describe the condition and the functional limitations that affect mobility, physical access or participation in academic activities.

Information about the expected duration, use of mobility devices or other relevant access needs may also be helpful.

Psychological Disabilities

Documentation should identify the diagnosis and describe the current functional limitations that affect the student's academic access.

Relevant information may include:

• Current symptoms.
• History and duration of the condition.
• Relevant evaluation or assessment information.
• Current treatment when it helps explain functional impact.
• Recommendations for academic accommodations.

Deaf & Hard of Hearing

Documentation may include an audiological evaluation, audiogram or other information from a qualified professional describing the student's hearing loss and related communication or academic access needs.

Visual Disabilities

Documentation may include a recent visual evaluation with a diagnosis, information about visual functioning and recommendations related to academic access.

Autism Spectrum Disorder

Documentation should identify the diagnosis and describe the functional limitations that affect the student's academic experience. Relevant areas may include communication, executive functioning, sensory processing, social interaction or other disability-related barriers.

Other Disabilities or Conditions

Students with a disability or condition not listed above may still request accommodations. Submit documentation from an appropriate qualified professional that explains the condition and its current functional impact.

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Submitting Documentation

Students applying for SDS services should upload documentation through the secure AIM portal when completing the accommodation application.

Documentation submitted to SDS is confidential and is used to determine eligibility and appropriate accommodations. Disability documentation is not included on the student's academic transcript and students are not required to provide their medical or diagnostic records directly to instructors.

If you are unable to upload your documentation through AIM, contact Student Disability Services for assistance.

Request Accommodations

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Not Sure Whether Your Documentation Is Sufficient?

Submit the documentation you currently have or contact Student Disability Services. SDS can review the information and let you know if additional documentation is needed for the accommodations you are requesting.

Email Student Disability Services