The Disability Resource Office requires students to submit documentation in support of the accommodation requests. Documentation serves two primary purposes:
It establishes that the individual is entitled to legal protections under the Americans with Disabilities Amendments Act and/or Section 504 of the Rehabilitation Act; and it helps to determine what, if any, course design/environmental adaptations are necessary for the individual’s equitable access to courses, programs, services, and activities.
- A qualified professional must conduct the evaluation:
- Mobility Impairment: physician, neurologist, physiatrist
- Vision Impairment: ophthalmologist, optometrist, neurologist
- Hearing Impairment: audiologist, otologist, otorhinolaryngologist
- Gastric Impairment: physician, gastroenterologist, allergist
- Pulmonary Impairment: physician, allergist, pulmonologist, pulmonary specialist
- Mental Health Impairment: psychologist, licensed therapist, psychiatrist
- Other Impairment: for assistance with documentation guidelines for other impairments, please contact the Disability Resource Coordinator
- Documentation should be current within the last 3 years
- The provision of accommodations is based on assessment of the current impact of the student’s disability.
- A diagnostic statement identifying the condition including:
- DSM-5 diagnosis codes
- Dates of the most recent evaluation, or dates of evaluations performed by referring professionals
- Note: If the most recent evaluation was not a full evaluation, indicate when the late full evaluation was conducted.
- Current functional impact of the condition:
- Describe current functional impact on physical, perceptual, cognitive, and behavioral abilities
- Include severity, information on variability over time, and potential environmental or circumstantial triggers
- List current treatment plan and last date of contact
- List current medications client is taking
- List any assistive devices currently in use
- Expected progression or stability of described diagnosis over time:
- Estimate of the impact of the disability over time
- Include the predicted need for reevaluation.
- Recommended academic accommodations and services
- Connect recommendations logically to the impact of the condition
- Emergency Protocols:
- Provide succinct emergency directives if the student is known to have life-threatening allergies or neurological anomalies
Accepted forms of documentation
- Disability Resource Office Disability Verification form
- A clear statement on letterhead including the above guidelines
- Neuropsychological, psychoeducational, and/or standardized test results
Documentation will not be accepted if:
- Healthcare practitioner is outside scope of practice in regards to the disability
- Inadequate content
- Does not address the student’s current level of functioning
- Does not address changes in the student’s performance since the previous assessment was conducted
- Does not support requested accommodations
*These guidelines are not meant to be used exclusively or as a replacement for direct communication with the Disability Resource Office regarding the individual nature of a disability. While submitted documentation meeting the above guidelines may be acceptable to Aurora University, it is important to be mindful that they may/may not meet the documentation guidelines required in other academic or testing organizations.
- Attention Deficit Disorders (PDF)
- Autism Spectrum Disorder (PDF)
- Emotional Support Animal Policy (PDF)
- Hearing Impairment (PDF)
- Learning Disabilities (PDF)
- Medical, Physical or Chronic Health Conditions (PDF)
- Psychological/Mental Health Disabilities (PDF)
- Service Animal Policy (PDF)
- Vision Impairment (PDF)
Any documentation provided by a student to the Disability Resource Office (DRO) is confidential. The faculty and staff will not have access to these materials unless a student specifically requests, in writing, that an individual be allowed to view these documents or share in this information. In the event that a student was to challenge a determination made by the DRO staff, it would, of course, be necessary for the appropriate University officials to access these materials in order to review the staff's determination.
*Recency of documentation may be a factor in determining its relevance in decisions about adaptations. It is in the individual’s best interest to provide the DRO with documentation updates as they become available; additionally, individuals should update their documentation at least every three years, especially if they plan to request accommodations in other situations (i.e., graduate programs, licensure exams, employment).