Asbury University
Academic Accessibility Resources
Guidelines for Documentation
It is the responsibility of the student to provide information that verifies that the student's
condition meets the definition of a disability as defined by applicable laws, such as
Section 504 of the Rehabilitation Act of 1973. Federal Law requires that requests for
services for students with disabilities be considered on an individual, case-by-case
basis.
Sources of information used for determining a disability and/or accommodations
may include a student’s self-report, direct observation and interaction with the
student, and documentation from qualified evaluators or professionals.
Student Self-Report:
Students should complete the Accommodation Request Intake Form. This form
provides students an opportunity to describe their disability and accommodations they
are hoping to receive. Students may supplement the Accommodation Request Intake
Form with an additional narrative by providing a letter that further describes their
disability and/or accommodations they are requesting. Students may consider including
information about their experiences related to their disability, barriers faced and/or
previous accommodations (effective or ineffective).
Documentation:
Disability related documentation on a student’s current (within five years) level of
functioning should provide information on the functional impact of the disability so that
effective accommodations can be identified. Criteria for the source, scope and content
of documentation differ by disability type. Documentation may include assessments,
reports and/or letters from qualified evaluators, professionals or institutions. Common
sources of documentation are health-care providers, psychologists, diagnosticians
and/or information from a previous school (e.g., accommodation agreements/letters,
504 or IEP documents). However, 504 and IEP documents, while helpful, are often
insufficient for college documentation.
Documentation Elements:
1. Typed on letterhead, dated and signed by a qualified professional
2. Diagnostic Statement with clear diagnosis of disability or disabilities
3. Lists all related diagnostic methodology used (diagnostic criteria and/or
procedures) (Examples of testing for diagnosing learning disabilities include the
Wechsler Adult Intelligence Scales (WAIS) and the Woodcock-Johnson III.)
4. Functional limitations or symptoms (Limitations inform which accommodations
are appropriate.)
5. Severity and/or expected progression
6. Current medication(s) and any related side effects
7. Current and/or past accommodations
8. Any recommended accommodations
Academic Accessibility Resources will consider all relevant information provided in
documentation. Documentation will be reviewed on an individual, case-by-case basis in
the order it was received. Please submit your information 3-4 weeks prior to the date
that services are requested. If you have any questions about these documentation
guidelines, please contact Academic Accessibility Resources at (859) 858-3511 x2283
or e-mail academicaccessibility@asbury.edu.
The Accommodation Intake Request Form and all other information may be submitted
in person, e-mailed as attachments to academicaccessibility@asbury.edu or delivered
via mail at the following address.
Academic Accessibility Resources
Kinlaw Library
Asbury University
One Macklem Drive
Wilmore, KY 40390
ATTN: Dr. Victoria Slocum
