Documentation Guidelines
To ensure the provision of reasonable and appropriate academic accommodations for UTHSC students with disabilities, students are required to submit documentation and supporting evidence of their disability. This documentation must include:
• A current diagnosis,
• A description of the significant functional limitation in a major life activity impacted by the disability, and
• A clear rationale for the requested accommodation.
The following guidelines are intended to ensure that documentation is appropriate to verify eligibility and support requests for reasonable accommodations, academic adjustments, and/or auxiliary aids. UTHSC follows the standards established by the ADA along with the Association on Higher Education and Disability (AHEAD).
It is the student’s responsibility to review the documentation guidelines to ensure that their submitted materials meet this criteria.
General Guidelines - all documentation must include:
Be on official letterhead, typed, and signed by an appropriately credentialed professional.
Be current and relevant. For ADHD and Learning Disabilities, assessments should use tools normed on adults (not children). For mental health conditions, documentation within the past 12 months is preferred. We recognize that situations vary and may adjust this timeframe as appropriate.
Include a clear diagnostic statement from a qualified professional that confirms the diagnosis. This should also explain how the diagnosis substantially limits a major life activity and how it impacts the student’s ability to function in an academic setting.
Describe the diagnostic methodology used, such as test scores, clinical observations, objective medical data, relevant academic or professional history, and the student’s actual performance in similar situations.
If accommodations are recommended, the documentation should explain each recommendation and provide a rationale connecting it to the student’s specific functional limitations.
Example: A request for extended test time should be supported by evidence of difficulty performing under timed conditions. Ideally, documentation would include performance on both timed and untimed assessments to show how time constraints affect the student.
Please Note: A general statement such as “the student cannot complete exams” is not sufficient by itself. Any recommendation should directly address how the accommodation supports the student's functional limitations related to their disability.
Please Note
It must be understood that evaluation reports themselves do not automatically qualify a student for registration or services. After appropriate consultation with the student and the appropriate medical professionals, we will make a decision as to whether reasonable and appropriate accommodations are needed and can be provided to the student.
It is important to note that a prior history of receiving accommodations in previous academic/testing environments is not a guarantee one will be granted accommodations on a high stakes examination. Prior documentation may have been adequate in determining appropriate services or accommodations in the past. However, a prior history of accommodations without demonstration of a current need does not in itself warrant the provision of similar accommodations.
Important Note on Board Licensure Accommodations
Receiving accommodations at UTHSC does not guarantee that the same accommodations will be approved for board licensure examinations. Most licensing exam boards have their own documentation requirements, which often include a full, formal evaluation that is no more than three years old.
Because each exam body has different criteria, it is important to review the specific documentation guidelines for the exam you intend to take. Additionally, plan ahead—some providers may have waitlists for evaluations, and the application review process itself can take up to three months, depending on the agency.