ACCESS

Documentation Guidance

Accepted Documentation

We accept many different forms of documentation, which include but are not limited to: 

• An Individualized Education Program (IEP): Please note that we may request supplemental documentation if the IEP indicates you were ineligible for services under the Individuals with Disabilities Education Act (IDEA).
• 504 Plan - A document describing services or accommodations provided pursuant to Section 504 of the Rehabilitation Act of 1973
  • Please be advised that most IEPs and 504 Plans do not include documentation of the disability. It is often best to contact the most recent school attended and request a copy of the accommodations authorization.
• A plan or record of service from a private school, local education agency, state educational agency, or other institution of higher education provided in accordance with the ADA.
  • A plan or record of disability from another institution of higher education.
• A record or evaluation from a relevant licensed professional finding that an individual has a disability
• Documentation of disability due to military service in the uniformed services.

Obtaining Documentation

The most useful documentation not only specifies the diagnosis but also provides scored testing results to establish it and assess functional impacts on higher education. This not only gives you, as the individual, a better understanding of what functional impacts you are mitigating, but enables us as an office to craft the most comprehensive accommodation package possible. Please review the following with your qualified professional to determine which documentation ACCESS will require before approving services. 

Key Features of Appropriate Documentation

• Credentials
  1. Any physician letter must be typed on letterhead stationery that includes the provider's credentials and identifies their area of specialty. PLEASE NOTE: Documentation written by a student’s family member will not be accepted because of professional and ethical considerations.
• Diagnostic Statement
  1. Provides a specific diagnosis (or diagnoses) of the student’s condition. Note that a diagnosis in and of itself does not automatically warrant approval of requested accommodations.
  2. Includes any relevant information about steps that were taken to determine this diagnosis (i.e., medical examinations)
  3. Indicates when the student was diagnosed with this condition.
  4. Indicates how long the student has been under the provider's care.
• Functional Limitations
  1. Based on the student’s condition, appropriate documentation includes a description of any functional limitations in performing a major life activity. A current functional limitation is a substantial impairment in an individual’s ability to function with respect to the condition, manner, or duration of a required major life activity. Examples of major life activities include walking, sitting, standing, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.
  2. If the student is taking medication for this condition, which medications are being taken, and how might they affect the student? 
• Recommendations and Rationale
  1. The provider should offer rationale for each recommended accommodation based upon a medical reason.
  2. If there is any other information that the provider believes would be helpful in assisting the student, please also provide this information.

Additional Accommodations and Associated Forms

• Documentation Guidelines - For students whom self-identify to the ACCESS office as having a physical or chronic condition, you may offer a physical copy of these guidelines, based upon the documentation requirements issued by the Educational Testing Services (www.ets.org) and Association for Higher Education and Disability (www.ahead.org). Providers should respond to each section of the document.
• Documentation Guidelines Companion Form - If your provider has not provided a sufficient document on authenticated letterhead in accordance with the documentation guidelines above, this fillable form can be provided to your physician to help provide a more comprehensive understanding of the functional limitations experienced as a result of your diagnosis. 
• Consent for Release of Confidential Information - Please complete this form in the event you need us to release copies of your documentation to another institution or organization.
• Emotional Support Animal (ESA) Form - This form will allow your physician to answer all necessary questions regarding your accommodation request for an ESA. If you have additional questions regarding ESA's visit our Frequently Asked Questions page. For further questions regarding this form, please arrange to speak to an ACCESS staff member.
• Unique Emotional Support Animal Form - An ESA that is considered "unique" is an animal that falls outside the commonly recognized types of pets traditionally thought of as suitable for ESAs (i.e. cats, dogs, etc.). If your animal has been deemed to provide therapeutic emotional support by a licensed physician, additional questions regarding this particular ESA are necessary to make a final determination about reasonable placement in university housing as a continuation of the interactive process.
• Housing Accommodation Verification Form - This must be completed by a licensed healthcare provider from the field of specialty pertaining to the disability. Submit the completed Housing Accommodation Verification form by email to myaccess@siue.edu by fax at 618-650-3726, or deliver to the ACCESS office in the Student Success Center, Room 1203. For more information on the process for requesting a residency based accommodation, please visit the Housing Accommodation page. The information provided by the student and healthcare provider must:
  1. Document a disability, and
  2. Establish a direct link between the disability and the need for the requested housing accommodation