Accessibility Services: Documentation Guidelines
General Requirements
To determine eligibility, students must provide comprehensive documentation that:
- Clearly identifies the presence of a disability
- Is appropriate for the postsecondary setting
- Includes specific recommendations based on substantial functional limitations
Important Notes:
- Accommodations will not be implemented until documentation meets university criteria
- A history of accommodations in high school or other settings (e.g., an Individualized Education Plan [IEP] or 504 Plan) does not automatically guarantee accommodations at the college level
- Accommodations are not retroactive
Contact Information
For assistance or to submit documentation, please contact:
Luana Fahr: Director of Student Success and Academic Support/Accessibility Officer
Email: lfahr@georgian.edu
Phone: 732-987-2646
Documentation Requirements by Disability Type
Chronic Medical Conditions (Including Neurological or Mobility Impairments)
Documentation must come from a licensed healthcare provider and include:
Diagnosis:
- Current diagnosis and clinical summary with relevant medical history
Current Treatment:
- List of ongoing treatments, medications, assistive devices, or therapies
Impact Assessment:
- Description of how the condition substantially limits major life activities and affects functioning in a college setting
Accommodation Recommendations:
- Specific suggested accommodations with clear justification linking the condition to the recommended adjustments
Psychological Disabilities
Documentation must be submitted by a qualified mental health professional, such as:
- Psychologist
- Psychiatrist
- Licensed clinical social worker
The professional must not be related to the student.
The Documentation Must:
- Be current, on official letterhead, signed, and include credentials and contact information, or provide downloadable form below to your medical professional
- Include a diagnosis based on DSM criteria with relevant clinical and medical history
- Describe the diagnostic tools used, and include clinical interpretation
- Indicate the condition’s duration, severity, stability, and expected progression
- Explain current treatment, medications, or support services
- Evaluate the functional impact in a postsecondary academic setting
- Include recommendations for accommodations, each with supporting rationale demonstrating how they mitigate the impact of the disability
Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Qualified Evaluators:
Documentation must be provided by a qualified professional experienced in diagnosing ADHD/ADD in adolescents and adults:
- Clinical psychologists
- Neuropsychologists
- Psychiatrists
- Medical doctors (such as neurologists)
The evaluator must not be a relative.
Required Documentation Must:
- Be current, on official letterhead, signed, and include credentials and contact information, or provide downloadable form below to your medical professional
- Include a specific diagnosis based on current DSM criteria, with the date of evaluation and original diagnosis
- Demonstrate current functional limitations significantly affecting academic performance
- Include relevant developmental, medical, educational, and medication history
- Summarize assessment results, such as Continuous Performance Test, T.O.V.A., Trail Making Test, or neuropsychological evaluations (Self-reports alone are insufficient)
- Provide standardized testing data, including subtest and standard scores
- Contain a clinical summary describing:
- The substantial limitation on major life activities
- The academic impact of the condition
- Rationale for recommended accommodations
- How accommodations address the impact of the disorder
Autism Spectrum Disorder
The evaluation must be performed by a professional who has training and direct experience working with adults on the autism spectrum, including:
- Psychiatrists
- Neurologists
- Clinical psychologists
- Neuropsychologists
The diagnosis of an autism spectrum disorder does not rely on one test or a specific battery of tests, requiring a multi-faceted approach.
Documentation Must Include:
- Professional Credentials: Diagnostic reports must be on official letterhead and include the name, title, and professional credentials of the evaluator. All reports must be signed and dated.
- Diagnosis: A complete DSM-5 diagnosis with an accompanying description of the specific symptoms experienced by the student and their impact on academic, social, behavioral and emotional functioning. The diagnosis should be based upon a comprehensive clinical interview and, where clinically appropriate, psychological testing.
- Current Treatment: Identification of treatment, medications, or other services and/or interventions currently prescribed or in use.
- Evaluation of Impact: Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting.
- Specific Recommendations: Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access. Diagnostic information must support the need for the recommended accommodations.
Learning Disabilities
Documentation for learning disabilities must include comprehensive and current (within the past 3 years) psychoeducational testing. A single test is not sufficient for diagnosis.
Required Domains and Tests:
Aptitude:
Full intellectual assessment, such as the Wechsler Adult Intelligence Scale, with all subtests and standard scores
Achievement:
Assessment of current functioning in reading, writing, and math (e.g., Woodcock-Johnson), with complete subtest scores
Information Processing:
Evaluation of memory, processing speed, and auditory/visual processing, using tests like the Woodcock-Johnson or equivalent tools
Additional Requirements:
Documentation must validate the current impact of the disability on academic performance
Reports must include clear rationale for any recommended accommodations, with specific explanations based on functional limitations
Prior accommodations should be noted, but do not guarantee continuation
IEPs and 504 plans should be included if available
Downloadable Forms
To assist students and healthcare providers, we offer the following verification forms that can be used in place of comprehensive letters:
- Medical Verification Form – For chronic medical conditions
- Psychological Verification Form – For psychological disabilities
- ADHD/ADD Verification Form – For attention deficit disorders
- Autism Spectrum Disorder Verification Form – For autism spectrum evaluations
These forms are optional. Students may also submit comprehensive evaluation reports or letters from qualified professionals that meet the above guidelines.
Submitting Documentation
Methods of Submission:
- Email: lfahr@georgian.edu
- In Person: Jeffries Hall, Room 130
Confidentiality:
All documentation submitted is maintained securely and confidentially in compliance with:
- Family Educational Rights and Privacy Act (FERPA)
- Americans with Disabilities Act (ADA)
- Section 504 of the Rehabilitation Act
Questions?
For questions about documentation requirements or the accommodation process, please contact our office:
- Phone: (732) 987-2646
- Email: lfahr@georgian.edu
- Office Hours: Monday – Friday, 8:00 AM – 5:15 PM
-
Luana Fahr
Director of Student Success and Academic Support/Accessibility Officer - Jeffries Hall, Room 130
- Phone: (732) 987-2646
- Email: lfahr@georgian.edu