Documentation Guidelines for Academic Accommodations

Disability Services (DS) at the 精品SM在线影片 (精品SM在线影片) is committed to providing accommodations and services to students with disabilities to ensure a comprehensively accessible University experience where individuals with disabilities have equal access to programs, opportunities and activities as all others. We engage in an interactive process with each DS registered and requesting student and review requests for accommodations on an individualized basis. In determining reasonable accommodations, we consider each student鈥檚 condition(s), history, experience, request, and the specific characteristics of each CU course and program.

While a student鈥檚 self-report is a vital source of information, in order to determine reasonable and appropriate accommodations, we may require additional information from other sources in order to establish a disability and the impact it has on a student鈥檚 living and/or learning in a postsecondary environment. Documentation can assist DS in understanding how a disability may impact a student in the academic and residential environment as well as assist in making informed decisions about reasonable accommodations. Even in cases where a disability is obvious and no documentation for a diagnosis is sought by DS, a medical provider鈥檚 analysis of the individual鈥檚 functional limitations and the individual needs of the student may still be requested to help DS assess the reasonableness of the requested accommodation.

Although many different types of disability-related documentation may be acceptable (see below), for your convenience you may ask your medical provider to complete our Disability Verification Form. The physician/therapist must be an impartial third party, not related by blood or marriage.

Examples of Different types of Disability-related Documentation:

  • Educational records, such as a high school accommodation plan (IEP, 504 plan, etc.)
  • Medical Records
  • Letter from a qualified healthcare professional, on letterhead which confirms a diagnosis/impact of the disability
  • Neuropsychological or educational evaluation
  • Audiology report
  • Vision assessment
  • Proof of accommodations used on standardized exams (SAT, ACT, etc.)

Documentation should include the following when applicable:

  • Name and Title
  • Professional credentials 
  • License Number
  • Date of Report
  • Letterhead
  • Impact of the condition
  • Signature

This is not an exhaustive list and DS may request additional documentation or other information in order to address a connection between the impact of the disability, the described barrier, and the requested accommodation. The date of the documentation should be within the last 3-5 years for disabilities that may be transitory in nature, such as learning disabilities, ADHD and mental health disorders. During the interactive process, DS will evaluate the specific attributes and requirements of the course, program, or activity.

Students with no documentation

DS can work with students who have never been formally diagnosed with a disability or cannot afford to get documentation. We recommend these students schedule an Information Session with one of our Access Coordinators to discuss their specific situation, explore options for support, and identify options to move forward with obtaining documentation.

How to submit documentation

You can submit documentation in any of the following ways before, during, or after your initial Access Meeting:

If we have not confirmed we have received your documentation within 5 business days after you sent in the documentation, please contact us to follow up.

FERPA & confidentiality of records

Student disability-related information is treated as private information, meaning that information will be shared only with a limited number of individuals who 鈥渘eed to know鈥 in order to assist in the review of the accommodation request, the determination, and the implementation of accommodation(s) where applicable.

Provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA) govern access to a student鈥檚 educational records. Disability Services student information and records are available to university officials or offices with a 鈥渓egitimate educational interest鈥 under FERPA. For example, certain persons may need to be aware of requested accommodations, an individual鈥檚 limitations leading to the need for an accommodation, and/or the outcome of accommodation decisions. These persons can include, but are not limited to faculty members, first aid and safety personnel, residential staff and those assisting with implementing accommodations.

General disability-related information is distinguished from confidential medical information obtained from individuals and/or their medical providers regarding specific diagnoses or conditions. Disability Services staff who are involved in gathering and maintaining confidential medical information for purposes of evaluating and determining accommodations receive specific training and guidance about safeguarding this confidential medical information in accordance with applicable laws. Confidential medical information is not shared by Disability Services personnel with faculty, parents, residential staff, academic advisors or other campus personnel without express permission of the individual or as otherwise permitted or required by law.