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Documentation Guidelines

Belmont University's Office of Accessibility Services uses the following written documentation guidelines to determine a student's reasonable accommodation request for a disability. To make a request for services, students are to forward their current diagnostic documentation and accommodation request to the Office of Accessibility Services for review. Documentation must be completed by a licensed clinical professional and include the following information.

  • All documentation must be provided on official letterhead of the professional describing the disability and include the assessment date, as well as, the signature of the evaluator.  
  • Each documentation provided must include the name, title and professional credentials of the evaluator, including information about their license or certification.
  • The documentation must adequately verify the nature and extent of the student's disability in accordance with current professional standards and assessment tools, as well as, include the student's current functional impact of the impairment and any history of receiving accommodations.
  • All documentation must clearly substantiate the need for each of the student's specific accommodation requests. For example, if academic accommodations are requested, learning must be one of the major life activities substantially limited. 
  • Students requesting services for the manifestations of multiple disabilities must provide supporting information of each condition.
  • If the original documentation is incomplete or insufficient to determine the extent of the disability or the accommodation, the university has the discretion to require additional documentation. Any costs incurred in obtaining additional documentation are incurred by the student. 

Insufficient documentation can result from one or more of the following:

  • Out-dated documentation with insufficient information
  • Documentation developed by a relative
  • Inappropriate professional making the diagnosis
  • No diagnosis given
  • For a Learning Disability or Attention Deficit Disorder, no IQ test data or no achievement test battery (with scores) administered to support the diagnosis
  • Average range of test scores (having no scores representing a significant limitation)
  • An unsigned report
  • Report not written on evaluator's letterhead
  • No functional limitations identified (for instance, how the diagnosis affects the student and how it relates to the accommodation request)
  • Diagnosis based upon one subtest score with no additional support. 

NOTE: An Individual Education Plan (IEP) or 504 Plan from high school will not meet the documentation guidelines alone. A physician's letter or note alone is not sufficient to document Attention Deficit Disorder (ADD), nor can prescribed medication be used to document a disability. In general, please know it is not acceptable for such documentation to include a diagnosis or testing performed by a member of the student's family. 

Click the appropriate link below to print and review specific documentation guidelines: