Student Documentation Guidelines
Documentation may be sent to the Accessibility and Disability Resource Center via email to adrc@ou.edu, via fax to 405-325-4491, or via mail to 730 College Ave, Norman, OK 73019. We recommend documentation to be sent via email to reduce the likelihood of potential delays in processing.
Student documentation is reviewed in the order in which it was received. Upon review, an email with the next step will be sent to the student's university email address within 5-15 university days of receipt. Typically, the next step is to meet with an Accessibility and Disability Resource Center team member to engage in an interactive conversation and complete registration; however, occasionally there is a need for further information. If additional documentation is needed, specifics will be included in the email.
Documentation Guidelines
All documentation submitted should include the following:
Format - Written documentation will be on letterhead, dated, and signed by the provider. Medical documentation such as a progress note or documentation from a patient portal must indicate the names of the practice, treating provider, and student. Documentation may be sent via email, fax, or brought in person.
The credentials of the evaluator(s) - A licensed or otherwise properly credentialed professional who has completed appropriate and comprehensive training in the field of the disability for which a student is requesting accommodation(s), has appropriate experience related to the disability, and has no personal or familial relationship with the individual being evaluated. This professional must be qualified to diagnose and/or treat the disability for which they are providing documentation. A printed name with credentials following the provider’s signature will often meet this requirement, e.g. John Doe, MD
A diagnostic statement identifying the disability - Includes a statement clearly identifying the type of diagnosed disability. Statements such as “shows symptoms of...” and “the observed [medical, mental health, etc.] presentation is commonly found in ...” without the inclusion of a specific diagnosis do not identify a diagnosis of disability and will not be sufficient for the providing of reasonable accommodations.
A description of the diagnostic methodology used - Includes a description of the diagnostic criteria, evaluation methods, procedures, and tests and dates of administration as well as a clinical narrative, observations, and specific results. Diagnostic methods that are congruent with the particular disability and current professional practices in the field are recommended.
A description of the current functional limitations - Includes how the disability(ies) currently impacts the individual. The description should be sufficiently thorough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency, and pervasiveness of the condition(s).
A description of the expected progression or stability of the disability - Includes expected changes to the functional impact (barriers) of the disability over time and context. Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes provides opportunities to anticipate and plan for varying functional impacts. If the condition is not stable, information on interventions (including the individual’s own strategies) for exacerbations and recommended timelines for re-evaluation are most helpful.
A description of current and past accommodations, services, and/or medications - Includes a description of applicable auxiliary aids, assistive devices, support services, accommodations, current and past medications, and any significant side effects from current medications or services that may impact physical, perceptual, behavioral, or cognitive performance. While accommodations provided in another setting are not binding on the current institution, they may provide insight in making current decisions.
Recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services - Recommendations from professionals with a history of working with the individual provide valuable information for review and the planning process. Recommended accommodations and strategies should be logically related to functional limitations (barriers); if connections are not obvious, a clear explanation of their relationship is necessary in order to be considered as a potential reasonable accommodation. While the post-secondary institution has no obligation to provide or adopt recommendations made by outside entities, those that are congruent with the programs, services, and benefits offered by the institution may be appropriate. When recommendations go beyond reasonable equitable and inclusive services and benefits, they may still be useful in suggesting alternative accommodations and/or services.
All documentation of disability submitted to the Accessibility and Disability Resource Center will be held in confidence. Disability documentation provided by a physician, psychiatrist, psychologist or other recognized health professional is not subject to free access under the Family Educational Rights and Privacy Act of 1974 (FERPA). Information regarding a student’s disability will be shared by the Accessibility and Disability Resource Center on a limited basis, and then only when there is a compelling reason for such disclosure. This means that a faculty member generally does not have a need to know what the disability of a student is, only that it has been appropriately verified by the Accessibility and Disability Resource Center.
