Student Accessibility
and Accommodation Services

Students who want to request accommodations must provide comprehensive documentation of their disorder to the Student Accessibility and Accommodation Services (SAAS) office. A diagnosis alone is not sufficient to identify what accommodations are reasonable or equitable for a student. Evidence as to the extent to which the disorder currently impairs academic and other major life activities is necessary to establish eligibility. Please do not hesitate to contact the office if you have any questions.

These documentation guidelines are provided to assist you and your mental health provider with the necessary information required for you to be considered for accommodations. Documentation for a psychological condition should include the following information:

1. Diagnosis: DSM-IV, V or ICD. Given based on a formal assessment of current psychological status, a formal diagnosis of a disabling condition provided by a licensed treatment professional (e.g., psychiatrist, licensed clinical psychologist, licensed social worker, etc.).
2. History and Recency:
   • Date of initial diagnosis, relevant background information such as academic history and co-morbid conditions.
   • Date of last contact. Accommodations are based on an assessment of the current nature and impact of the disability. Because psychological conditions may change over time, current evaluations can be critical for providing reasonable accommodations. Depending on the nature of the disability, updated evaluations may be requested. A report completed within the past 6 months may be necessary to establish the current impairment and need for accommodations at the present time.
3. Comprehensive Evaluation:
   • A diagnostic interview and other diagnostic tools are not meant to be used in isolation when making a psychiatric diagnosis. Provide assessment data and findings from all diagnostic tests and measures administered.
   • Provide a thorough summary that integrates assessment data with clinical presentation, behavioral observations, relevant background and current functioning.
   • Treatments currently in use and a description of the expected progression of the disability over time.
   • Information on medication side effects is useful and may be considered in accommodation decisions.
4. Functional Limitations: The report should detail how the individual’s condition impacts daily living (social, academic, ). This should include information on the severity and pervasiveness of the disorder.
5. Medications: Information on medication side effects is useful and may be considered in accommodation decisions.
6. Recommendations: A rationale should be given for each recommended accommodation. Due to the nature of the academic environment, SGU will make the final determination as to whether an accommodation is reasonable and can be provided to the individual.

All reports should be on letterhead, typed, dated, signed, and otherwise legible. The name, title, and professional credentials of the evaluator, including information about license or certification should be included. Evaluators should not be related to the individual being assessed.

The documentation provided by the student is considered confidential in accordance with the Family Educational Rights and Privacy Act (FERPA). However, there are instances when student documentation must be released without consent on a need to know basis.

Students are encouraged to email documentation in pdf format to SAAS at [email protected].

Students who want to request accommodations at SGU must provide comprehensive documentation of their disorder to the Student Accessibility and Accommodation Services (SAAS) office. A diagnosis alone is not sufficient to identify what accommodations are reasonable or equitable for a student. Evidence as to the extent to which the disorder currently impairs academic and other major life activities is necessary to establish eligibility. Please do not hesitate to contact the office if you have any questions.

These documentation guidelines are provided to assist you and your medical provider with the necessary information required in order for you to be considered for accommodations. A physician or other medical specialist with experience in the area related to the student’s disability should make the diagnosis. In most cases, documentation should be based on a comprehensive diagnostic/clinical evaluation. Documentation for a Physical Disability or Chronic Health Condition should include the following information:

1. Diagnosis: A clear statement of the physical or chronic health condition.
   1. Date of initial diagnosis. Relevant developmental and historical data.
2. Date of last clinical contact: Because the impact of a physical or chronic health condition may change over time, current evaluation can be critical for providing reasonable accommodations. Depending on the nature of the disability, updated evaluations may be requested.
3. Functional Limitations: The nature, severity and duration of the condition should be addressed. The documentation should detail how the individual’s current symptoms affect daily skills (academic, social, etc.). Since reasonable accommodations are based on the current impact of the disability, the documentation must address current level of functioning.
4. Medications: Information on medication side effects is useful and may be considered in accommodation decisions
5. Recommendations: A rationale should be given for each recommended accommodation. Due to the nature of an academic environment, SAAS will make the final determination as to whether appropriate and reasonable accommodations are warranted and can be provided to the individual.

All reports should be on letterhead, typed, dated, and signed, and otherwise legible. The name, title, and professional credentials of the evaluator, including information about license or certification must be included. Evaluators should not be related to the individual being assessed.

The documentation provided by the student is considered confidential in accordance with the Family Educational Rights and Privacy Act (FERPA). However, there are instances when student documentation must be released without consent on a need to know basis.

Students are encouraged to email documentation in pdf format to SAAS at [email protected].

Students who want to request accommodations at SGU must provide comprehensive documentation of their disorder to the Student Accessibility and Accommodation Services (SAAS) office. A diagnosis alone is not sufficient to identify what accommodations are reasonable or equitable for a student. Evidence as to the extent to which the disorder currently impairs academic and other major life activities is necessary to establish eligibility and requires objective tests such as a psychoeducational/neuropsychological evaluation. Please do not hesitate to contact the office if you have any questions.

These documentation guidelines are provided to assist you and your medical provider with the necessary information required in order for you to be considered for accommodations. Documentation should include the following information:

1. Diagnosis: A clear statement of a learning/cognitive disorder from the DSM IV , V or ICD.
2. History and Recency:
   1. Report should include relevant background information such as academic history, including summaries of previous evaluation results, history of the family’s learning difficulties, and a discussion of possible co-morbid conditions.
   2. Evaluation should be current, no longer than 3 years, or an adult profile.

3. Psychoeducational or neuropsychological evaluation: Test scores should be provided. The assessment instruments used should be reliable, valid, and standardized for an adult population. The following areas are generally assessed:
   1. Aptitude – intellectual assessment
   2. Achievement – current levels of academic functioning in relevant areas such as reading, mathematics, oral and written language
   3. Information Processing – specific areas of information processing (e.g. short and long term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning, motor ability).
4. Functional Limitations: The report should detail how the individual’s condition impacts daily living (social, academic, etc.). This should include information on the severity and pervasiveness of the disorder. The evaluator should also specify how the test results relate to the individual’s functioning.
5. Recommendations: A rationale should be given for each recommended accommodation. Due to the nature of an academic environment, SAAS will make the final determination as to whether appropriate and reasonable accommodations are warranted and can be provided to the individual.

All reports should be on letterhead, typed, dated, and signed, and otherwise legible. The name, title, and professional credentials of the evaluator, including information about license or certification must be included. Evaluators should not be related to the individual being assessed.

The documentation provided by the student is considered confidential in accordance with the Family Educational Rights and Privacy Act (FERPA). However, there are instances when student documentation must be released without consent on a need to know basis.

Students are encouraged to email documentation in pdf format to SAAS at [email protected].

Students who want to request accommodations at SGU must provide comprehensive documentation of their disorder to the Student Accessibility and Accommodation Services (SAAS) office. A diagnosis alone is not sufficient to identify what accommodations are reasonable or equitable for a student. Evidence as to the extent to which the disorder currently impairs academic and other major life activities is necessary to establish eligibility and requires objective tests such as a psychoeducational/ neuropsychological evaluation. Please do not hesitate to contact the office if you have any questions.

These documentation guidelines are provided to assist you and your medical provider with the necessary information required in order for you to be considered for accommodations. Documentation should include the following information:

1. Diagnosis: A clear statement of ADHD from the DSM IV , V or ICD.
2. History and Recency:
   • Report should include relevant background information such as academic history, including summaries of previous evaluation results, history of the family’s learning difficulties, and a discussion of possible co-morbidconditions.
   • Evaluation should be current, no longer than 3 years, or an adult profile.
3. Psychoeducational or neuropsychological evaluation: Test scores should be provided. The assessment instruments used should be reliable, valid, and standardized for an adult population. The following areas are generally assessed:
   • Aptitude – intellectual assessment
   • Achievement – current levels of academic functioning in relevant areas such as reading, mathematics, oral and written language
   • Information Processing – specific areas of information processing (e.g. short and long term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning, motor ability).
   • Information from rating scales, interviews, and observations used to identify the AD/HD.
4. Functional Limitations: The report should detail how the individual’s condition impacts daily living (social, academic, etc.). This should include information on the severity and pervasiveness of the disorder.
5. Medications: Information on medication side effects is useful and may be considered in accommodation decisions.
6. Recommendations are helpful and should be included; however, SAAS will make the final determination as to whether appropriate and reasonable accommodations are warranted and can be provided to the individual. It is helpful for each recommendation to be followed by a justification related to the diagnostic results.

All reports should be on letterhead, typed, dated, and signed, and otherwise legible. The name, title, and professional credentials of the evaluator, including information about license or certification must be included. Evaluators should not be related to the individual being assessed.

The documentation provided by the student is considered confidential in accordance with the Family Educational Rights and Privacy Act (FERPA). However, there are instances when student documentation must be released without consent on a need to know basis.

Students are encouraged to email documentation in pdf format to SAAS at [email protected].