Students requesting accommodations must provide documentation of their disability. Documentation consists of a recent evaluation by an appropriate professional that relates the current impact of the condition to the request for accommodations. If the documentation is incomplete or inadequate, the Office for Students with Disabilities may exercise its right to require additional documentation. Any cost of obtaining additional documentation is the responsibility of the student. All documentation must appear on letterhead and be typed, signed, dated and clearly state the assessor’s name, title and professional credentials.

Documentation must be current. For most students, documentation should be no older than three years. If a student is 21 years old or older and has thorough and relevant documentation reflective of an adult level of performance , it may be acceptable for the Office for Students with Disabilities to extend the length of time the documentation is considered valid. Disabilities that are subject to change may require more frequent evaluations as needed to verify current symptoms, functional limitations and prognosis.

Assessment procedures and instruments must be listed. Assessment procedures, evaluation instruments and a summary of the results used to make the diagnosis must be included.

Generally, an Individualized Education Plan (IEP) or 504 Plan from a secondary school by itself does not provide adequate information for the provision of academic accommodations at the post secondary level. However, if the IEP includes the items mentioned under learning disability (listed below), it may be acceptable.

Learning disability documentation needs to include the assessment of aptitude, academic achievement, information processing abilities, diagnosis, clinical summary and recommendations for accommodations.

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) should be diagnosed with comprehensive assessment that begins with the above mentioned criteria for learning disability. In addition, the evaluation should include tests that address attention, concentration, and impulse control. Education and behavioral history, developmental information, clinical observation, and medication trials will generally play an important role in the diagnosis. In situations where the assessment departs from this diagnostic model, the Office for Students with Disabilities reserves the right to evaluate the data on a case-by-case basis.

Psychiatric/psychological disability documentation needs to clearly state a DSM-IV diagnosis and must verify interference with a major life activity. The current symptoms and prognosis need to be identified with a summary of the functional limitations imposed by the condition. The documentation should also address the impact of medication and/or treatment on educational functioning.

Physical disability documentation needs to clearly state the diagnosis and verify interference with a major life activity, effecting the ability to participate in the educational process. The symptoms, functional limitations, and impact of medication and/or treatment on educational functioning should be addressed.

Whenever appropriate, diagnosticians should include suggestions for accommodations. It is extremely helpful when diagnosticians provide suggestions for reasonable accommodations appropriate at the post-secondary level. Such recommendations should be supported by the assessment results and the diagnosis. Recommendations will be evaluated by the Coordinator of the Office for Students with Disability on a case-by-case basis. Accommodations must be reasonable and cannot fundamentally alter the basic nature or essential components of the institution’s courses or programs.

**Verification by another institution or organization does NOT guarantee eligibility at Bemidji State University.