General Documentation Guidelines

The Disability Resource Center, in accordance with the Association on Higher Education and Disability (AHEAD), is transitioning its guidelines for disability documentation. The revised guidelines offer a more comprehensive approach to using disability documentation to make informed decisions.

The DRC asks individuals who request accommodations to present a self-report of how their disability impacts past and present academic experiences. Their report along with documentation can help to clarify the impact of their disability.  Disability documentation can also offer insight into how university courses and facilities may act as barriers to certain students. Types of helpful documentation include medical records, psychoeducational testing, and school records, such as IEPs or 504 plans. 

After meeting with the student and reviewing documentation, an individualized accommodation plan will be determined based on self report and documentation to facilitate access to courses, programs, and facilities at UGA. All students are encouraged to meet with a DRC Coordinator to begin this process, even if students have limited or no documentation.

Health Professionals – Detailed Guidelines

Comprehensive and detailed documentation enables the Disability Resource Center to determine appropriate accommodations for individual students on a case by case basis.  Please address the following items.

A clear diagnostic statement and date of diagnosis

A description of the diagnostic criteria, evaluation methods, tests and dates of administration, and/or a clinical narrative

A description of how the disability impacts the student and the severity of the functional limitations

This area forms one of the key elements for determining the severity of the patient’s disability on the patient’s ability to learn.  Please list all of this client’s symptoms (functional limitations) thus lending more support that the student’s disability impacts learning so that accommodations can be based on these symptoms or functional limitations.

Information on the cyclical or episodic nature of the disability and suspected environmental triggers to episodes

A description of current medications and any adverse side effects

Please list medications that may have side effects.  For example, some medications can make a person drowsy which could impact the speed for completing tasks which would support extended time for tests.

Recommendations for accommodations and support services that are logically related to the functional limitations (extended time on tests, low distraction environment, notetakers, etc.)

This last part provides logical support for accommodations based on the patient’s functional limitations (symptoms).  For instance, if the student has Crohn’s Disease the student may needs bathroom breaks they may need extra time on tests or breaks on tests where the clock stops or possibly breaks during class. For instance, if the student is noted to have “difficulty sustaining attention,” they may need assistance in taking notes in class or need audible textbooks.  Many students with ADHD must read materials several times to get the meaning.  If the student is “easily distracted by extraneous stimuli,” they may need a low distraction environment and/or additional time on tests. The more complete and detailed your report the better able we are in determining appropriate academic accommodations for your patient.          

Please return this information in a letter that is typed, dated, and on letterhead to the address listed below or fax it to (706)542-7719.

If you have any questions, please contact the intake coordinator at 706-542-8719.

Last revised 3 August 2016

Contact the DRC

Clark Howell Hall
825 South Lumpkin Street

VOICE: (706) 542-8719
FAX: (706) 542-7719
TTY: (706) 542-8778



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