Application Process

Documentation is required to verify eligibility

Under the Americans with Disabilities Act, ADA Amendment Act of 2008, and Section 504 of the Rehabilitation Act of 1973 (as amended) individuals with disabilities are guaranteed certain protections and rights of equal access to programs and services. Therefore, documentation should indicate the disability substantially limits some major life activity.

These guidelines apply to documentation for:

• learning disabilities
• attention deficit disorder/attention deficit hyperactive disorder
• visual and hearing impairments
• orthopedic/ mobility impairments
• and other qualified disabilities as defined under Section 504 and the ADA.

Components for all submitted documentation

All documentation should include the following elements:

• A clear clinical diagnosis stated by a qualified professional*, signed and dated on letterhead.
• Description of the student’s current level of functioning, prognosis when appropriate, and clearly defined areas of educational impact.
• Severity factors of the disability and any side effects of medication that impact the academic setting.
• Specific suggestions for reasonable accommodations for post-secondary education and an explanation as to why each accommodation is recommended.
  • These recommendations should be supported with specific test results or clinical observations.

*Professionals conducting assessments, rendering diagnoses, and making recommendations for appropriate accommodations must be qualified to do so. The name, title, and professional credentials of the evaluator should be clearly stated in the documentation, including information about license or certification (e.g., licensed psychologist).

Components for documentation of specific disabilities

Learning Disabilities - Documentation should validate the need for academic accommodations based on the individual's current level of functioning in the educational setting. Although a school plan, such as an individualized educational plan (IEP) or a 504 plan is helpful for confirming the student’s history of accommodations, it is not within itself sufficient documentation. The comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of intelligence quotient, academic achievement, information processing, and a diagnosis that substantiates a disability as specified in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

Attention Deficit Hyperactive Disorder - In addition to the criteria for Learning Disabilities, the medical and/or clinical diagnosis for ADHD should include an adult-based evaluation and quantitative data (behavioral rating scales, TOVA, Connor Behavioral Rate scale, etc.), and qualitative data (direct observations which include DSM-5 criteria).

Physical or Health Related Disabilities - Other disabilities may include, but not be limited to: visual impairment, deaf and hard of hearing, cerebral palsy, seizure disorder, orthopedic impairment, cancer, diabetes, etc. Documentation should be provided by a licensed professional in the appropriate area of specialization. (Examples include the Texas Eye Exam Report for students with visual impairment or an Audiogram for students with deafness or hearing loss. A Texas Certificate of Blindness or Certificate of Deafness is not sufficient to determine a student’s current level of functioning.)

Mental Health Disorders - Current documentation should be provided by the treating licensed professional in the appropriate area of specialization. Information regarding medications and side effects should be included.