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Documentation establishes that a student has a disability and it provides a basis for determining reasonable accommodations.

Each student requesting accommodations for a disability is responsible for acquiring appropriate documentation to support his or her request and submitting it to the Assistant Director of Accessibility, Equity & Inclusion. After reviewing submitted documentation, the Assistant Director of Accessibility, Equity & Inclusion will schedule an interview with the student to discuss reasonable accommodations.

Prepare your documentation

Please review the following guidelines and share them with the professional preparing the documentation:

  • Documentation should be on letterhead, typed, dated and signed. Also, it should clearly show the name, title, professional credentials, address, telephone and fax numbers of the diagnosing and/or treating professional.
  • Documentation must be prepared by a professional with proper credentials for diagnosing and/or treating the disabling condition and who has no familial or personal relationship with the student.
  • Documentation should reflect the current level of functioning and need for accommodations. Generally this means assessment and/or treatment that is no more than three years old. However, for psychiatric disabilities and changeable physical disabilities, documentation should be no more than six months old.
  • Documentation should include:
    • A clear statement of diagnosis. When appropriate, diagnostic codes from the Diagnostic Statistical Manual of the American Psychiatric Association are helpful.
    • The date of diagnosis and/or most recent assessment, and a description of the diagnostic methodology used.
    • An explanation of the current functional limitations resulting from the disability. Information should clearly show how the condition impacts major life activities.
    • Information regarding progression or stability of the condition.
    • Information regarding the impact of medications and any adverse side effects, if applicable.
    • A description of past accommodations and/or strategies for support and their effectiveness.
    • Recommendations for accommodations and/or strategies for support.

Documentation should establish a clear relationship between the recommendations and functional limitations.

For students requesting accommodations for a learning disability or attention deficit disorder, it is most helpful to provide a comprehensive evaluation that reflects adult status (18 years or older) and includes:

  • A summary of the presenting problem, diagnostic interview and background information (educational, medical, family history, etc.) that is relevant to the disability.
  • The names of the aptitude, achievement and information processing tests and/or other tests/procedures used to determine the diagnosis, evaluation results including actual test scores expressed as standard scores and/or percentiles, and the date(s) of testing/evaluation.
  • A clinical summary with diagnosis and recommendations.
  • Secondary school information, such as an Individualized Education Plan, a Comprehensive Evaluation Report, a 504 Plan, and a Summary of Performance, may be useful. However, this information alone may not be sufficient for determining reasonable accommodations and/or strategies for support in the post-secondary setting.

The Assistant Director of Accessibility, Equity & Inclusion may request additional information after reviewing submitted documentation. In some cases, provisional accommodations may be provided while additional information is obtained.

Contact Information


Accessibility Services
Office of Equity & Inclusion
Point Park University
Student Center, 1st Floor
Pittsburgh, PA 15222
accessibility@pointpark.edu