Documentation Principles and Guidelines

Documentation Principles

• The Office of Disability Services uses a combination of information to determine eligibility and reasonable accommodations. Documentation of a specific disability does not translate directly into a specific accommodation or set of accommodations, instead reasonable accommodations are determined on a case-by-case and course-by-course basis.
• Ensuring that accommodations provide effective access requires a deliberative and collaborative process that is responsive to the unique experience of each individual, as advised by the Americans with Disabilities Act, Amendments Act, 2008.
• The rationale for seeking information about a student’s condition is to support the higher education professional in establishing disability, understanding how disability may impact a student, and making informed decisions about reasonable accommodations.
• Documentation assists the Office of Disability Services staff to:
  •  establish a student's eligibility for services
  •  understand the impact of a student’s condition(s) in an academic environment
  •  and determine strategies and reasonable accommodations to facilitate equal access.  
• Documentation should be reviewed by examining the functional limitations of the disability on the student and how this supports the need for reasonable accommodations.
• Disability documentation should be treated in a confidential manner and shared only on a need-to-know basis according to both State and Federal laws and regulations.

General Guidelines for Documentation:

With these principles in mind, the guidelines for documentation are recommended for Rutgers University to enhance consistency and provide students, parents, and professionals with the information needed to assist students in establishing eligibility for services and receiving appropriate accommodations. Review the General Guidelines for all documentation submitted to ODS.  The guidelines are broad enough to allow for flexibility in accepting documentation from a range of perspectives given the different educational environments within Rutgers University.

Documentation is most beneficial when it provides specific insight into how a disability impacts various academic experiences (testing, reading, etc.). When the recommendations are for support to enhance success or are considered outside the scope of what is necessary for equal access, the student will be referred to other resources and or given options that may be able to address the specific need.

Don’t let a lack of documentation keep you from meeting with a Disability Services Coordinator.  We are here to help you to navigate the process. 

• Please note that you should not delay meeting with us if you are concerned about not having the right documentation. Each coordinator will discuss specific third-party documentation needs during the Intake Meeting and steps you can take after the meeting. 
• Our priority is meeting with you, not reviewing the documentation. Insufficient documentation will not delay the initial meeting, but may delay the consideration and possible approval of certain accommodations. 

Guidelines for specific disabilities:

Attention Deficit/Hyperactivity Disorders

• ADHD Documentation Guidelines
• "Provider Upload Documentation"

Learning Disabilities

• LD Documentation Guidelines
• "Provider Upload Documentation"

Medical Conditions

• Medical Condition Documentation Guidelines
• Medical Conditions Documentation Form
• Printable PDF Form

Psychological Conditions

• Psychological Conditions Documentation Form
• Printable PDF Form

Traumatic Brain Injuries

• Traumatic Brain Injuries Documentation Form
• Accessible PDF Form

Additional Parking & Transportation Verification Form

• Medical Certification for Additional Parking and Transportation