Disability Support Services
Documentation Guidelines
Disability Support Services (DSS) provides academic services and accommodations to students with diagnosed
disabilities. DSS frequently assists students with the following medical conditions and disabilities: attentiondeficit/hyperactivity disorder, traumatic brain injury, depression, anxiety, arthritis, gastrointestinal conditions,
cancer, deaf, hard of hearing, blind, and low vision. It is important to note that this is not an exhaustive list of
medical conditions and disabilities, we welcome all students to seek out our services.
Eligibility for accommodations are established through information obtained from the student’s self-report and
documentation. Documentation is particularly important, as it serves as the foundation that supports a student’s
request for accommodations. Reviewing documentation is a collaborative process, in which information is reviewed
on a case-by-case basis. Further assessment or additional documentation may be necessary if the submitted
documentation is incomplete or does not justify the student’s request for accommodations. The following guidelines
are provided to assist students in obtaining documentation to establish the need for reasonable accommodations:
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Issued by a qualified/licensed professional (e.g., pediatricians, neurologists, psychiatrists, clinical or school
psychologists, family physicians), who is unrelated to the student, and whose credentials permit evaluation of
the disability;
Documentation for eligibility must be current and reflect current symptoms;
A clear statement of the diagnosis with a conclusive summary that presents the rationale for the diagnosis;
A statement of the functional impact or limitations of the disorder or disability on learning or other major
life activity;
The impact of medication on the student's ability to meet the demands of the postsecondary environment, if
relevant;
A statement about the severity, duration, and frequency, if necessary (i.e., this is important for individuals who
experience flare ups or for those who have intermittent/changing symptoms);
For students with a documented learning disability: documentation must outline a comprehensive evaluation of
intelligence and academic achievement (i.e., reading, writing, and mathematics), with standardized scaled
scores and composite scores to support the diagnosis or eligibility classification. This most commonly is
included in a psychoeducational evaluation conducted by a school psychologist or a licensed psychologist.
Please do not hesitate to contact DSS at (970) 351-2289 if you have any questions. All documentation is considered
confidential and should be sent to:
University of Northern Colorado
Disability Support Services
Michener L-80
Campus Box 139
Greeley, CO 80639
970-351-2289
Fax: 970- 351-4166
Lorraine.harris@unco.edu
Types of documentation that may be helpful to include, but are not limited to, the following:
 Educational, psychological, or medical records;
 Reports and assessments conducted by healthcare providers, clinical psychologists, licensed social workers,
or school psychologists;
 Documents that outline use of academic accommodations such as an Individualized Education Plan (IEP),
504 Plan, and psychoeducational evaluations.