Documentation Requirements

To best determine accommodation needs, students must submit a letter from a treating healthcare or mental health provider describing how the disability currently affects them, especially in regard to an academic setting.  Letters should meet the following criteria. 

• Written on official letterhead. 
• Signed and dated by a licensed healthcare or mental health professional familiar with your condition. 
• Include your diagnosis/diagnoses 
• Describe your current functional limitations. 
• Explain how your disability impacts you in an academic setting. 
• Include recommended accommodations, when appropriate. 

In addition to the provider letter, students are encouraged to submit supporting documentation if available, such as: 

• Psychological or neuropsychological evaluation 
• Diagnostic evaluations 
• Relevant medical records 
• Audiology or vision evaluations 
• Other assessments/records prepared by a qualified professional 

Documentation Guidelines for Learning Disabilities 

Students requesting accommodations for a learning disability must provide documentation in the form of a comprehensive psychological or psychoeducational evaluation conducted by a qualified professional. 

Please note that an Individualized Education Program (IEP), 504 Plan, Summary of Performance, or other school records alone do not constitute sufficient documentation of a learning disability for accommodation purposes at the college level. However, these documents can be very helpful in understanding accommodations and supports that have been effective in the past and should be submitted if available. 

Appropriate evaluations must meet the following criteria: 

• Be completed by a qualified professional who is appropriately licensed or certified to conduct and interpret psychological or psychoeducational assessments. 
• Reflect the student's current level of functioning. Although learning disabilities are generally lifelong conditions, the impact of the disability can change over time. Documentation should provide evidence of current functional limitations. 
• Be comprehensive in nature. Documentation should include multiple assessment measures rather than relying on a single test score or screening instrument. 
• Provide clear diagnostic evidence. Assessment results and interpretation must support the presence of a learning disability and demonstrate how the condition substantially limits learning or other major life activities. 
• Address all essential areas of evaluation, including: 
  • Aptitude (cognitive ability) 
  • Academic achievement 
  • Information processing 

Questions About Documentation? 

If you are unsure whether your documentation meets these guidelines, please contact the Disability Services Office. We are happy to review your documentation and discuss whether additional information may be needed. 

If your previous testing is outdated, or if you believe you may have a learning disability but have never been formally assessed, please contact our office. While ACTC does not provide diagnostic testing on campus, we can assist you by providing referrals to qualified professionals and local testing resources.