Documentation Guidelines

• The evaluator should be a licensed or certified professional qualified to diagnose and/or treat the reported condition
• The evaluator should have a current and ongoing professional relationship with the student and a familiarity with their case beyond assessment for the sole purpose of making an accommodation recommendation
• The evaluator should not be a family member, friend, or anyone with a personal relationship to the student, even if they may be qualified by training and licensure

• Documentation should include a clear statement of the diagnosed condition when required (see below for distinctions between academic and housing accommodations)
• The diagnosis should reference established diagnostic criteria (such as DSM-5 or ICD-10), when applicable
• Include the date of original diagnosis, date of most recent evaluation, and expected course or duration of the condition

• Describe how the condition substantially limits the student in one or more major life activities (such as concentrating, walking, communicating, learning, or sleeping)
• Clearly connect these limitations to what the student experiences as barriers in Stanford’s academic or housing environment
• Include details about severity, frequency, and duration of symptoms

• Provide a brief summary of the history and trajectory of the condition
• Describe current and past treatment (including, but not limited to: medication, therapies, or other medical intervention) with sufficient detail to explain the severity of the condition and/or need for the accommodations that will be requested
• Indicate whether symptoms are stable, episodic, or expected to change over time

• Explain how each requested accommodation is intended to address a specific access barrier connected to the student’s functional limitations
• Recommendations from providers regarding specific academic or housing accommodations are often helpful, but they are not binding. The OAE’s professional staff, who are familiar with the educational environment at Stanford, will work with the relevant departments or units to determine the extent to which recommended accommodations are appropriate or reasonable
• If, in the judgment of the OAE, there is insufficient diagnostic or clinical information supporting requested accommodations, students may be asked to submit new or additional documentation

The following materials do not qualify as sufficient documentation on their own:

• After-visit summaries
• Lab results or diagnostic imaging without interpretation
• Audiograms without interpretation
• Co-pay receipts or appointment confirmations
• Prescription logs
• Patient portal screenshots
• Diagnoses or documentation written on prescription pads
• Individualized Education Programs (IEPs) or Section 504 Plans

These materials may provide helpful context when submitted alongside formal documentation, but they are not sufficient on their own to establish eligibility for accommodations.

Documentation should include a comprehensive psychoeducational or neuropsychological evaluation that utilizes appropriate testing norms and provides post-secondary appropriate recommendations. This should include:

• A clear diagnostic statement using DSM-5 or ICD-10 criteria
• A summary of the evaluator’s qualifications
• A clinical interview with academic, developmental, and psychosocial history
• Results from individually administered assessments of cognitive ability, academic achievement, and information processing
• Interpretation of all test scores (standard scores, percentiles) and behavioral observations
• A rationale that connects the diagnosis and test data to functional limitations in the university setting
• Specific recommendations for accommodations and a clear explanation of how each addresses the student’s functional limitations

Documentation should come from a licensed/appropriately credentialed mental health provider (psychiatrist, psychologist, licensed therapist or other qualified medical professional in a relevant field) and include:

• A DSM-5 diagnosis and associated specifiers
• A summary of assessment methods and current clinical status
• Description of functional limitations in the academic and housing environments
• Details of treatment history and current interventions, including medications and side effects
• Anticipated course or progression of the condition, if known
• A rationale for each recommended accommodation based on observed impacts

Documentation should come from a licensed audiologist, ophthalmologist, or other qualified medical professional and must include:

• The type and degree of sensory impairment
• Date of diagnosis and expected stability or progression
• Functional limitations affecting the student in the academic and/or housing environment
• A rationale connecting limitations to the requested accommodations
• For Deaf and Hard of Hearing students: audiograms can be useful as supplementary documentation, but are not sufficient on their own. A narrative explanation from a qualified provider is required to contextualize the audiogram findings and describe how the hearing loss impacts the student's access in a university environment
• If you believe that your sensory disability may qualify as readily observable, please see the section below about Readily Observable Disabilities.

Documentation should come from providers qualified to diagnose as well as manage the treatment plan for the relevant condition. It should include:

• A diagnosis and explanation of the condition, including severity and prognosis
• History of symptoms and their current impact on daily functioning
• Functional limitations within the academic and/or housing environments
• Treatment details, including side effects of medications, if applicable
• Recommended accommodations and an explanation of how they address specific access barriers

Documentation should come from providers qualified to diagnose as well as manage the treatment plan for the relevant condition. It should include:

• The nature and date of the injury
• A detailed summary of symptoms and treatment history
• Results from neuropsychological testing and other relevant assessments
• Description of functional impacts across cognitive and physical domains
• A rationale for any recommended accommodations

Documentation should come from a licensed provider qualified to diagnose and treat the condition. Documentation should include:

• List of all allergies including a description of level of sensitivity (airborne, contact, ingestion), severity of reaction, and symptoms upon exposure.
• Details of current interventions utilized, including medications and side effects. May also include disability aids or management strategies  such as air purifiers, mattress covers, or specialized cleaning regimens or diets.
• Functional limitations within the academic and housing environments
• A rationale connecting limitations to the requested accommodations

Documentation should come from a licensed medical provider and include:

• A diagnosis and brief explanation of the condition
• Estimated duration and expected trajectory of recovery
• Specific functional limitations and their impact in academic or housing environments
• Recommended accommodations and justification

In some cases, students may have a condition that is so readily apparent that documentation is not required in the traditional sense. Under federal disability law, a disability is considered readily observable when the nature of the impairment and its functional limitations are obvious and generally not subject to dispute (for example, a student who uses a wheelchair).

Students who believe their disability may fall under this category can reach out to the OAE to request an individualized consultation and review regarding their specific case and request. A Disability Adviser will review the student’s case in full and determine whether the situation qualifies as a readily observable disability or if supporting documentation is required to move forward.