Documentation Guidelines and Requirements

Students who are requesting accommodations must provide complete and current documentation of their disability to Student Disability Services as required by the University System of Georgia. 

The University System of Georgia (USG) general documentation guidelines include the following aspects: appropriate evaluators with identifying credentials and signatures on letterhead; documentation of a physical and/or mental impairment, which include a diagnostic statement based on the most current Diagnostic and Statistical Manual of Mental Disorders (DSM) and/or International Classification of Diseases (ICD); documentation of a current substantial limitation in a major life activity; identifying information of the evaluating professional.         

For complete USG documentation guidelines, click here

Students who are considered at increased risk of severe illness from COVID-19, click here to download the Documentation Form. Review the CDC Increased Risk information here.

Documentation for specific disability categories are listed below:

  • Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability. Although learning disabilities may occur concomitantly with other disabilities (e.g., sensory impairment, mental retardation, serious emotional disturbance), or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities, Learning Disabilities: Issues on Definition)

    Click here to view a PDF containing documentation guidelines for Learning Disabilities.

    Click here to download an optional template form for healhcare providers to complete

  • AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development. By definition, the disorder is developmental in nature, and therefore, diagnosis requires the manifestation of several symptoms prior to age 12 years. Furthermore, a diagnosis of AD/HD is not sufficient, in and of itself, to determine appropriate accommodations. Therefore, objective data provided in a comprehensive assessment of cognitive processing and academic functioning may be required to establish the nature and severity of the student’s functional limitations. Such data may include, but are not limited to, the following: rating scale information, performance on continuous performance tasks, cognitive processing test results, and/or the results of achievement tests.

    Click here to view a PDF containing documentation guidelines for AD/HD.

    The ADHD Verification form can be provided to an evaluator to elicit information needed to document ADHD. Please note that this verification form, although helpful in the documentation of the diagnosis of ADHD, may not be sufficient by itself in determining functional impairment. If this form is used, it is requested that the evaluator fills out the form in its entirety and provides the functional impairment in the academic setting.

    ADHD Verification Form

  • Autism Spectrum Disorders are characterized by impairment in several areas of development including social communication and social interaction across contexts, and the presence of restricted, repetitive patterns of behavior, interests or activities.

    Click here to view a PDF containing documentation guidelines for Autism Spectrum Disorder.

    Click here to download an optional template form for healthcare providers to complete

  • Brain injury can result from external trauma, such as a closed head or an object penetration injury, or internal trauma, such as a cerebral vascular accident or tumor. Additionally, individuals may acquire brain impairment as a result of neurological illnesses, such as epilepsy or multiple sclerosis. ABI can cause physical, cognitive, emotional, social, and vocational changes that can affect an individual for a short period of time or permanently. Depending on the location and extent of the injury, symptoms can vary widely. Understanding functional changes after an injury and resulting implications for education are more important than only knowing the cause or type of injury.

    Click here to view a PDF containing documentation guidelines for Acquired Brain Injuries.

    Click here to download an optional template form for healthcare providers to complete

  • Many different psychological disorders can interfere with cognitive, emotional, and social functioning and may negatively impact a student’s ability to function in an academic environment. Some individuals experience significant disruptions in mood, thinking, and behavioral regulation that are secondary to a psychological disorder. The symptoms and associated impairment may be either chronic or episodic. Complete descriptions and diagnostic criteria for psychological disorders are available in the current version of the DSM or ICD. Test anxiety by itself is not considered a psychological disorder.

    Click here to view a PDF containing documentation guidelines for Psychological Disorders.

    Click here to download an optional template form for healthcare providers to complete

  • Individuals who are deaf or hard of hearing experience a reduction in sensitivity to sound. Amplification may not assist the individual in interpreting auditory stimuli. Individuals who are deaf or hard of hearing from birth may experience lags in the development of speech and most often have language-based deficiencies.

    Click here to view a PDF containing documentation guidelines for DHOH Disorders. 

    Click here to download an optional template form for healthcare providers to complete

  • Visual impairments are disorders in the function of the eyes that cannot be adequately corrected by medical or surgical intervention, therapy, or conventional eyewear. Individuals with visual disorders may not have any useable vision or the vision may be significantly limited.

    Click here to view a PDF containing documentation guidelines for BLoV Disorders.

    Click here to download an optional template form for healthcare providers to complete

  • Mobility impairments refer to conditions that limit a person’s coordination or ability to move. Some mobility impairments are congenital while others are the result of illness or physical injury. The functional abilities and limitations resulting from the impairment will vary from individual to individual.

    Click here to view a PDF containing documentation guidelines for Mobility Disorders.

    Click here to download an optional template form for healthcare providers to complete

  • Systemic disabilities are conditions affecting one or more of the body’s systems, including the respiratory, immunological neurological, circulatory, or digestive systems. Systemic disabilities may change over time. Therefore, the need for - and type of - reasonable accommodations may require updated documentation.

    Click here to view a PDF containing documentation guidelines for Systemic Disorders.

    Click here to download an optional template form for healthcare providers to complete

  • Communication disorders is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in language, speech and, communication. This includes difficulties in receptive and expressive language, including the production of sounds, articulation and fluency deficits, difficulty in the acquisition and production of language across modalities (i.e., spoken, written), and difficulties in the social use of verbal and nonverbal communication.

    Click here to view a PDF containing documentation guidelines for Communication Disorders.

    Click here to download an optional template form for healthcare providers to complete

  • The Regents Center for Learning Disorders (RCLD) at Georgia State provides supportive services to Offices of Disability Services at University System of Georgia (USG) institutions, including Kennesaw State University. These services include comprehensive evaluations for students with suspected learning disorders and consultation for documentation review and recommendations for accommodations. 

    Your Disability Service Provider may consult with the RCLD for documentation review to determine whether or not the documentation meets USG requirements. When you come for your intake interview, you may be asked to sign a release to send your documentation to the RCLD for review and consultation purposes. 

    If your documentation does not meet the University System of Georgia requirements, or if you have never been tested for a learning disorder before, it is your responsibility to obtain the additional testing/evaluation. Below are some options to proceed:

    • Students who decide to be tested somewhere other than the RCLD should review the Criteria for Outside Evaluations link. 

    • Students who decide to be tested at RCLD should complete the online intake form and schedule an appointment with SDS to review the RCLD referral packet. The packet is not available online.

      • Complete the RCLD packet in its entirety. The packet includes the instructions for completing the RCLD packet.

      • The total cost of the evaluation will be $500. Return the completed RCLD packet along with a check for $250 made payable to Georgia State University as a deposit to Disability Services. The balance of $250 should be paid at the first appointment with the test center.

      • Once the completed packet has been returned, Student Disability Services will submit it to the Regents Center for Learning Disorders. A representative from the Regents Center will review the packet and contact the student to schedule an appointment. The Regents Center for Learning Disorders is located on the Atlanta campus of Georgia State University, Urban Life Bldg., Room 1053. Their phone number is 404-413-6245.
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