Documentation must come from a qualified practitioner who is not a family member of the student (i.e., medical doctor, psychologist, physical or occupational therapist, audiologist). Documentation must be printed on official letterhead and signed by the credentialed professional. Include date, name, credentials, licensing, area of specialization, address, and contact information.
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Access and Disability Services
Documentation Guidelines
Students seeking accommodations must provide documentation—from appropriate licensed professionals—of a condition that has a current functional impact, and meets the current legal definition of a disability. This allows ADS to determine if the student has a disability, and is therefore eligible to receive reasonable accommodations.
Send your documentation (listed in order of preference) to ADS:
- Email a PDF of your documentation to hc-ads@haverford.edu
- Fax documentation to (833) 243-2760
- Mail documentation to: Access and Disability Services, Haverford College, 370 W Lancaster Ave, Haverford, PA 19041
General Criteria for Documentation Prepared by Third Parties
The criteria presented here is adapted from the Association of Higher Education and Disability (AHEAD), and is provided for evaluators, medical professionals, students, and family members to guide the process of preparing documentation.
High school IEPs or 504 plans may not be considered sufficient documentation unless accompanied by a current and complete evaluation. Adult-normed testing instruments are preferred. We recommend that testing reports be no more than 3-5 years old, but the required currency of documentation varies depending on diagnosis.
Note: Criteria vary slightly depending on the nature of the disability—review Recommended Documentation for Specific Conditions. If needed, ADS may contact the evaluator (with the student's permission) to gather more information. Costs associated with diagnosis, evaluation, and testing are the responsibility of the student, except in cases of severe financial need demonstrated to, and upon recommendation of, the Office of Financial Aid.
Questions or Concerns?
Concerned about the appropriateness of your documentation? Get in touch! ADS doesn't want the absence of a current report to prevent you from receiving needed accommodations.
- Credentials of the Evaluator
- Clear Statement of Diagnosis
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History of the Disability
Summary of thorough diagnostic interview with relevant information about the individual's developmental, medical, psychological, family, and academic histories (as relevant).
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Description of Diagnostic Methodology
Dates, descriptions and analyses of the methods, tests, and criteria used to make the diagnosis. Adult-normed testing instruments are preferred.
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Description of Current Symptoms and Functional Limitations
Describe the condition's current functional impact, including severity, frequency, and pervasiveness. Discuss the ways in which the condition limits a major life activity and may affect the individual's functioning in a post-secondary institution.
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Description of the Expected Progression or Stability of the Disability
Include information about expected changes in the functional impact of the disability over time and context (if applicable). Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers are recommended.
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Description of Current and Past Treatments and Accommodations
Describe current and past auxiliary aids, assistive devices, support services, and accommodations and the ways in which they have (or have not) been effective in ameliorating functional impacts of the disability. Include an overview of the current treatment plan and timeframe, including any prescribed medication and its effect on the student’s current functioning.
Note: Accommodations provided in another setting are not binding on the current institution, but they can provide insight in making current decisions.
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Recommendations for Accommodations, Assistive Devices and/or Support Services
Recommendations should logically relate to functional limitations. Please include a clear explanation for the rationale for a particular accommodation.
Note: Post-secondary institutions are not obligated to adopt recommendations made by outside entities, but recommendations are helpful in determining appropriate accommodations.
Recommended Documentation for Specific Conditions
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Attention Deficit / Hyperactivity Disorder (AD/HD)
To document an attention deficit hyperactivity disorder (AD/HD), a student must submit a current report no more than three years old based on the results of a comprehensive evaluation by a psychiatrist or licensed psychologist experienced in diagnosing AD/HD in young adults and adults.
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Learning Disability (LD)
A student must submit a current report no more than five years old based on the results of a comprehensive psychoeducational or neuropsychological evaluation performed by a licensed psychologist or certified school psychologist experienced in evaluating learning disabilities in young adults and adults. Test instruments must be well recognized and age appropriate, and the most recent edition should be used. Adult norms are preferred. At a minimum, the following areas should be evaluated:
- Cognitive Functioning
- Include scores from standardized instruments such as Wechsler Adult Intelligence Scale - III (WAIS-III), Woodcock-Johnson III (WJ3), Tests of Cognitive Ability, The Stanford-Binet V, Kaufman Adolescent and Adult Intelligence Scale.
- Academic Achievement
- Including measures of reading, mathematics, and writing ability, with assessment of performance under timed and untimed conditions. Include scores from standardized instruments such as Wechsler Individual Achievement Test (WIAT), Woodcock-Johnson III, Tests of Achievement; Stanford Test of Academic Skills (TASK), Scholastic Abilities Test for Adults (SATA).
- Information Processing Ability
- Including visual, auditory, and spatial perception; processing speed and fluency; short and long term memory; executive functioning. Include performance under timed conditions, from measures such as WAIS III, WJ3, Tests of Cognitive Ability and Tests of Achievement, Detroit Tests of Learning Aptitude (DTLA-4 or DTLA-Adult), Nelson-Denny Reading Test.
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Physical Disability or Chronic Medical Condition
A student with a physical disability or chronic medical condition may be required to provide documentation to support a request for an academic or non-academic accommodation, or to help identify possible appropriate accommodations. The documentation must be a written report of an evaluation by an appropriate professional (e.g., medical doctor, physical or occupational therapist, audiologist) relating the current impact of the condition to the requested accommodations. Documentation of asthma and severe allergies requiring AC or carpeting accommodations in campus housing must be no more than one year old and be submitted each year.
We also require all incoming students to complete the Physical Examination (PE) Form. This form is particularly important for the College to be able to provide the best support for students with physical/medical disabilities. Due date and instructions can always be found on the Health Services website. Your healthcare provider can document your chronic health condition or disability and note your request for accommodations and/or services here.
Note: Students with chronic health conditions or other disabilities are not required to request or use accommodations or services.
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Psychiatric/Psychological Disability
To document a psychological disability, a student must submit a current report no more than one year old based on a comprehensive evaluation performed by an appropriate professional (i.e., psychiatrist, licensed psychologist or clinical social worker) relating the current impact of the condition to the requested accommodations.