Guidelines for Documentation

In order to qualify as a student with a disability at the University of North Carolina at Pembroke, an enrolled student (whether full-time, part-time or online) with a disability or chronic medical condition should present documentation to the Accessibility Resource Center. The documentation should contain information describing the student’s level of functioning within the academic setting of the university.

The documentation should be conducted by a professional who is licensed or certified in the area for which the diagnosis is made and who is not related to the student. The report must be presented on practice letterhead and signed by the professional.

Information for the Professional:

Although this is not intended to be a template, it is requested that the pertinent information set out below be included in the report. Additional information needed for persons with certain specific types of disability is listed in the next section.

  • History of personal, social, medical and education activities as it pertains to the cause for evaluation
  • Diagnostic statement identifying the disability (ICD-DSM classifications)
  • Description of the diagnostic methodology used, including all data from appropriate instruments of evaluation.
  • Description of limitations as they relate to meeting the various demands of University life. The report should contain a discussion and evidence of impact as it relates to academic achievement, or lack of achievement. If known, indicate any prior use of academic accommodations or services. If pertinent, information should also be included regarding the past two or three years, explaining how and why the student’s academic performance has, or has not, been affected by the disability.
  • Expected progression or stability of the disability or medical condition.
  • Medication which mitigates impact and/or expected side effects
  • Any co-morbid conditions. If multiple diagnoses are provided, indications of primary and secondary conditions should be included as well as how each may affect learning.
  • Explanation of any differential or exclusionary diagnosis
  • Any recommendations or suggestions for accommodations should be directly linked to the impact of the disability and associated issues (e.g. medication) and not simply to the diagnosis.