Documentation

At URI, documentation is not always required to begin discussing accommodation eligibility. A consultation with DAI staff—whether a case manager or intake specialist—will help determine what, if any, additional information is needed to support your request. Below, you will find helpful, proactive guidance for students and their providers regarding documentation.

Disability Documentation

Under the ADA Amendments Act (2008), a disability or chronic condition is defined as a long-term, significant limitation to major life functions—such as learning, walking, speaking, or concentrating. URI students come from diverse backgrounds and may be at different points in their understanding of their disability. Whether newly diagnosed, self-aware, or facing barriers to support, all students are encouraged to engage with the Disability, Access, and Inclusion (DAI) office..

Why Documentation Matters To determine reasonable accommodations, DAI considers both student-provided information and supporting documentation. The Online Intake Form or a personal statement is often the most helpful. Provider documentation should typically be less than three years old and based on adult-age testing. Some conditions may require updated documentation during a student’s time at URI—especially for housing, transportation, or variable diagnoses..

documentation guidelines recommended providers and documentation physician documentation form documentation form for housing accommodations inadmissable documentation temporary conditions

The final determination of admissible and complete documentation rests with the institution. Students who have experienced economic, cultural, social, or any other barriers to receiving a diagnosis, or participating in an evaluation should contact DAI to learn about resources here on campus, and discuss the barriers to access they’ve experienced. A lack of documentation or diagnosis should not deter a student from contacting DAI.

Student Statement as Primary Documentation: At DAI, we value each student’s individual experience. You’re welcome—but not required—to submit a personal statement about how your condition affects you, your functional needs, or any information not reflected in formal documentation. Your statement isn’t meant to prove or justify a diagnosis or lived experience. We believe you. Many students find this a meaningful way to ensure their voice is included in the eligibility process. When submitted, it’s considered alongside your documentation to help determine appropriate accommodations.

Provider Documentation: Documentation MUST come from a licensed evaluator, clinician, medical provider, therapist, specialist, or equally credentialed person in the specific disability field, who possesses expertise in the diagnosed condition, and can provide detailed, supporting information that connects the disability to the requested accommodations.

Documentation Guidelines

The University of Rhode Island’s documentation guidelines follow best practices, defining essential elements as follows:

Documentation must include:

Diagnostic Details: Clearly listed disability diagnosis, including relevant subtypes.
Condition Overview: Description of the disability and its functional impact, supported by DSM or ICF diagnostic codes. The expanded description must include a sufficient level of detail and explanation to support the request. Information regarding variability, or the progression or stability of the disability over time and in context is helpful.
Functional Needs: Evidence of how major life activities are substantially affected, noting the severity, frequency, duration, responsiveness to intervention/management/treatment, and environmental impact. This information is necessary in determining what reasonable accommodations are necessary and appropriate.
Recommendations for college-appropriate accommodations that are informed by prior research by the student and provider into the student’s program requirements. This includes, but is not limited to physical requirements, technical standards, attendance policies, assistive devices, assistive services, compensatory strategies, and/or collateral support services. Students and providers are strongly encouraged to read URI’s Academic Requirements, and those of your specific program of study. Accommodations cannot alter or exempt students from these policies or requirements.

Disability	Practitioners	Types of Documentation
Attention Deficit Hyperactivity Disorder	Neuropsychologist, Clinical Psychologist, Psychiatrist, Neurologist, Neurodevelopmental Physician	Neuropsychological evaluation, Triennial evaluation, IEP, 504
Chronic Illness/Health	Gastroenterologist, Rheumatologist, Endocrinologist, Internal Medicine, or other physician knowledgeable to condition	Evaluation and/or a detailed letter from the specialist.
Developmental Disability (such as Autism Spectrum Disorder)	Neuropsychologist, Psychiatrist, Clinical Psychologist, Neurodevelopmental Physician	Neuropsychological evaluation, Triennial evaluation, IEP, 504
Head Injury/TBI	Neurologist, Neuropsychologist	Neuropsychological evaluation, detailed letter from a specialist
Hearing	Audiologist (CCC-A), Otolaryngologist	Audiology evaluation, a detailed letter from a specialist including assistive technology recommendations.
Learning Disabilities	School Psychologist, Clinical Psychologist, Neuropsychologist, Neurodevelopmental Physician	Neuropsychological evaluation, Triennial evaluation, IEP, 504
Mental Health or Psychiatric	Psychiatrist, Clinical Psychologist, Social Worker (LICSW), Psychiatric Nurse Practitioner	Psychological evaluation, or a detailed letter from the provider.
Mobility/Physical	Physical Therapist, Orthopedic Surgeon, other physician knowledgeable to condition	A detailed letter from the provider.
Speech and Communication Conditions	Speech Language Clinician	A recent SLP evaluation, a detailed letter from the provider.
Vision	Optometrist, Ophthalmologist	A detailed letter from the provider.

* A Pediatrician, Primary Care Physician/Nurse Practitioner/Physician Assistant may not be considered an appropriate provider of documentation for many conditions.

Inadmissible Documentation:

The following items are inadmissible as documentation of a disability

medication prescription
medical excuse or patient aftercare notes
Mental health provider note for a medical condition they are not licensed to corroborate or monitor. A mental health provider is welcome share information about the impact of a medical disability on a student’s emotional state.
evaluations from elementary or middle school
documentation written by a family member
unsigned documentation, documentation missing contact information, or with other signs of manipulation. DAI is required to follow-up on documentation that presents atypically.
photographs and x-rays of a physical condition
incomplete DAI forms
letters or forms that do not include a disability or formal diagnosis
documentation from pay-for-service online companies that provide Emotional Support Animal documentation(ESAs). All ESA documentation is corroborated with the provider to ensure that the student and animal are set up for safety and success!

Temporary Conditions:

Most temporary conditions are NOT protected under the ADAAA. Depending on the nature of the temporary condition and the availability of resources, some environmental supports may be available. If you are diagnosed with a concussion, please follow Ch. 8 in the University Manual for temporary accommodations. We also ask that you report your concussion to Health Services if you were diagnosed elsewhere. Please contact DAI for more information about your temporary accommodation needs.