Documentation Guidelines for Student Accessibility Services

Marymount University is committed to providing equal access to all students with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). To determine eligibility for accommodations, students must submit thorough, current documentation provided by a qualified professional.

These guidelines outline general principles and condition-specific expectations to help providers prepare adequate documentation. If you have questions or concerns about if your documentation meets these guidelines, please reach out .

General Documentation Requirements:

  • Qualified Professional: Documentation must be provided by a licensed or certified professional with expertise in the area of the disability (e.g., physician, psychologist, audiologist, speech pathologist, psychiatrist). Due to professional and ethical concerns, documentation must not be written by a student’s family member.
  • Documentation must be typed or printed on official letterhead and be signed and dated by the appropriate qualified licensed professional who completed the evaluation.
  • Reports should generally be within 1 year for physical/psychological health conditions and within 5 years for learning disabilities or ADHD. Older documentation may be considered with supplemental updates.

Documentation must include:

  1. Clear diagnosis using established diagnostic criteria (DSM-5, ICD-10, etc.).
  2. History and impact of the condition, including onset and current presentation.
  3. Current treatment/medications and potential side effects relevant to learning.
  4. Functional limitations in academic, housing, or campus life settings.
  5. Assessment data when appropriate (e.g., standardized testing, rating scales).
  6. Recommendations for accommodations with a clear rationale.

Do Not Submit (unless accompanied by full report):

  • High school IEPs or 504 plans (may provide helpful history but generally are not sufficient).
  • Handwritten charts or notes.
  • Prescription slips.
  • Letters lacking detail on functional limitations.
  • Research articles or generic provider letters.
  • Internet self-evaluations,
  • VA Disability rating letter.
  • Generic letters not directly addressing functional limitations in the academic setting.

Condition-Specific Guidelines:

*must also meet guidelines above*

Health Conditions, Mobility, Hearing, Speech, or Visual Impairments:

  • Report/letter from a treating physician or relevant specialist.
  • Diagnosis, functional limitations, current treatment, and recommended accommodations.

Psychological Disorders (e.g., anxiety, depression, PTSD):

  • Comprehensive report from a psychologist, psychiatrist, or licensed mental health professional.
  • Must include diagnosis, functional limitations, treatment/medications, supporting clinical data, and recommendations.

Traumatic Brain Injury:

  • Evaluation from a rehabilitation counselor, neuropsychologist, or relevant specialist.
  • Assessment of cognitive abilities (memory, processing speed), academic impact, and treatment history.

Learning Disabilities:

  • Psychoeducational/Neuropsychological evaluation from a psychologist, school psychologist, or diagnostician.
  • Reports should generally be within 5 years.
  • Must include:
    • Diagnostic interview and educational history.
    • Standardized test results with standard scores (e.g., WAIS, Woodcock-Johnson).
    • Clear DSM-5 diagnosis.
    • Functional limitations supported by data.
    • Recommendations with rationale.

ADHD/ADD:

  • Psychoeducational/Neuropsychological evaluation from a psychologist, school psychologist, or diagnostician OR a letter by a physician, psychologist, or neurologist.
  • Reports should generally be within 5 years.
  • Must include:
    • Diagnostic interview and history of symptoms across settings.
    • Standardized measures or rating scales.
    • DSM-5 diagnosis (medication history alone is not sufficient).
    • Functional limitations and recommended accommodations.

Emotional Support Animals (ESAs):

  • Documentation must come from a licensed clinician with whom the student has an ongoing therapeutic relationship.
    • Documentation must specify how long the provider has been treating the student and the frequency of the appointments.
  • Must be from the student’s state of residence or the District of Columbia, Maryland or Virginia.
  • ESA must be specifically prescribed as part of a treatment plan.
  • Letters purchased online or from paid ESA services will not be accepted.

Meal Plan Accommodations:

  • Letter from a treating physician or relevant specialist must include:
    • Diagnosis, including severity of allergy or intolerance
    • Specific dietary needs, including what specific foods the student can and cannot eat
    • Current treatment
    • Functional limitations and recommended accommodations.
  • If requesting a meal plan exemption:
    • Student will be required to meet with dining services and SAS to assess dietary needs before the request is able to be assessed.

 

Last updated 2/02/2026