Documentation Requirements

Documentation for academic accommodation in university is not intended to put a student in the position of proving their disability. All information submitted as a part of registration is weighed in conjunction with the student's self report.

Accessible Education staff and students work together via a collaborative process to identify barriers to academic participation and determine suitable academic accommodations. The process works best when Accessible Education staff have the opportunity to review documentation prior to an intake meeting.

Documentation submitted to confirm disability status should:

State the nature of the disability and its functional implications for university
Support accommodations that are being requested
Specify situations or activities that may worsen a student’s condition

The most beneficial documentation:

Has been completed by an appropriate regulated health care practitioner unrelated to the student
References a diagnosis of their condition
Outlines the functional impacts they will experience in an academic environment related to the disability
Outlines the student’s accommodation needs

It is important to remember that a diagnosis alone does not automatically qualify an individual for accommodations and the condition must have a significant impact on the student's functioning to be considered for accommodations (e.g. giftedness in absence of a learning disability or functional limitations).

Documentation Must be Current

Because the provision of all reasonable accommodations and services is based upon Accessible Education Western’s assessment of the current impact of the disability on academic performance, it is in a student’s best interest to provide recent and appropriate documentation. In most cases, this means that a diagnostic evaluation must have been completed within the past three years using adult-normed instruments. If documentation is inadequate in scope or content, or does not address the individual’s current level of functioning and need for accommodations, re-evaluation may be required to access ongoing services.

Primary Documentation for Registration

Students are able to select the disability certification form that is most relevant to their disability, needs and abilities. Forms provide an easy way for a regulated health care practitioner to assist our office in getting to know the student’s needs. The information also assists with the design of your individualized accommodation plan. Each form provides guidance on who may complete it. Please select the form that you feel is most relevant to you.

Acquired Brain Injury & Concussion

To register with Accessible Education, you will need to provide the following documentation:

The Acquired Brain Injury & Concussion Disability (PDF) completed by a regulated health care practitioner who is familiar with your disability; your disability falls within their scope of practice and who is licensed to make a diagnosis. The certificate of disability must outline adult functional impacts on academic participation.

Recent medical documentation from an appropriate regulated health care practitioner (e.g., an emergency room physician, sports medicine, concussion specialist, family doctor, and/or neurologist) that outlines the functional impacts of your disability and your accommodation needs

NOTE: Additional documentation may be requested to verify the need for continued services after the estimated duration of the condition has lapsed beyond the specified period of recovery stated by the regulated health care practitioner.

Attention Deficit Hyperactivity Disorder

To register with Accessible Education, you will need to provide the following documentation:

Preferred

Psycho-educational Assessment – Accessible Education Western is pleased to provide students and evaluators a comprehensive criterion for assessment of ADHD found here: Documentation Guidelines for Attention Deficit Hyperactivity Disorder (PDF). Depending on what is provided, additional assessment information may be required for more than minimal accommodations. Documentation must indicate adult functional impacts of ADHD and as such, updated documentation may be necessary.

The ADHD Disability (PDF) completed by a regulated health care practitioner who is familiar with your disability; your disability falls within their scope of practice and who is licensed to make a diagnosis. The certificate of disability must outline adult functional impacts on academic participation.

Hearing

To register with Accessible Education, you will need to provide the following documentation:

Preferred

The Hearing Disability (PDF) completed by an appropriate credentialed and licensed regulated health care practitioner who is: 1) familiar with your disability; 2) your disability falls within their scope of practice and 3) who is licensed to make a diagnosis. The certificate of disability must outline functional impacts on academics in adulthood.

Documentation may take the form of a detailed letter from an appropriate health care practitioner (e.g. Audiologist, Otolaryngologist (ENT) or family doctor) that outlines the functional impacts of your disability and your accommodation needs

NOTE: Additional documentation may be requested to verify the need for continued services after the estimated duration of the condition has lapsed beyond the specified period of recovery stated by the regulated health care practitioner.

Learning Disability

To register with Accessible Education, you will need to provide the following documentation:

Psycho-educational Assessment - Accessible Education Western is pleased to provide students and evaluators a comprehensive criterion for assessment of Learning Disabilities found here: Documentation Guidelines for Learning Disabilities (PDF). Depending on what is provided, additional assessment information may be required for more than minimal accommodations. Documentation must indicate adult functional impacts of ADHD and as such, updated documentation may be necessary.

OPA Guidelines for Diagnosis and Assessment of Learning Disabilities

In addition to the criteria listed in the Documentation Guidelines for Learning Disabilities (PDF), Accessible Education Western follows guidelines for diagnosis and assessment of learning disabilities by the Ontario Psychological Association (Updated October 2022).

NOTE: Students with psychoeducational reports that fail to meet the criteria provided in our guidelines may need to undergo further diagnostic assessment before receiving full accommodations. IEPs can be submitted as additional documentation, but do not suffice on their own for full documentation or full accommodations.

Medical

To register with Accessible Education, you will need to provide the following documentation:

Preferred

The Medical Disability (PDF) completed by an appropriate credentialed and licensed regulated health care practitioner who is: 1) familiar with your disability; 2) your disability falls within their scope of practice and 3) who is licensed to make a diagnosis. The certificate of disability must outline functional impacts on academics in adulthood.

Documentation may take the form of a detailed letter from an appropriate health care practitioner (e.g. family doctor. specialist physician nd/or nurse practitioner) that outlines the functional impacts of your disability and your accommodation needs.

Mental Health

To register with Accessible Education, you will need to provide the following documentation:

Preferred

Mental Health Disability (PDF) completed by an appropriate credentialed and licensed regulated health care practitioner who is: 1) familiar with your disability; 2) your disability falls within their scope of practice and 3) who is licensed to make a diagnosis. The certificate of disability must outline functional impacts on academics in adulthood.
A specific mental health diagnosis per the DSM-5 or ICD-10
Information on side effects of medications, if relevant to an accommodation request
Recommended accommodations, along with a rationale and justification (Optional)

Documentation may take the form of a detailed letter from an appropriate health care practitioner (e.g. psychiatrist, psychologist, family doctor and/or nurse practitioner) that outlines the functional impacts of your disability and your accommodation needs.

Physical/Mobility

Physical disabilities can be either permanent or temporary e.g. mobility/functional challenges, broken limb. To register with Accessible Education, you will need to provide the following documentation:

Preferred

Physical/Mobility Disability (PDF) completed by an appropriate credentialed and licensed regulated health care practitioner who is: 1) familiar with your disability; 2) your disability falls within their scope of practice and 3) who is licensed to make a diagnosis. The certificate of disability must outline functional impacts on academics in adulthood.
The age of acceptable documentation is dependent upon whether the disability is static or changing
Information on side effects of medications, if relevant to an accommodation request
Recommended accommodations, along with a rationale and justification (Optional)

Documentation may take the form of a detailed letter from an appropriate health care practitioner (e.g. an emergency room physician, family doctor, and/or neurologist) that outlines the functional impacts of your disability and your accommodation needs

Vision

To register with Accessible Education, you will need to provide the following documentation:

Preferred

The Vision Disability (PDF) completed by an appropriate credentialed and licensed regulated health care practitioner who is: 1) familiar with your disability; 2) your disability falls within their scope of practice and 3) who is licensed to make a diagnosis. The certificate of disability must outline functional impacts on academics in adulthood.

Documentation may take the form of a detailed letter from an appropriate health care practitioner (e.g. Ophthalmologist, Optometrist and/or family doctor) that outlines the functional impacts of your disability and your accommodation needs

Supplemental/Supporting Documentation

Documentation that does not include diagnostic information, can be submitted to establish a history of receiving accommodations. This information may also provide helpful insight regarding disability barriers experienced in other educational settings.

Examples of documentation that are not typically adequate at the post-secondary level, but could be used to supplement primary documentation include but are not limited to:

Letters stating only that the student has AD/HD or is taking a particular mediation for AD/HD
An Individual Educational Plan (IEP), Student Learning Plan (SLP) or similar
A copy of a prescription for stimulant medication
Accommodation letters from post-secondary institutions
Accommodation approval letters from standardized tests (e.g. SAT, LSAT, GRE)

IEP's may provide information that could be used in the process of evaluating reasonable accommodations in university. The IEP will be used to support ‘transitional’ accommodation eligibilities for up to one year while the student is undergoing reassessment. If submitting IEP’s please only submit the most recent version.

Information Completed by Regulated Health Care Practitioners Unable to Diagnose

Accessible Education understands that students seeking accommodation support may initially be seen by a regulated health care practitioners who is not permitted to diagnose a disability. This includes but is not limited to the following:

First Nations, Inuit and/or Metis Traditional Healer/Elder
College of Audiologists and Speech-Language Pathologists of Ontario
College of Chiropractors of Ontario
College of Nurses of Ontario
College of Occupational Therapists of Ontario
College of Physiotherapists of Ontario
College of Registered Psychotherapists and Registered Mental Health Therapists of Ontario
College of Social Workers and Social Services Workers

The practitioner may be working in conjunction with a physician or psychologist to assess the student’s abilities and establish a diagnosis. Our office will accept reports from regulated health care practitioners who are able to describe current challenges a student may be experiencing that restrict participation and access to the academic environment. The information received is considered supplemental and can be used to assist in establishing an interim plan of academic accommodation. These reports will not replace Accessible Educations documentation requirements.

Documentation from High School & Secondary School

Canadian regulations for academic accommodations at university are different than those for high school. Incoming students will not automatically receive the same accommodations at college or university that they received at high school. Individual Educational Plans (IEP), Student Learning Plans (SLP) or similar were developed for secondary education and may not provide the necessary testing, diagnostic information, or information related to determining reasonable accommodations in university. They are not enough for post-secondary support.

Western University requires more specific and comprehensive documentation to show proof of a disability. In addition to documentation specified above, first year students are encouraged to provide a statement prepared by their high school regarding accommodations and the rationale for these arrangements.

Visiting Students

Visiting students from other universities typically are required to provide documentation specific to the disability as described above. Guidelines regarding evidence to support a disability requiring academic accommodations and support vary from institution to institution. Accessible Education team may accept a statement prepared by a student’s home institution that indicates accommodations that were available and the rationale for these arrangements for one academic term.

The student is encouraged to understand and follow the directions provided by Western University related to establishing an academic accommodation plan. Each plan is developed based on the courses and program of the student, and as such, may not be transferable. Visiting students are encouraged to consult with an Accessible Education Facilitator in advance of registration about their documentation.

Service Animals

Western acknowledges the importance of service animals for individuals with disabilities in promoting their autonomy, dignity, and inclusion within our campus environment. In accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the procedures under MAPP Policy 1.47 (PDF), the following documentation is required to register a service animal on campus.