Documentation Guidelines for Students with Disabilities 

Accessibility Services (AS) is the institutionally recognized program at Southeast Missouri State University designated to provide federally mandated services for students with disabilities, by ensuring equal access to curricular and co-curricular opportunities. Students seeking services through AS must become registered with AS as a student with a disability. Part of the registration process is to submit comprehensive documentation of the student’s disability and its impact on learning. 

Southeast Missouri State University adheres to the civil right definition of disability. Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, an individual with a disability means any person who has a physical or mental impairment which substantially limits one or more major life activities, including learning. Diagnosis alone is not enough to mandate academic accommodations or adjustments. Students must provide evidence that their disability causes a functional limitation which impacts access to University programs. 

Students seeking services through AS should submit a Request for Services Form and their current, comprehensive documentation to: Accessibility Services, Southeast Missouri State University, MS 2030, Cape Girardeau, MO 63701. AS may also be contacted via telephone at (573) 651-5927 or fax at (573) 986-6031. Decisions about services will be made on a case-by-case basis in conjunction with student input and documentation. 

Documentation Specific for AD/HD 

Documentation must be from the past three to five years and completed by a qualified professional. Qualified professionals include psychologist, psychiatrists, and other relevantly trained medical professionals.

Documentation must include: 

• Specific diagnosis, as specified by the DSM-5-TR, with date of onset 
• Severity of the disability: mild, moderate, or severe 
• Date of most recent evaluation and last contact with student 
• Evidence of AD/HD and of substantial limitation to one or more major life activities 
• Summary of the student’s education, medical, and family history that may relate to AD/HD 
• List of functional limitations caused by the AD/HD which may affect programs in higher education 
• Recommendations with rationale for necessary and appropriate accommodations to equalize the student’s educational opportunities at Southeast Missouri State University such as academic adjustments and/or auxiliary aids  
• Whether the student takes medication for AD/HD and how the medication impacts the student’s academic functioning  
• Signature, credentials, and contact information for the diagnostician 

Documentation Specific for Auditory Disabilities 

Documentation must be current, relevant, and completed by a qualified professional.

Documentation must include: 

• Specific diagnosis with date of onset 
• Severity of the disability including progression or stability 
• Date of the most recent evaluation and last contact with student 
• Evidence of substantial limitation to one or more major life activities 
• Summary of the student’s education, medical, and family history that may relate to the auditory disability 
• List of functional limitations caused by the auditory disability which may affect programs in higher education 
• Recommendations with rationale for necessary and appropriate accommodations to equalize the student’s educational opportunities at Southeast Missouri State University such as academic adjustments and/or auxiliary aids 
• Whether the student receives collateral support services which impact the student’s academic functioning 
• Details related to interpretive support (i.e. ASL, CART, VRI) preferred and/or reasonable 
• Signature, credentials, and contact information for the diagnostician 

Documentation Specific for Learning Disabilities 

Documentation must be from the past three to five years and completed by a qualified professional. Qualified professionals include licensed school psychologists or psychological examiners, learning disability specialists, speech and language pathologists, or psychiatrists.

Documentation must include: 

• Specific diagnosis, as specified by the DSM-5-TR, with date of onset 
• Severity of the disability: mild, moderate, or severe 
• Date of most recent evaluation and last contact with student 
• Results of adult normed standardized tests or other measures used to assess aptitude, achievement, and information processing 
• Summary of the student’s education, medical, and family history that may relate to the learning disability 
• Summary of how the diagnosis was made and how the learning disability substantially limits one or more major life activities 
• List of functional limitations caused by the learning disability which may affect programs in higher education 
• Recommendations with rationale for necessary and appropriate accommodations to equalize the student’s educational opportunities at Southeast Missouri State University such as academic adjustments and/or auxiliary aids 
• Signature, credentials, and contact information for the diagnostician 

Documentation Specific for Physical Disabilities 

Documentation must be current, relevant, and completed by a qualified professional.

Documentation must include:  

• Specific diagnosis with date of onset 
• Severity of the disability including progression or stability 
• Date of most recent evaluation and last contact with student 
• Evidence of substantial limitation to one or more major life activities 
• Summary of the student’s education, medical, and family history that may relate to the physical disability 
• List of functional limitations caused by the physical disability which may affect programs in higher education 
• Recommendations with rationale for necessary and appropriate accommodations to equalize the student’s educational opportunities at Southeast Missouri State University such as academic adjustments and/or auxiliary aids 
• Whether the student receives collateral support services which impact the student’s academic functioning 
• Signature, credentials, and contact information for the diagnostician 

Documentation Specific for Psychological Disabilities 

Documentation must be from the past 12 months and completed by a qualified professional. Qualified professionals include psychologist, psychiatrists, licensed counselors, licensed social workers, or rehabilitation personnel.

Documentation must include:  

• Specific diagnosis, as specified by the DSM-5-TR, with date of onset 
• Severity of the disability: mild, moderate, or severe 
• History of clinical contact with student including date of last appointment 
• Approximate duration and prognosis of the disability 
• Relevant history of the disability including hospitalizations 
• Statement of how medication impacts the student’s functioning in an academic setting 
• Statement of how the disability impacts student’s functioning in an academic setting and substantially limits one or more major life activities 
• Recommendations with rationale for necessary and appropriate accommodations to equalize the student’s educational opportunities at Southeast Missouri State University such as academic adjustments and/or auxiliary aids 
• Signature, credentials, and contact information for the diagnostician 

Documentation Specific for Visual Disabilities 

Documentation must be current, relevant, and completed by a qualified professional.

Documentation must include:  

• Specific diagnosis with date of onset 
• Severity of the disability including progression or stability 
• Date of most recent evaluation and last contact with student 
• Evidence of substantial limitation to one or more major life activities 
• Summary of the student’s education, medical, and family history that may relate to the visual disability 
• List of functional limitations caused by the visual disability which may affect programs in higher education 
• Recommendations with rationale for necessary and appropriate accommodations to equalize the student’s educational opportunities at Southeast Missouri State University such as academic adjustments and/or auxiliary aids 
• Whether the student receives collateral support services which impact the student’s academic functioning 
• Signature, credentials, and contact information for the diagnostician