Documentation Guidelines

Student Accessibility Services at Buffalo State University is committed to providing accommodations and services to students with disabilities to ensure a comprehensively accessible University experience where individuals with disabilities have equal access to programs, opportunities and activities as all others. We engage in an interactive process with each student and review requests for accommodations on an individualized basis. In determining reasonable accommodations, we consider each student’s condition(s), history, experience, and request.

While a student’s self-report is a vital source of information, in order to determine reasonable and appropriate accommodations, we may require additional information from other sources in order to establish a disability and the impact it has on a student’s living and/or learning in a postsecondary environment. Documentation can assist Student Accessibility Services in understanding how a disability may impact a student in the academic and residential environment as well as assist in making informed decisions about reasonable accommodations. Even in cases where a disability is obvious and no documentation for a diagnosis is sought by Student Accessibility Services, a medical provider’s analysis of the individual’s functional limitations and the individual needs of the student may still be requested to help Student Accessibility Services assess the reasonableness of the requested accommodation.

Many different types of disability-related documentation may be acceptable (see below). Please note that the physician/therapist must be an impartial third party, not related by blood or marriage to the student they are writing for.

  • Educational records, such as a high school accommodation plan (IEP, 504 plan, etc.)
  • Medical Records
  • Letter from a qualified healthcare professional, on letterhead which confirms a diagnosis/impact of the disability
  • Reports and/or assessments created by a qualified healthcare professional, school psychologist, teacher, or the educational system that shows a history of accommodation in education
  • Neuropsychological or educational evaluation
  • Audiology report
  • Vision assessment

This is not an exhaustive list and Student Accessibility Services may request additional documentation or other information in order to address a connection between the impact of the disability, the described barrier, and the requested accommodation.

  • Letterhead
  • Date of Report
  • Name and Title
  • Professional credentials 
  • License Number
  • Impact of the condition
  • Signature

Submitting Documentation

While documentation is not required to move forward in the process, we encourage students to submit their documentation with the Initial Accommodation Request form in order to expedite the process and limit the need to upload documentation at a later time.

If, after a student has completed the Initial Accommodation Request, they can log into Accommodate to upload missing or incomplete documentation. If a student needs help logging into Accommodate or more information on how to upload documentation to Accommodate, they should check out our tutorial.

Students with No Documentation

Student Accessibility Services can work with students who have never been formally diagnosed with a disability or cannot afford to get documentation. We recommend these students complete the Initial Accommodation Request so that a member of our staff can meet with them to discuss their specific situation, explore options for support, and identify options to move forward with obtaining documentation, if appropriate.

Student's disability-related information is treated as private information, meaning that information will be shared only with a limited number of individuals who “need to know” in order to assist in the review of the accommodation request, the determination, and the implementation of accommodation(s) where applicable.

Provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA) govern access to a student’s educational records. Student Accessibility Services student information and records are available to university officials or offices with a “legitimate educational interest” under FERPA. For example, certain persons may need to be aware of requested accommodations, an individual’s limitations leading to the need for an accommodation, and/or the outcome of accommodation decisions. These persons can include, but are not limited to faculty members, first aid and safety personnel, residential staff and those assisting with implementing accommodations.

General disability-related information is distinguished from confidential medical information obtained from individuals and/or their medical providers regarding specific diagnoses or conditions. Confidential medical information is not shared by Student Accessibility Services personnel with faculty, parents, residential staff, academic advisors, or other campus personnel without express permission of the individual or as otherwise permitted or required by law.