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Accessibility Services

Proctor Request Form

CONTACT

Ethan Wasserman
Assistant Director, Accessibility and Academic Success
Office of Academic & Career Success

130 South Ninth Street
Edison Building, 18th Floor
Philadelphia, PA 19107

Documentation Standards

A combination of the following forms of documentation will be considered in evaluating accommodation requests at Thomas Jefferson University:

Students who wish to request reasonable accommodations must submit supporting documentation acceptable to Jefferson in the form of medical records or psycho-educational/neuro-psychological reports that establish a disability, detail the current functional impact of that disability, and confirms the need for each accommodation requested. A diagnostic statement alone is not sufficient to establish eligibility for accommodations. The documentation must be thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the disability and functional limitations. Generally the documentation should not be more than three years old, with the exception of a permanent, lifelong impairment. In these instances documentation may not need to be as recent, but specific recommendations for the current academic setting should still be provided by a qualified professional. Changes in the functional impact of a condition (e.g., result of growth, development) may warrant more frequent updates in documentation. Specific documentation standards can be found below.

The Medical Intake form or a recent letter from a qualified physician or a certified rehabilitation counselor that includes:

  • A diagnosis of the physical condition or illness.
  • A description of the functional limitations as a result of the condition or side effects of the required medications. This description must establish a substantial limitation in a major life activity.
  • A summary of the recommendations for accommodation at the post-secondary level.
  • Any pertinent background information about the disability or medical condition that will assist the University in assessing whether to grant the requested accommodation.
  • Whether the duration of the student's medical condition is temporary or permanent.

The Medical Intake Form cannot be used for Learning Disabilities. Learning Disabilities require a recent psychoeducational or psych-neurological report by a certified and licensed psychologist, containing the following:  

  • An assessment of the student that provides clear and specific evidence that a learning disability exists. The assessment should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. The assessment should include a list of the tests performed.
  • A recent diagnosis. Individual "learning styles,” "academic problems” and "test difficulty or anxiety,” in and of themselves, generally do not constitute a learning disability. The diagnostician is encouraged to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of terms such as "suggests” or "is indicative of.”
  • Specific limitations in higher education. The data should logically reflect a substantial limitation in learning for which the student is requesting the accommodation.
  • Specific recommendations in higher education that provide for access.

NOTE: Students who received services at a previous educational institution should also submit their Individualized Educational Plans (IEPs) and transition plans that include a summary of accommodations needed at the college level. School plans (IEP or 504 plan) may not be sufficient in and of themselves, but should accompany the comprehensive assessment battery (if applicable).

The Medical Intake Form or current and comprehensive documentation of the disorder from the licensed diagnosing physician, psychiatrist or psychologist is required to contain the following:

  • Diagnosis, date of diagnosis and last contact with student.
  • Description of symptoms that meet the criteria for this diagnosis.
  • Instruments and procedures that were used to diagnose the ADD/ADHD. Attach the diagnostic report.
  • An indication of the substantial limitation to learning or other major life activity presented by the ADD or ADHD, and the degree to which the disorder impacts the student in the learning context for which accommodations are being requested.
  • Current medication, dosage and frequency.
  • Recommendations for accommodations at the post-secondary level as related to the functional limitations of the diagnosis, including the rationale for why they must be provided. Include a discussion of previous accommodations. If accommodations were not provided in the past, include a detailed explanation as to why none were used and why they are needed at this time.

The Medical Intake Form or current and comprehensive documentation of the disorder from the licensed diagnosing physician, psychiatrist or psychologist is required to contain the following:

  • Diagnosis, date of diagnosis and last contact with student.
  • Description of symptoms that meet the criteria for this diagnosis.
  • Instruments and procedures that were used to diagnose the student. Attach the diagnostic report.
  • Indication of the substantial limitation to learning or other major life activity presented by the disorder and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
  • Current medication, dosage and frequency.
  • Recommendations for accommodations at the post-secondary level as related to the functional limitations of the diagnosis, including the rationale for why they must be provided. Include a discussion of previous accommodations. If accommodations were not provided in the past, include a detailed explanation as to why none were used and why they are needed at this time.

In addition to this documentation, students must submit the Student Intake Form, which can be obtained through Student Accessibility Services. Students can also submit any documentation or materials that establish a history of receiving accommodations in a previous academic setting (e.g., secondary school accommodation plans such as IEPs or letters of accommodation from previous higher education institutions). It is the student’s responsibility to pay for any costs associated with obtaining sufficient current documentation.

Reasonable accommodations are determined through a collaborative, individualized, and interactive process involving Accessibility Services, student, and academic department. All accommodation requests must be supported by appropriate medical documentation to establish disability, understanding how disability may impact a student, and making informed decisions about reasonable accommodation.

Recommendations by properly credentialed professionals will be considered as part of the collaborative process toward identifying appropriate reasonable accommodations. These recommendations may be adopted when they provide equal access to services, courses and programs and are considered reasonable. Accessibility Services may substitute other reasonable accommodation if it is considered as effective as the one requested or recommended. Documentation of a specific disability does not translate directly into a specific accommodation or set of accommodations. Reasonable accommodations are determined on a case-by-case and course-by-course basis, according to the unique experience of the student and the course and/or program.

For a step-by-step guide to request an accommodation, please refer to our Accessibility Services Homepage

Technical standards are the essential skills and characteristics required to complete a particular degree program. These requirements apply to classroom, laboratory, and clinical/fieldwork environments. Students must be able to always meet a program’s Technical Standards during study, with or without reasonable accommodations. 

All accommodation request documentation provided by a student will be maintained with Accessibility Services. The documentation will be kept confidential and distributed only to people involved in evaluating the accommodation request or implementing accommodations. Any persons who receive accommodation documentation will be instructed to maintain its confidentiality and to neither discuss nor distribute it to anyone who is not involved in evaluating or implementing the accommodations.

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