Documentation Guidelines


Federal law (Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990) established the rights of individuals with disabilities. East Central University is committed to compliance with all applicable federal laws and regulations regarding the reasonable accommodations needed to provide equal opportunity to qualified individuals with disabilities. Final determination as to the appropriateness of an accommodation to the University setting is evaluated on a case by case basis. In accordance with federal and state regulations disability related information will be treated in a confidential manner.


Students are responsible for providing documentation that supports their request for accomodation. It is important that the documentation clearly established that the student has a disability as defined by federal regulations and that the documentation clearly supports the individual's request for accomodation. The following documentation guidelines are provided in the interest of ensuring that documentation of a disability demonstrates a significant impact on a major life activity and supports the individual's request for accommodation.


Physicians, including otolaryngologists and otologists are qualified to provide diagnosis and treatment for hearing disorders. Audiologists may also provide current audiograms. The age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accomodations.

Recommended documentation includes:

  • Diagnostic statement of deafness or hearing loss, with a current audiogram;
  • A statement identifying student's primary means of communication (oral, ASL, SEE, Cued Speech, etc.) and speech reading skills;
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results;
  • Medical information relating to the student's needs and the status of the individual's hearing (static or changing) and its impact on the demands of the academic program;
  • A statement regarding age of onset of impairment and how it impacted speech acquistition and communication skills;
  • A statement regarding the use of hearing aids, including appropriateness, function, and effectiveness, and recommendations regarding the probable effectiveness of specific assistive listening devices in the academic setting;
  • A statement of the functional impact or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.