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Documentation Guidelines

York College is committed to ensuring all students have equal access to the campus, course content, and programming. Documentation guidelines are provided to assist students with disabilities and medical professionals with providing the type of information and documentation needed to determine if students meet the eligibility criteria for reasonable and appropriate accommodations for a higher education environment.

A clinical diagnosis alone does not establish a need or eligibility for accommodations under the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act. York College requires greater information regarding the functional limitations in major life activities to substantiate a disabling condition. 

Students and their medical professionals should use the guidelines outlined on this page to inform the selection of documentation in support of an accommodation request. All documentation will be reviewed by Student Accessibility Services and accommodations are determined using an individualized, interactive process with each student.

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Key Elements Required for Accommodation

A student’s clinical diagnosis must meet key elements under the ADA and Section 504 to warrant an accommodation. Documentation that substantiates each of these four areas serves as a foundation for a student’s request for reasonable and appropriate accommodations in the higher education environment. If a student seeks accommodations on the basis of more than one disability, then more than one professional may need to provide documentation. The four key elements are:
  • The student has a physical or mental impairment.
  • This impairment limits the student's participation in a major life activity.
  • The degree of limitation is substantial.
  • The College can provide a response that is reasonable, necessary, appropriate, and predictably effective as an accommodation.

Share these printable guidelines with your healthcare provider as needed.Documentation Guidance

  • Attention Deficit/Hyperactivity Disorders

    Attention Deficit/Hyperactivity Disorders (ADD/ADHD) 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist, neuropsychologist). 

    Individuals with ADD/ADHD show a persistent pattern of inattention and/or hyperactivity-impulsivity interfering with functioning or development, and this should be reflected in the documentation submitted to SAS. 

    Submit a copy of the evaluation report in which your diagnosis of ADD or ADHD was made, as well as a copy of your most recent 504 Plan or IEP and most recent Evaluation/Reevaluation Report from your high school. The above documentation should include: 

    • all aptitude/cognitive functioning and achievement test scores, 
    • information regarding information processing/cognitive abilities including speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, executive functioning including memory, concentration, and attention and language abilities including expressive-receptive language and speech. 

    If you were diagnosed by a physician, submit a letter from your medical provider that includes: 

    • a statement of diagnosis 
    • description of the symptoms/impact 
    • current treatment methods 
    • description and impact of the diagnosis on your ability to function in the college environment 
    • any care provider recommendations for accommodations. 

    Also submit a copy of your most recent 504 Plan or IEP and most recent Evaluation/Reevaluation Report from your high school, if applicable. 

    Download Printable Guidelines | Attention Deficit/Hyperactivity Disorders (ADD/ADHD)

  • Autism Spectrum Disorder

    Autism Spectrum Disorder Documentation 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist, neuropsychologist). 

    Individuals with ASD have persistent communication deficits, along with a dependency on routines, sensitivity to environmental changes, and an intense focus on restricted interests, which all should be reflected in the documentation submitted to SAS. 

    Submit a copy of the evaluation report in which your diagnosis of autism spectrum disorder was made, as well as a copy of your most recent 504 Plan or IEP and most recent Evaluation/Re-Evaluation Report from high school. 

    The above documentation should include a description of communication or language skills, social interaction, restricted, repetitive, or other patterns of behavior, sensory functioning, and sensitivity to environmental conditions. 

    Download Printable Guidelines | Autism Spectrum Disorder

  • Deaf and Auditory Disabilities

    Deaf and Auditory Disability Documentation 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., audiologist, otolaryngologist (ear, nose, throat physician), otologist). 

    Hearing impairments ranging from hard of hearing to deafness may affect a student's academic functioning while in college. The nature of the specific hearing impairment and its impact on the student should be reflected in the documentation submitted to SAS. 

    Submit a letter from your treating physician/specialist that includes: 

    • a statement of diagnosis 
    • description of type, degree, and configuration of hearing loss, including frequency and intensity 
    • a description of any audiological technologies currently used (e.g., hearing aids, assistive listening devices, cochlear implant, sign language interpreters, real-time captioning. Please include specific brand names, model numbers, if applicable. 

    Also submit a copy of your most recent 504 Plan or IEP and most recent Evaluation/Re-Evaluation Report from your high school, if applicable. 

    Download Printable Guidelines | Deaf and Auditory Disability

  • Health, Medical, Mobility Impairments

    Health, Medical, Mobility Impairments Documentation 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (i.e., licensed medical practitioner). 

    There are a variety of health/medical/mobility conditions that may affect a student's academic functioning while in college. Examples include, but are not limited to: asthma, allergies, Cerebral Palsy, Crohn’s disease, cystic fibrosis, diabetes, Lyme disease, POTS, or rheumatoid arthritis. Documentation submitted in relation to a physical health disorder must state a student’s current functional limitations, and may require periodic updates if there are changes in the student’s functioning. The nature of the specific disorder and its impact on the student should be reflected in the documentation submitted to SAS. 

    Submit a letter from your treating physician that includes: 

    • a statement of diagnosis 
    • description of the symptoms/impact 
    • current treatment methods 
    • description of the impact of the diagnosis on your ability to function in the college environment 
    • history, description, and recommendation of the use of any adaptive equipment or assistive technology 
    • any care provider recommendations for accommodations. 

    Also submit a copy of your most recent 504 Plan or IEP and most recent Evaluation/Re-Evaluation Report from high school, if applicable. 

    Download Printable Guidelines | Health, Medical, Mobility Impairments

  • Learning Disabilities

    Learning Disability Documentation 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., psychologist, neuropsychologist). 

    Individuals with learning disorders have persistent difficulty learning or performing academic skills at a level commensurate with their intelligence and age, and this should be reflected in the documentation submitted to SAS. 

    Submit a copy of your most recent 504 Plan or IEP and Evaluation/Re-Evaluation Report from high school including: 

    • aptitude/cognitive functioning and achievement test scores 
    • comprehensive neuropsychological or psychoeducational evaluation 
    • any information about information processing/cognitive abilities including speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, executive functioning including memory, concentration, and attention and language abilities including expressive-receptive language and speech. 

    If you were diagnosed by a private evaluator (i.e., outside the school setting) submit a copy of the evaluation report in which your diagnosis was made, as well as the most recent 504 Plan or IEP and Evaluation/Re-Evaluation report from your high school. 

    Download Printable Guidelines | Learning Disabilities

  • Neurological Disorders

    Neurological Disorders 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., psychiatrist, clinical psychologist, clinical social worker, licensed counselor). 

    Neurological disorders are numerous and refer to impairment of the nervous system, including the brain, spinal cord, nerves, and muscles. Examples of neurological disorders include, but are not limited to: cerebral palsy, seizure disorders, sleep disorders, stroke, or traumatic brain injury. Documentation submitted in relation to a neurological disorder must state a student’s current functional limitations and may require periodic updates if there are changes in the student’s functioning. The nature of the specific neurological disorder and its impact on the student should be reflected in the documentation submitted to SAS. 

    Submit a letter from your treating physician/specialist that includes: 

    • a statement of diagnosis 
    • description of the symptoms/impact, current treatment methods 
    • description of the impact of the diagnosis on your ability to function in the college environment 
    • any care provider recommendations for accommodations 

    When available, the above documentation should include information and test results regarding intellectual and cognitive competence, motor, visual, auditory, and tactile functioning, speech, language, and communication ability, executive functioning including memory, concentration, and attention and academic achievement including reading, writing, math, and oral language. 

    Also submit a copy of your most recent 504 Plan or IEP and most recent Evaluation/Re-Evaluation Report from high school, if applicable. 

    Download Printable Guidelines | Neurological Disorders

  • Psychiatric and Psychological Disabilities

    Psychiatric and Psychological Disabilities 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., psychiatrist, clinical psychologist, clinical social worker, licensed counselor). 

    Documentation submitted in relation to a psychological disorder must state a student’s current functional limitations, and may require periodic updates if there are changes in the student’s functioning. The nature of the specific psychological disorder and its impact on the student should be reflected in the documentation submitted to SAS. 

    Submit a letter from your current treating mental health provider that includes: 

    • a statement of diagnosis 
    • description of symptoms/impact 
    • current treatment methods 
    • description of the impact of the diagnosis on your ability to function in the college environment 
    • any care provider recommendations for accommodations. 

    Also submit a copy of your most recent 504 Plan or IEP and most recent Evaluation/Re-Evaluation Report from high school, if applicable.

    Download Printable Guidelines | Psychiatric and Psychological Disabilities

  • Visual Impairment

    Visual Impairment 

    Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., optometrist, ophthalmologist). 

    Vision impairments ranging from low vision to blindness may affect a student's academic functioning while in college. Documentation submitted in relation to a vision impairment must state a student’s current functional limitations, and may require periodic updates if there are changes in the student’s functioning. The nature of the specific vision impairment and its impact on the student should be reflected in the documentation submitted to SAS. 

    Submit a letter from your treating physician/specialist that includes: 

    • a statement of diagnosis 
    • description of visual acuity and any visual aids currently used (e.g. glasses, large print type) including visual acuity with these aids 
    • any care provider recommendations for accommodations 

    Also submit a copy of your most recent 504 Plan or IEP and most recent Evaluation/Re-Evaluation Report from high school, if applicable. 

    Download Printable Guidelines | Visual Impairment

Support and Services

  • Request Accommodations

    Request Accommodations

    Students who would like to request an accommodation should begin the process by filling out the Student Accessibility Services Accommodation Request Form, which is available through the AIM system. All information in this application will be kept confidential. 

    If you need to access any of our information in an alternate format, please contact Student Accessibility Services at 717.815.1717 or sas@ycp.edu.

  • AIM Log-In

    AIM Log-In

    The AIM system is used to manage all information and communication related to students' accommodation requests. Students may use AIM to submit their accommodation request form, upload related documentation, schedule testing, or make an appointment with Student Accessibility Services. 

  • Schedule Testing

    Schedule Testing

    The Testing Center in York College's Student Accessibility Services Department provides a state-of-the-art, comfortable test-taking environment for students with a variety of accommodation needs. Testing appointments may be scheduled through the AIM system. 

  • Schedule an Appointment

    Schedule an Appointment with Student Accessibility Services

    Student Accessibility Services staff are here to help, whether you need guidance in obtaining accommodations or just want to discuss your options. Our offices and Testing Center are housed on the bottom floor of the Humanities Building, conveniently located in the center of the College's Main Campus. 

Contact Us
Student Accessibility Services
Humanities, Room 23
Phone: 717.815.1717
sas@ycp.edu

SAS Hours - Fall and Spring Semesters
Monday - Friday: 8:30 a.m. - 5 p.m.

SAS Hours - Summer Semester
Monday - Thursday: 8 a.m. - 5 p.m. 
Friday: 8 a.m. - 11:30 a.m.

TESTING CENTER
Humanities, Room 23
717.815.2047
sastest@ycp.edu

Testing Center Hours - Fall and Spring Semesters
Monday - Friday: 8:30 a.m. - 5 p.m.

Testing Center Hours - Summer Semester
Monday - Thursday: 8 a.m. - 5 p.m.
Friday: CLOSED

Student Accessibility Services and the Testing Center observe designated holidays and campus closures.