The following guidelines are provided to assist the applicant in documenting a need for accommodations based on an impairment that substantially limits one or more major life activities.  Documentation submitted in support of a request is referred to experts in the appropriate area of disability for a fair and impartial professional review.

The individual requesting accommodations must personally initiate a written request for test accommodations; requests made by a third party (such as an evaluator or medical school) cannot be honored.

All the documentation submitted in support of a request for accommodations is confidential.  No information concerning a request is released without a written request form from the examinee.  To support a request for test accommodations, please submit the following:

1. Completed Questionnaire Form

2. A detailed, comprehensive written report describing your disability and its severity and justifying the need for the requesting accommodations.

The following characteristics are expected of all documentation submitted in support of a request for accommodations.

• State a specific diagnosis of the disability.
  A professionally recognized diagnosis for the particular category of disability is required, e.g., the DSM-IV diagnostic categories for learning disabilities.

• Be current.
  Because the provision of all reasonable accommodations is based on assessment of the current impact of the examinee's disability on the testing activity, it is in the individual's best interest to provide recent and appropriate documentation.  As the manifestations of a disability may vary over time and in different settings, in most cases an evaluation should be conducted within the past three years, e.g., low vision or neuromuscular conditions are often subject to change and should be updated for current functioning.

• Describe the specific diagnostic criteria and/or diagnostic test used, including date(s) of evaluation, test results, and a detailed interpretation of the test results.
  This description should include the specific results of diagnostic procedures and tests utilized and should include relevant educational, developmental, and medical history.  Where appropriate to support the diagnosis, specific test scores should be reported, e.g., documentation for an examinee with multiple sclerosis should include specific findings on the neurological examination including functional limitations and MRI or other studies, if relevant.
  
  
  Diagnostic methods used should be appropriate to the disability and current professional practices within the field.  Informal and nonstandardized evaluations should be described in enough detail that other professionals could understand their role and significance in the diagnostic process.

• Describe in detail the individual's limitations due to the diagnosed disability, i.e., a demonstrated impact on functioning vis-a-vis the SPEX and explain the relationship of the test results to the identified limitations resulting from the disability.
  The current functional impact on physical, perceptual and cognitive abilities should be fully described, e.g., an examinee with macular degeneration has reduced central vision, which limits the ability to read.

• Recommend specific accommodations and/or assistive devices including a detailed explanation of why these accommodations or devices are needed and how they will ease the impact of the identified functional limitations, e.g., a learning disabled individual who has difficulty decoding might require an oral rendition of the exam.

• Establish the professional credentials of the evaluator that qualify him/her to make the particular diagnosis, including information about license or certification and specialization in the area of the diagnosis. The evaluator should present evidence of comprehensive training and direct experience in the diagnosis and treatment of adults in the specific area of disability.

3. If no prior accommodations have been provided, the qualified professional expert should include a detailed explanation as to why no accommodations were given in the past and why accommodations are needed now.