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AccessAbility Services

Documentation Requirements

In addition to meeting with you to discuss your lived experience of disability, your strengths, impacts you experience during your academic pursuits, and related needs, our office also seeks out objective information about your disability-related needs from an appropriate Regulated Health Care Practitioner. Medical professionals have an important role to play when people with disabilities seek accommodation to allow them to benefit equally from and take part in education. The combination of your lived experience, and supplementary medical documentation, informs the accommodation process.

Students are required to submit medical documentation completed by your regulated health-care practitioner who is permitted to diagnose your specific disability(s) based on their training and license to practice. The Certificate of Disability is designed to provide AccessAbility Services with confirmation your eligibility for disability-related academic accommodations and provides information on how your disability will impact your studies at university. For students with a learning disability please see our list of types of documentation required below.

Disclosing a diagnosis is a choice and is not required to receive accommodations. Please note that if provided, a diagnosis alone does not automatically mean disability-related accommodation is required as people may not experience any limitations requiring accommodations even when they have a medical diagnosis. In some instances, diagnosis may be required to establish eligibility for certain federally or provincially funded bursaries and grants.

Note: Documents that are in a language other than English require an official translation, with the seal and signature of the translator. 

Submitting Documentation

If you are new to AccessAbility Services and have not yet registered, you may submit documentation attached to your Online Intake Registration Form.  For info on how to register, please review our Intake process.

If you are registered with AccessAbility Services, please submit documentation using the myAIMS Document Upload Portal.   Log-in to myAIMS and select "Upload Documents" from the main menu.  Please review our Document Upload Portal Guide [PDF] for detailed step-by-step instructions

 

Types of Documentation Required

Students undergoing assessments for the possible presence of ADHD are advised to share our ADHD Assessors Documentation Checklist with the assessing regulated health professional before undergoing an assessment.

and/or
  • The AccessAbility Services Certificate of Disability (PDF) including the criteria for ADHD, is completed by a health care practitioner who is familiar with the disability; your disability falls within their scope of practice and who is licensed to make a diagnosis. Documentation must indicate adult functional impacts of ADHD.  As such, updated documentation may be necessary. See the ADHD Assessors Documentation Checklist for further information.
  • If applicable, a copy of the most recent Individual Education Plan (IEP), a psycho-educational or a neuro-psychological assessment from previous schooling

Do you suspect you have an undiagnosed attention or learning disability? Have you followed up with a family doctor to rule out any medical-related impacts? If so, students can consult with  AccessAbility Services on their academic difficulties. Where appropriate, the service may refer a student for an assessment and discuss assessment funding options. Book an appointment at 416-287-7560 or ability.utsc@utoronto.ca

  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the disability; your disability falls within their scope of practice and who is licensed to make a diagnosis. Documentation must indicate adult functional impacts of ADHD, and as such updated documentation may be necessary.
  • Students with Autism Spectrum Disorder typically have a psycho-educational report and/or other medical documentation. If the documentation dates to childhood, you will need supplemental documentation that outlines the functional impacts of your condition. You will also need a psycho-educational report that is no older than five (5) years, or was completed when you were 18 years old, for specific funding programs for educational supports.
  • If applicable, a copy of the most recent Individual Education Plan (IEP), a psycho-educational or a neuro-psychological assessment from previous schooling
  • Note: If reports are older than five [5] years, or if students provide incomplete documentation, such as only an Individual Education Plan (IEP), the service may be able to provide limited interim accommodations until documentation is updated
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis. 
  • Documentation should outline current restrictions and limitations  (e.g., fatigue, restricted endurance for activity, etc.), preferably including a statement on the impact in the post-secondary environment, including what exacerbates the disability (e.g., exposure to specific allergens, illness such as the flu, stress, lack of sleep, etc.)
  • Health practitioners statement on coping strategies recommended (e.g., reduce course load)
  • If the condition is chronic or episodic
  • Any side effects of medication that may impact academic functioning
  • Treatment plan, where appropriate (e.g., chemotherapy schedule impacting attendance, etc.)
  • Anticipated length of recovery (Note: if the anticipated length of recovery takes longer than expected, or if the impact of the disability fluctuates, the student will need to provide the service with updated documentation and periodic reassessment of needs will be required)
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis.

OR

  • Recent medical documentation from an appropriate health care practitioner (e.g. an Emergency Room physician, family doctor, and/or neurologist) that outlines the functional impacts of the disability and the accommodation needs.
  • In the case of a recent concussion, additional documentation may be requested to verify the need for continued services, and to ensure specific accommodations are still appropriate if your condition persists beyond two [2] months
​The documentation should note:
  • Current restrictions and limitations, if known the impact of the disability in the post-secondary environment, including what exacerbates the disability
  • Health practitioners statement on coping strategies recommended (e.g., reduce course load)
  • Strengths
  • Any side effects of medication that may impact academic functioning
  • Treatment plan (e.g., cognitive rest required such as no reading, looking at computer screen, etc.)
  • Anticipated length of recovery (Note: if the anticipated length of recovery takes longer than expected the student will need to provide the service with updated documentation and periodic reassessment of needs will be required)

 

  • For students experiencing long term impacts of an acquired braining injury, a neuropsychological assessment may required
  • If applicable, a letter from high school citing the accommodations received and copies of Individual Education Plan (IEP) or IPRC (if applicable)

For additional information on Concussions please visit Concussion Resources and Supports for students on campus 

  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis.  Documentation should outline current restrictions and limitations, preferably including a statement on the impact in the post-secondary environment.
  • Additional documentation related to the disability can also be provided (e.g. a report from an audiologist), and/or documentation including suggestions for appropriate technical support and aids (e.g., Cochlear implants, FM System, hearing aids)
  • If applicable, a letter from high school citing the accommodations received and copies of Individual Education Plan (IEP) or IPRC
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis. 
  • Confirmation of disability required
  • Documentation should outline if the condition is chronic or episodic, current restrictions and limitations, and preferably a statement on the impact in the post-secondary environment, including what exacerbates the disability (e.g. writing without a break for one hour or more, etc.)
  • Any side effects of medication that may impact academic functioning
  • Anticipated length of recovery (Note: if the anticipated length of recovery takes longer than expected, or if the impact of the disability fluctuates, the student will need to provide the service with updated documentation and periodic reassessment of needs will be required)
  • If applicable, letter from high school citing the accommodations received and copies of Individual Education Plan (IEP) or IPRC (if applicable)

 

  • A copy of a recent psycho-educational or neuro-psychological assessment (Documentation should be no older than five [5] years old or completed at age eighteen or later).
  • If applicable, a copy of the most recent Individual Education Plan (IEP), a psycho-educational or a neuro-psychological assessment from previous schooling
  • Note: If reports are older than five [5] years, or if students provide incomplete documentation, such as only an Individual Education Plan (IEP), the service may be able to provide limited interim accommodations until documentation is updated
 
Do you suspect you have an undiagnosed attention or learning disability? Have you followed up with a family doctor to rule out any medical related impacts? If so, students can consult with  AccessAbility Services on their academic difficulties. Where appropriate, the service may refer a student for an assessment and discuss assessment funding options. Book an appointment at 416-287-7560 or ability.utsc@utoronto.ca
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis. 
  • Diagnosis preferred but not required, confirmation of disability required
  • Documentation should outline current restrictions and limitations, preferably a statement on the impact in the post-secondary environment, including what exacerbates the disability (e.g., reading for one hour or more, etc.)
  • Suggestions for appropriate technical support and aids (e.g. CCTV, glasses, contacts, etc.) 
  • Any side effects of medication that may impact academic functioning
  • If applicable, a letter from high school citing the accommodations received and copies of Individual Education Plan (IEP) or IPRC (if applicable)
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis.  
  • Confirmation of disability required
  • Documentation should outline If the condition is chronic or episodic
  • Current restrictions and limitations, and preferably a statement on the impact in the post-secondary environment, including what academic activities exacerbates the disability (e.g., significant stress such as pending multiple deadlines and writing multiple exams in one day, etc.)
  • Any side effects of medication that may impact academic functioning
  • Recommended support strategies (e.g., reduce course load)
  • Students are not required to disclose their diagnosis in order to register for supports and services. Documentation from a healthcare practitioner, confirming a disability exists and describing the impact on academics, will be needed.  In some instances, diagnosis may be required to establish eligibility for certain federally or provincially funded bursaries and grants.
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis.  
  • Confirmation of disability required
  • Documentation should outline if the condition is chronic or episodic
  • Current restrictions and limitations (e.g., difficulty in ambulation, unable to sit for 5 minutes or more, fatigue, endurance impacted, etc.), and preferably a statement on the impact in the post-secondary environment, including what academic activities may exacerbate the disability
  • Health practitioners statement on coping strategies recommended (e.g., reduce course load)
  • Any side effects of medication that may impact academic functioning
  • Treatment plan which may impact academic participation (e.g., surgery, casting, splints, etc.)
  • Anticipated length of recovery (Note: if the anticipated length of recovery takes longer than expected, or if the impact of the disability fluctuates, the student will need to provide the service with updated documentation and periodic reassessment of needs will be required)
  • The AccessAbility Services Certificate of Disability (PDF) completed by a health care practitioner who is familiar with the student's disability; the disability falls within their scope of practice who is licensed to make a diagnosis.

OR

  • Recent medical documentation from an appropriate health care practitioner (e.g. an Emergency Room physician, family doctor, and/or neurologist) that outlines the functional impacts of the disability and the accommodation needs.
  • Additional documentation may be requested to verify the need for continued services if the condition persists beyond 6 months.
We can work with you if you suspect you have a disability or are in the process of obtaining documentation.
 
AccessAbility Services does not provide services to diagnose disabilities but we can review any difficulties you are experiencing and, if appropriate, suggest referrals for assessment.
 
Contact our front desk at ability.utsc@utoronto.ca or 416-287-7560 to discuss next steps.