Documentation Requirements

Documentation of disability-related needs is required by AccessAbility Services in order to develop an accommodation and service plan. The purpose of the AccessAbility Services Medical Certificate (PDF) is twofold:

  1. Documentation allows the service to determine if a student is an individual with a disability who is eligible for service. 
  2. Documentation provides the students’ restrictions and functional limitations resulting from the disability, which assist with the identification of appropriate academic accommodations

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.

Types of Documentation Required

Attention Deficit Hyperactivity Disorder (ADHD) - Documentation Requirements

and/or
  • The AccessAbility Services Medical Certificate (PDF) including the criteria for ADHD, 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.
  • If applicable, a copy of the most recent Individual Education Plan (IEP), a psycho-educational or a neuro-psychological assessment from previous schooling

Autism Spectrum Disorders (ASD) - Documentation Requirements

  • The AccessAbility Services Medical Certificate (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

Chronic Health - Documentation Requirements

  • The AccessAbility Services Medical Certificate (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)

Concussion and Brain Injury - Documentation Requirements

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 

Deaf, deafened, hard of hearing - Documentation Requirements

  • The AccessAbility Services Medical Certificate (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

Functional, Fine Motor Disability - Documentation Requirements E.g. Repetitive strain injuries, temporary injuries such as broken hand

  • The AccessAbility Services Medical Certificate (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)

 

Learning Disabilities (LD) - Documentation Requirements

  • 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

Low Vision, Blind - Documentation Requirements

  • The AccessAbility Services Medical Certificate (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)

Mental Health - Documentation Requirements

  • The AccessAbility Services Medical Certificate (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 episodid
  • 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.

Mobility/Physical Disabilities - Documentation Requirements

  • The AccessAbility Services Medical Certificate (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)

Temporary Physical Disabilities - Documentation Requirements for students with broken limbs, sprains/strains, soft tissue injury, or short term follow up after surgical care

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.

Not sure if you have a disability?

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.