Documentation Guidelines

In addition to information submitted in the self-disclosure form, Disability and Access Resources will review and consider all pieces of documentation; however, the guidelines below will provide the best source of information to determine appropriate and reasonable accommodations. Documentation requested is used by Disability and Access Resources to establish eligibility for services and in decision-making regarding accommodations. 

Documentation from an appropriate professional who is qualified to evaluate and/or treat the diagnosis should include:

1. A clear diagnostic statement
2. The nature of the disability: history, experience, severity, etc.
3. Description of the current functional impact of the disability following the guidelines below: 
   • Learning Disabilities: A comprehensive neuropsychological or psychoeducational evaluation measuring aptitude and achievement with an interpretation of results. 
   • ADD/ADHD: Description of current functional impact informed by a psychoeducational evaluation (measurement of aptitude and achievement), behavioral rating scale, or other appropriate assessment tools with an interpretation of results. 
   • Mental Health: Letter (on formal letterhead with signature) from an appropriate professional describing the functional impact of the disability, informed by any of the following: neurological evaluation, rating scale, psychological assessment, clinical interview, behavioral assessment, screening tool, etc. 
   • Physical/Neurological Disabilities: Letter (on formal letterhead with signature) from an appropriate professional describing the functional impact of the disability, informed by any of the following: physical or neurological evaluation, medical evaluation, physiological evaluation, autism-specific behavioral evaluation, etc.

Documentation can be uploaded directly to the Self-Disclosure Form or sent to Disability and Access Resources via fax, email, postal mail, or hand-delivery.  

Students interested in requesting an ESA, should complete the self-disclosure form and submit documentation from a qualified third-party (psychiatrist, psychologist, or clinical licensed social worker, etc.) who has personal knowledge and is providing treatment to the student. Disability and Access Resources will also consider information shared on the student’s self-disclosure and information from federal, state, or local government agencies offering disability benefits and/or services. This documentation should include:

• Description of the professional relationship between the student and the provider.
• Confirmation of the presence of a disability and a description of what major life activities are substantially limited.
• A description of the disability-related need for an ESA and how the animal alleviates one or more of the identified substantially-limiting major life activities. The relationship between the type of support the animal provides and the identified impact of the disability.
• A description of the specific animal being recommended (type, breed, name, etc.).

Important Notes:

• In lieu of a letter, qualified professionals can opt to provide the necessary information by completing the Emotional Support Animal provider form.
• Up to date vaccinations and a clean bill of health from a licensed veterinarian will also be required before bringing the animal to campus.
• Students requesting an ESA as a housing accommodation, are expected to complete the Penn College housing contract to confirm a housing assignment on campus. Requests for housing accommodations and supporting documentation are reviewed on a rolling basis and students are encouraged to follow the recommended timelines.
• Some websites sell certificates, registrations, and licensing documents for assistance animals to anyone who answers certain questions or participates in a short interview and pays a fee. ESA letters obtained through brief online evaluations or single-visit services may not contain adequate information for accommodation review, and additional reliable documentation that meets our guidelines may be requested.
• Student requesting an ESA as a classroom accommodation, should follow the process to register for Academic/Classroom accommodations above.  

Students requesting use of a Service Animal on campus, including classrooms, are encouraged, but not required, to contact Disability and Access Resources indicating the need for a service animal.

Service Animals must have up to date vaccination records and a clean bill of health from a licensed veterinarian on file with Disability and Access Resources if the service animal will be used as a formal accommodation in the academic areas and/or on-campus housing.

Disability and Access Resources can help students with service animals identify suitable locations on campus for their animal’s relief needs and answer questions about campus expectations and resources, including sending formal accommodation notices to faculty.

Policy and Procedure: 
Service and Emotional Support Animals Policy
Service and Emotional Support Animals Procedure

Students should not delay contacting and/or meeting with Disability and Access Resources to address any questions or concerns regarding obtaining the requested documentation. Disability and Access Resources staff will discuss individualized needs and provide support and suggestions to help students obtain information, including steps students can take after the meeting.  

Disability and Access Resources
Email: dar@pct.edu
Fax: 570-327-4501
Address: 
Disability and Access Resources, DIF #59
Pennsylvania College of Technology
1 College Avenue
Williamsport, PA 17701