These documentation requirements are used to determine eligibility under the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and Disability Services’ policies. A school plan such as an Individualized Education Plan (IEP), a 504 Plan, or a Summary of Performance (SOP) is not generally sufficient documentation. A committee of specialists will review the student’s documentation for the following criteria prior to an intake appointment:

1. Credentials of the evaluator(s). Professionals conducting assessments and rendering diagnoses of specific learning disabilities must be qualified to do so and have no personal relationship with the individual being evaluated. Trained, experienced, certified and/or licensed psychologists, neuropsychologists, learning disability specialists, and educational therapists with adolescent and adult experience are considered qualified to evaluate specific learning disabilities. Diagnostic reports should be on professional letterhead with name, address, phone, and professional credentials of each evaluator as well as the date(s) of testing.

2. Based on the current diagnostic findings, a clear statement of a learning disability must be included in the report. “Quality documentation . . . describes how the condition was diagnosed, information on the functional impact, and progression or prognosis of the condition” (AHEAD). “Relative weaknesses,” “learning styles,” “learning deficits,” “learning differences,” and “learning difficulties” do not, in and of themselves, signify a disability.

3. Description of diagnostic methodology. “Quality documentation includes a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results” (AHEAD). All test scores, including subtest and index scores, must be included in the report. Data should be presented as standard scores and percentiles, and must be based on age norms. Diagnostic assessments must include at least one measure of aptitude and measures of achievement in reading, math, and written language. Acceptable measures are listed below. Adult normed assessments are recommended.


  • Wechsler Adult Intelligence Scale-Revised (WAIS-III)
  • Woodcock Johnson III: Tests of Cognitive Ability (Tests 1-10 or 1-20)
  • Stanford-Binet Intelligence Scale
  • Kaufman Adolescent and Adult Intelligence Test or Kaufman ABC


Note: If extended time for examinations is recommended, results from timed achievement measures must support the need for that accommodation. 


  • WJ-III: Tests of Reading Achievement
  • Wechsler Individual Achievement Test (WIAT)
  • Scholastic Abilities Test for Adults (SATA)
  • Stanford Diagnostic Reading Test
  • Nelson Denny Reading Test


  • WJ-III: Tests of Mathematics Achievement
  • Wechsler Individual Achievement Test (WIAT)
  • Scholastic Abilities Test for Adults (SATA)
  • Stanford Diagnostic Mathematics Test
  • Test of Mathematical Abilities (TOMA) 

Written Language:

  • WJ-III: Tests of Written Language Achievement
  • Wechsler Individual Achievement Test (WIAT)
  • Scholastic Abilities Test for Adults (SATA)
  • Test of Written Language (TOWL)

The above list is not intended to be exhaustive or to limit assessment in other areas that may be pertinent to identifying the individual’s strengths and weaknesses. Please note that the WRAT is not accepted as a sole measure of achievement.

4. Description of the Current Functional Limitations. “Best quality documentation is thorough enough to demonstrate whether and how a major life activity is substantially limited [when compared to the average person in the general population] by providing a clear sense of the severity, frequency and pervasiveness of the condition(s)” (AHEAD). The Diagnostic Report must include:

  • Evidence of impact. Discrepancy alone may not support a substantial limitation.
  • Current functioning. Diagnostic assessments must have been completed within the past three years.
  • Analysis of patterns in the individual's cognitive abilities, achievement, and information processing that reflect the presence of a learning disability.
  • An explanation that academic problems are not the result of other causes.

5. Accommodations. Although DS is responsible for determining reasonable accommodations with the student, the evaluator may recommend reasonable accommodation(s) appropriate at the post-secondary level. Specific test results must support each recommended reasonable accommodation. Although a history of an accommodation is valuable information, it does not, in and of itself, warrant continued provision of an accommodation(s).

Process for Requesting Accommodations

Students requesting support services and/or reasonable accommodations from the University of Colorado at Boulder are required to submit documentation of a disabling condition to verify eligibility under the Americans with Disabilities Amendments Act, Section 504 of the Rehabilitation Act of 1973, and Disability Services’ policies. CU documentation requirements can be found here on this site. The following process is required for all students requesting accommodations and services: 

Step 1

Submit a completed Application and Request for Accommodations and Services and your documentation of disability.

Step 2

Schedule an Intake Appointment with a Specialist. Accommodations will not be provided until after student has met with a Disability Specialist for an intake appointment. The process and procedures for using any approved accommodations will be discussed during this meeting. 

Newly Admitted Students   Already on Campus
Contact DS to schedule an intake meeting during your summer orientation program. OR You may schedule your intake appointment when you submit your documentation. DS requires 5 business days to review your submitted materials.

Step 3

If approved for accommodations, you will be sent a letter, via email, to be given to your professors each semester. Print these letters and meet with each professor to discuss the arrangements for receiving your accommodations.

All documentation is confidential. Inadequate information, incomplete answers and /or illegible handwriting will delay the eligibility review process and place additional burdens on the student.