Establishing Eligibility For Services

BYU-Idaho is committed to ensuring access to educational opportunities to students with disabilities.

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Compare Highschool vs. College Services 


The first step in the eligibility process is to submit documentation of the disability to the Disability Services Office. BYU-I must assure that the documentation provided establishes both the individual as a person with a disability and provides a rationale for reasonable accommodations. The responsibility and cost of obtaining documentation is borne by the student with a disability. If the initial documentation is incomplete or inadequate to determine the extent of the disability and reasonable accommodations, BYU-I will require the student to provide additional documentation at the student's expense. Professional staff at the Disability Services Office determines whether an individual has provided sufficient documentation of said disability to be eligible for services. Pending receipt of documentation, the BYU-Idaho Disability Services Office reserves the right to provide interim services or to deny services.

Adequate Documentation:

 The IEP, 504 Plan or Summary of Performance (SOP) received from the student's high school is not sufficient documentation to identify the actual disability or how the disability limits a major life function. 

The Psychological Report is the document that is required for students to be eligible for receiving accommodations from the Disability Services Office (DSO) if the disability is a learning disability such as dyslexia, dysgraphia, etc. Testing and information regarding the disability from the doctor or psychologist  need to be current within the last 3 years. If the testing and report are older than 3 years,  the student may be required to have new testing completed in order to receive accommodations from the Disability Service Office.

Further explaination of the Psychological Report is below.


  image of a lady dressed as a doctor smiling while holding a stethoscope

Psychological Report Requirements

  • Must come from a licensed professional (unrelated to the individual being evaluated) who is trained in the appropriate specialty area. There must be a good match between the credentials of the individual making the diagnosis and the condition being reported (e.g., an orthopedic limitation might be documented by a physician, but not a licensed psychologist). Documentation that presents any questions as to authenticity will be followed up with a consultation to verify information (e.g., hand-written letters.) Documentation must be dated, on letterhead, and signed by the evaluator.  Diagnosis from physician's assistants and nurse practitioners must be approved and countersigned by their supervising physician Documentation on prescription pads will not be accepted.

  • Must include a description of the diagnostic criteria or the diagnostic tests used. This description should include the specific results of the diagnostic procedures. Diagnostic methods used should be congruent with current professional diagnostic practices within the field. Informal, or non-standardized evaluations should be described in enough detail that  professional colleagues could understand their role and significance in the diagnostic process.


  • Must include both a clear diagnostic statement and an explanation of the current manifestations or functional limitations of the condition. It should be thorough enough to demonstrate whether or not a major life activity is substantially limited.  It should also provide a description of the expected progression or stability of the disability.  Please describe the impact of this student's disability on his/her ability to perform in-class or lab work, the impact on tasks including but not limited to: paying attention to lecture, taking notes, responding to oral or written questions, participating in group work, and following instructions.


  • Less than three years old in most cases.  However, discretion may be used in accepting documentation of conditions that are permanent or non-varying (e.g., a sensory disability). Likewise, some chronic and/or changing conditions will warrant more current documentation and/or more frequent updates in order to provide an accurate picture of functioning.


  • Should include information regarding the impact of the disability condition on major life activities (i.e., walking, talking, learning, working, seeing, hearing) including the impact of medications, other treatments and the concomitant side effects.