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Supporting Appropriate Medical / Psychological Documentation

Supporting Appropriate Medical / Psychological Documentation

Supporting appropriate medical/psychological documentation is required by the UP Disability & Reasonable Accommodation Panel when reviewing academic accommodations particularly for test and examination situations. Whilst health professionals may submit recommendations regarding academic accommodations, the Panel who is familiar with the educational environment at UP determine the extent to which the recommended academic accommodations are appropriate in this context. Thus, the recommendations by the health professional are helpful but not binding. Should there be insufficient diagnostic or clinical information in support of the requested academic accommodations; students may be asked to submit new and/or additional documentation.

No psychological condition that is being treated effectively with medication and/or psychotherapy and/or any other procedure may be used as motivation for a concession of extra writing time during tests and examinations. However, should the treatment appear to be unsuccessful, the practitioner (e.g. the psychiatrist) should indicate in writing why the programme is not effective, which alternatives are being considered, and why extra writing time during tests and examinations should be provided as a compensatory measure.

In the case where a psychiatric diagnosis alone is offered as motivation for an application for extra writing time during tests and examinations, the application must be accompanied by a recent psychiatric report, in which it is indicated why extra writing time is required as a concession, how the condition is related to the action of writing a test or examination, as well as what period should be considered for the concession.

In addition, a concession that was granted in the past does not imply an automatic extension of it to the tertiary level.

Supporting documentation must reflect the following:

  1. History of the condition – indicate the interventions and support that were received in the past. (If no history is available, motivate why not.)
  2. Diagnosis/Disability (including specific diagnostic data) - Therefore, a DSM 5/ICD10 diagnosis with the code must be clearly indicated.
  3. Where applicable, assessments that led to the diagnosis should be included.
  4. If medication is being prescribed, dosage as well as its side effects on learning must be indicated. Furthermore, if medication is provided as part of the treatment programme, and extra writing time is proposed, explain why extra writing time is required as an additional intervention.
  5. Prognosis of current condition and how it may affect the student’s ability to meet his/her academic requirements.
  6. Recommended interventions by which the student can manage his or her disability should be noted in the assessment report. It is expected that the practitioner should inform the applicant about a range of possible options for addressing and managing the disability, not restricted to additional time.


In the case of Specific Learning Disabilities or a diagnosis of ADHD a report from a registered psychologist is required. Please consult with the Disability Unit regarding the Concession Application Process form for Specific Learning Disabilities and/or a diagnosis of ADHD as required by the UP Disability & Reasonable Accommodation Panel.

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Last edited by Maria RamaahloEdit