Services for Students with Disabilities (SSD) staff are designated as responsible employees. A responsible employee is a University employee who has the duty to report incidents of sexual misconduct to the Title IX Office (or designee), or an employee whom an individual could reasonably believe has this authority or duty. Sexual misconduct includes sex and gender discrimination, sexual harassment, sexual assault, dating and domestic violence, stalking, sexual exploitation, and any other forms of inappropriate sexual conduct. For more information about our policies on sexual misconduct, please visit the General Information Catalog, Appendix D or the Handbook of Operating Procedures (HOP) 3-3031. Information related to incidents of sexual misconduct that is disclosed in documentation may be reported to the Title IX Office. Disability/diagnostic information will be kept in accordance with SSD’s Confidentiality Guidelines.

SSD Forms and Documents

Online Forms
Downloadable Forms
Documentation Guidelines
Verification Forms
Other Accommodation Forms

Online Submission Forms

Downloadable Forms

Release of Information Form (PDF) Release of Information (Word)

Since disability-related information is considered confidential, a release of information must be on file if a student needs an SSD staff member to communicate with anyone outside SSD. People that students may want SSD staff to communicate with may include, but are not limited to, parents, physicians, therapists and other specific UT personnel.

Documentation Guidelines

Documentation guidelines outline the specific information that must be included on reports or evaluations that the student may submit to SSD in order to register for services. Specific information is available according to the type of disability. Please make sure to reference the set of guidelines that most closely match the student’s disability.

Guidelines for Learning Disabilities
These guidelines are for students with learning disorders. Conditions may include reading disorder, disorder of written expression and math disorder.
Guidelines for AD/HD
These guidelines are for students with attention deficit-hyperactivity disorder.
Guidelines for Autism
These guidelines are for students with autism spectrum diagnoses.
Guidelines for Traumatic Brain Injury
These guidelines are for student with a previously diagnosed traumatic brain injuries.
Guidelines for Documenting a Psychological Disability
These guidelines are for students with psychological or psychiatric disorders. Conditions may include, but are not limited to, depression, bipolar disorder, schizophrenia, anxiety disorders, etc.
Guidelines for Documenting a Physical or Medical Disability
These guidelines are for students with physical or medical disabilities. Conditions may include, but are not limited to, conditions that affect mobility ( multiple sclerosis, cerebral palsy, spinal cord injuries, muscular dystrophy, spina bifida) or medical conditions such chemical sensitivities, narcolepsy, gastrointestinal conditions (IBS, Crohn’s Disease, Ulcerative Colitis) , cancer, epilepsy, AIDS, diabetes, asthma, etc.
Guidelines for Documenting Blindness and Low Vision
These guidelines are for students who are blind or have low vision.
Guidelines for Documenting Hearing Loss
These guidelines are for students who are Deaf or hard of hearing.
Guidelines for Documenting Temporary Disabilities
These guidelines are for documenting disabilities that are temporary in nature.