Student Accessibility Services

Prior to the provision of reasonable accommodations by the University, the student must complete the Accessibility Services Request form, on which the student must identify his or her disability; the course, program of study or activity in which the student is enrolled or scheduled to be enrolled; and the accommodation(s) sought. 

In order to be eligible for reasonable accommodation(s) from the University, the student must provide recent, relevant and comprehensive documentation of the disability. In addition, the forms should be completed by a state licensed psychologist or physician:

• Disability Documentation Form

For learning disabilities, documentation should address:

• Background information about the student's history of learning disabilities.
• A clear diagnosis including an explanation of how the impairment substantially limits the student's learning or other major life activities.
• Results of testing using appropriate test instruments and an explanation of those test results: achievement, intelligence, executive functioning.
• Recommendations for accommodations with an explanation of those test results.

Proof of Disability: Students are also required to submit the most recent psychological and/or medical evaluation, complete with all test results and diagnosis. This documentation must be signed, dated and on letterhead. Recent documentation within the past 3 years from the date of the request for accommodations is preferred.

Guidelines, as recommended by the Association on Higher Education and Disabilities, state that all documentation/proof of a disability reports should: 

• Be on professional letterhead
• Include name, title, and credentials of the professional providing the documentation.
• Be dated
• Be signed
• Be legible
• Include diagnosis (appropriate reports/assessments and summary should be included)
• Include functional limitations resulting from the disability and the potential impact it has on the student’s performance in a postsecondary educational environment
• Include suggested accommodations
• Be current (preferably within the last 3 years; the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student’s request for accommodations, and determined on a case-by-case basis)

Note about IEPs: While helpful and beneficial for us to have on file, an Individualized Education Program (IEP) on its own is not sufficient documentation. Many times, IEPs do not document an actual diagnosis, so if you are submitting an IEP as documentation, be sure that it is current and specific when describing a student’s identified areas of need and that it includes recent assessment results.

Once the University receives all necessary documentation and reviews the requested accommodations in the context of the factors outlined above, reasonable accommodations available will be discussed in a conference with the student.