ELIGIBILITY AND REGISTRATION FOR SERVICES
Students may request services by completing the Student Disability Services Registration Form, and providing documentation of their disability in accordance with the Disability Documentation Requirements.
Students seeking to continue accommodations are also required to meet with Student Disability Services at the beginning of each semester to renew registration and plan classroom accommodations for their new classes. Students are expected to participate in the development of reasonable accommodations for their classes and are responsible for meeting with their faculty at the beginning of each semester, to plan for the implementation of the accommodations that have been approved for that class. The office of SDS is available to assist and act as an advocate for the student as needed in this process.
SDS will provide notification to appropriate faculty, advisors and staff. Recommended accommodations are effective from the date of approval, apply only to the current school term and are not retroactive. Participation by the student is voluntary and services can be ended upon request by the student.
DISABILITY DOCUMENTATION REQUIREMENTS
In order to provide reasonable and appropriate accommodations to those students who have disabilities, Student Disability Services requires documentation that shows the current disability and its impact on a major life activity. The documentation the student provides to SDS should include the information listed below. SDS will make the final decision as to whether reasonable and appropriate accommodations are needed and can be provided to the student. Please send or bring documentation in person to your scheduled registration appointment at Student Disability Services.
- Documentation must be current. The determination of what is current documentation varies and depends on the nature of the disability, i.e. completed with the last five years for learning disabilities, the last six months for psychiatric disabilities including drug and/or alcohol dependency, or the last three years for ADHD and all other disabilities. This requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature. SDS reserves the right to make appropriate modifications to this time frame when deemed necessary by circumstances.
- The name, title and professional credential of the evaluator including information about licensure, certification, area of specialization, employment and state in which the individual practices must be provided. Professionals conducting the evaluation/assessment must be qualified to do so and should have experience working with the relevant adolescent/adult population.
- Reports must be on letterhead, typed, dated, and have the original signature of the evaluator and/or be completed on a form provided by SDS. Reports must be written in English or translated into English by a qualified translator.
- The report must clearly state the diagnosed disability or disabilities. Terms such as “suggest” or “is indicative of” are not acceptable. DSM IV or ICD-9 codes should be used when available.
- The evaluator must describe the impact and functional limitations resulting from the disability or disabilities on a current major life function or activity, especially as it relates to functioning in an academic environment.
- The report should include complete educational, developmental and medical history when relevant to the disability for which accommodations are being requested.
- Reports should include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability. This requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature.
- The diagnostic report must describe the specific recommendations for the accommodation(s) requested and an explanation of the rationale for each.
- If medications are prescribed, these should be listed as well as potential side effects that may impair the persons functioning.
- A physician’s prescription pad note or a school plan such as an Individualized Educational Plan (IEP) or 504 Plan is not sufficient in and of itself, but can be included as part of a more comprehensive evaluative report
Possible accommodations include, but are not limited to: Extended time on exams, opportunity to take exam in reduced-stimulus environment, note taking service, enlarged course material, time-management support, housing accommodations, emotional support animals, service animals.
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Click here for a Guide to Disability Laws