• Event Accessibility Guide and Checklist
• Student/Faculty Handbook

Students: Access Your Accommodate Portal

• Accommodation Information

• Documentation Guidelines

Appeals Process

Campus ODAS Contacts

• Frequently Asked Questions

• Animals on Campus

Faculty: Access Your Accommodate Portal

Getting Started

• Accommodation Information

• Using Accommodations

• Additional Information and Resources

• Guidelines for Specific Disabilities

• FAQs

Accommodation Information

• To get started with obtaining disability support services, see the steps below. Once approved, accommodations will be applicable across all campuses within CT State Community College.

  To request accommodations for the first time, please follow these steps:

  • Step 1: Complete the online registration/self-disclosure form and submit documentation substantiating your accommodation request.
  • Step 2: After ODAS has determined that your records are complete, one of our staff will send an invitation to schedule an intake appointment.
  • Step 3: During the intake appointment, share as much information as you can about your disability, the limitations it creates for you as a student and what academic accommodations (if any) you have used in the past. ODAS will work with you over the course of your intake appointment to determine reasonable and appropriate accommodations to ensure your equal access to CT State programs and services.
  • Step 4: Students will receive an email after their intake appointment with their approved accommodations and instructions to complete a semester request.
  • Step 5: Each semester, students must submit a semester request indicating consent for accommodation information to be shared and with whom.

• In order to use accommodations, students must request their accommodation letters and give permission for ODAS to share their accommodations approval with selected instructors each semester. This process is completed through a semester request.

  Semester Requests

  Each semester, instructors must be notified of accommodations via an “accommodation letter.” Accommodation letters are sent once students submit their semester requests via Accommodate. Accommodation letters can be sent at any point during the semester, however, accommodations are not applicable until the letter is sent. As a reminder, accommodations are never retroactive and as such, ODAS recommends submitting semester requests as soon as you register for classes each semester. Students can then determine if and when they need to utilize the approved accommodations.

  Accommodate will provide you with a dashboard of information on your registered classes and approved accommodations. Please see the instructions below to complete a semester request:

  • To begin, log in with your CT State single sign-on username and password to Accommodate
  • Select the “Accommodation” tab (on the left)
  • Select “Renewal Semester Request”
  • Click the drop-down and navigate to the correct semester
  • Add “New”
  • Select current semester
  • Select “Review the Renewal” (on the right)
  • Review each accommodation and using the checkboxes, select only those courses to which you want your accommodations to apply
  • Scroll down and click submit.

  Note: Requests are reviewed and processed by staff in the order in which they are received. Once processed, you and your instructors will receive your accommodation letter via email. It is typical for semester requests to be responded to within 2 business days. Certain accommodations may take longer to arrange.

Using Accommodations

• Exam Accommodations

  Proctored exams are available to students approved for this accommodation. Like all students with approved accommodations, students should submit their semester request through their Accommodate portal. Once they have submitted their semester request, follow the steps below to schedule an exam.

  Steps to Schedule Testing Accommodations:

  • Log in with your NetID and password to Accommodate
  • On the left navigation panel, select “Testing Room”
  • Select “New Booking Request”
  • From the drop-down menu, select the course
  • Complete the testing information fields.
  • Select “Check Availability”
  • Available testing seats will be displayed on the right side of the screen. Please select an available day/time to register
  • From the “Confirm Exam Booking” screen, please review that the information is correct, and click “Submit Request”
  • Upon submitting your test request, an auto-generated email will be sent to you and your instructor, indicating the testing reservation

• Alternate Formats

  Students with disabilities who require alternative access to printed material may receive their textbooks in an alternate format. Eligibility for this academic adjustment is determined individually, and students must demonstrate a substantial visual, physical, or learning disability that requires alternate materials. Students approved for this accommodation are required to show proof of purchase of the book prior to receiving it in an alternate format due to copyright laws. Like all students with approved accommodations, students should submit their semester request through their Accommodate portal at link one accommodate (CT State Accommodate link will be available here early August). Once they have submitted their semester request:

  Steps to Request Alternate Format Textbook Titles

  • Log in with your NetID and password to Accommodate
  • Click “Accommodations” and in the drop-down list you will see “Alternative Format”
  • Click “Alternative Format” then click “Student Entered”
  • Click “Upload Document for an Alternative Format Request”
  • Fill in the information requested- ISBN number, title, semester, class, and upload proof of purchase
  • Submit
  • Repeat for each individual audiobook you are requesting

• Interpreting Services

  Interpreting services may be available to deaf/hard-of-hearing students. Please note the following:

  • Like all students with approved accommodations, students should submit their semester request through their Accommodate portal at Accommodate. Once you have submitted your semester request:
    • Please email your ODAS campus contact and indicate the dates/times and course(s) in which you are requesting an interpreter
    • These requests are processed in the order in which they are received
    • Interpreters will adhere to the Registry of Interpreters for the Deaf (RID) Code of Professional Conduct

Additional Information and Resources

Request to Send Accommodation Letters to Professors Through Accommodate

Find Your Home Campus

• The Office for Disability and Accessibility Services at CT State works collaboratively to serve students with disabilities across all of our CT State locations. Navigate to your home campus page above for more information on contacting your ODAS campus lead. Please note that students will engage in the interactive process through their home campus for accommodation approval at all CT State campuses.

• • Asnuntuck Campus

  • 

    Jillian Sullivan, M.Ed., B.C.S.E. (she/her)
    Email: jillian.sullivan@ctstate.edu
    Phone: 860-253-3005
    Office Location: 112A

    Jillian Sullivan, M.Ed., B.C.S.E. (she/her) is the ODAS Campus Lead at CT State Asnuntuck. She earned both a bachelor's degree in psychology and a master's degree in special education from the University of Massachusetts Amherst. Before joining CT State Asnuntuck, Jillian was employed as a special education teacher for 14 years. In her current role, Jillian supports students with disabilities through a strengths-based approach that emphasizes access, self-advocacy and meaningful self-exploration as they navigate higher education. 

    Jillian is currently pursuing her doctorate in higher education leadership at American International College. Her dissertation explores how community colleges can better serve deaf and hard-of-hearing students. As someone who is hard of hearing herself, Jillian brings professional expertise and lived experience to her work.

• Capital Campus

  

  Helena Carrasquillo, M.S. (she/her/they)
  Email: helena.carrasquillo@ctstate.edu
  Phone: 860-906-5204
  Office Location: 314B

  Helena Carrasquillo (she/her/they) has been a dedicated and experienced higher education professional committed to student success, well-being and inclusion for two decades at CT State Capital. She holds a master of science degree in marital and family therapy from CCSU as well as a graduate certificate in postsecondary disability services and a bachelor of science in human development and family studies, both from UConn.

  Currently, Helena serves as the ODAS campus lead, co-chair of the Mental Health Coalition and member of the CARE team at CT State Capital. These roles aim to ensure equitable access to educational opportunities for students, with a particular focus on supporting students with disabilities and those navigating mental health or personal challenges. Helena is a strong advocate for these students, working diligently to secure necessary accommodations and resources that empower them to thrive academically and beyond while building a campus community of care and inclusion.

• Gateway Campus

  

  Ron Chomicz, M.Ed., SYC (he/him)
  Email: ronald.chomicz@ctstate.edu
  Phone: 203-285-2234
  Office Location: DT S202D

  Ron Chomicz, M. Ed., SYC, has over 13 years of service at the Gateway campus and has been an adjunct instructor for over 20 years. His education includes a bachelor of science degree, a master’s degree in special education and a sixth-year degree in education leadership.

• Housatonic Campus

  

  Marilyn Wehr, M.S., LPC (she/her)
  Email: marilyn.wehr@ctstate.edu
  Phone: 203-332-5018
  Office Location: L-115B

  Marilyn Wehr, MS, LPC, has over 20 years of service at the Housatonic campus. Since 2017, her college roles have included co-op coordinator, career counselor, transfer-out counselor and ODAS campus lead. Her education includes a bachelor of science degree from the University of Massachusetts Amherst and a master of science degree in community counseling from Southern Connecticut State University. Her credentials include licensing as a professional counselor.

• Manchester Campus

  

  Joseph Navarra, M.S., CRC (he/him)
  Email: joseph.navarra@ctstate.edu
  Phone: 860-512-3592
  Office Location: SSC L131

  Joseph Navarra has been working at CT State Manchester for over 27 years, first as a counselor and now as the ODAS campus lead. Joe specializes in helping to remove barriers for students with psychological and physical disabilities. Recognizing the importance of good mental health for success in college, Joe actively leads and participates in mental health promotion events on campus. In leading dozens of QPR Institute suicide prevention gatekeeper trainings over the past 12 years for students, faculty, staff and community members, he has helped to create an on-campus safety net for people who are experiencing mental health crises. Outside of his role, Joe serves as the program coordinator for the Speech-Language Pathology Assistant associate degree program.

  Outside of work, Joe volunteers for the National Alliance for Mental Illness (NAMI). He has a bachelor of arts degree from Williams College and a master of science degree in rehabilitation counseling from the State University of New York at Buffalo. He is also a Certified Rehabilitation Counselor (CRC).

• Middlesex Campus

  

  Hilary Phelps, M.A. (she/her)
  Email: hilary.phelps@ctstate.edu
  Phone: 860-343-5879
  Office Location: Founders Hall, Room 141

  Hilary Phelps has been with Middlesex for more than 25 years and has more than 12 years of experience in disability services, currently serving as the ODAS campus lead.

  With a strong commitment to equity and inclusion, Hilary advocates for accessible learning environments and supports students in achieving academic success. Known for her compassionate approach and problem-solving skills, Hilary is a trusted resource for students navigating challenges. Her work reflects a deep dedication to fostering a campus culture where all individuals feel valued, supported and empowered to thrive.

  In addition to her work in disability and accessibility services, Hilary is actively involved in the campus and CT State CARE Teams, the Mental Health Coalition and the DEI Committee. She is also an adjunct faculty member teaching College and Career Success.

• • Naugatuck Valley Campus

    

    Vincent McCann, M.S. (he/him)
    Email: vincent.mccann@ctstate.edu
    Phone: 203-596-8608 
    Office Location: K519

    Vince McCann is the campus Disability Coordinator at CT State Naugatuck Valley. He has worked for the State of Connecticut for over 33 years, with over 21 years within the community college system and has worked for the past seven years at CT State Naugatuck Valley. He has also worked as an adjunct instructor for more than ten years. He serves as a member of the CT State College Senate, CT State CARE Team and DEI Committee at CT State Naugatuck Valley.

     

    Additionally, Vince has worked as a counselor at Hillsborough Community College and in the TRIO and Gateway to College offices at Springfield Technical Community College. He earned a master of science degree in counseling from Central Connecticut State University. 

    Vince is passionate about advocating for all students and believes that CT State's mission is an excellent opportunity for all students.

  • Naugatuck Valley Danbury Campus

    

    Yvonne Sanders, M.A. (she/her)
    Campus Director of Disability and Accessibility Services
    Email: yvonne.sanders@ctstate.edu
    Phone: 203-437-9699
    Direct Phone: 203-437-9640
    Office Location: 190 Main Street, Danbury CT 06810 - Administrative Office

    Yvonne Sanders (she/her) is the ODAS Campus Lead at Naugatuck Valley Danbury campus. She earned both a master of arts  degree in community psychology and a bachelor of arts degree in psychology from the University of New Haven.

    Prior to joining CT State, Yvonne served in assistant director roles for a combined eight years at two private four-year institutions, where she provided leadership and oversight of accessibility services and student support programs. She also worked as a vocational rehabilitation counselor with Connecticut Rehabilitation Services, helping individuals with disabilities achieve their educational and employment goals.

    Yvonne brings extensive experience and a strong commitment to student success through collaborative, student-centered accessibility services. She's dedicated to creating an inclusive learning environment that promotes equitable access to educational opportunities, removes barriers to participation and empowers students with the resources and support they need to thrive academically and personally.

• Northwestern Campus

  

  Daneen Huddart, M.A. (she/her)
  Email: daneen.huddart@ctstate.edu
  Phone: 860-738-6318
  Office Location: Greenwoods 211, Founders Hall 102

  Daneen Huddart has over ten years of experience working as the ODAS campus lead at CT State Northwestern. She holds both bachelor's and master's degrees in counseling from Millersville University and Marymount University, along with additional higher-education coursework from St. Joseph University. 

  Throughout her career, Daneen has worked with students to provide mental health counseling. She has also worked in community mental health and in the K-12 system as a paraprofessional. She's a strong advocate for helping all students, especially students with disabilities, reach their full potential. She strives to understand each person's unique situation and help them develop their capabilities and gain new skills. 

  Daneen has attended and developed trainings for students, faculty and staff to create a more inclusive environment at CT State Northwestern. She is also involved in human rights and DEI initiatives. 

• Norwalk Campus

  

  Kenny Dalton (he/him/his)
  Email: kenny.dalton@ctstate.edu
  Phone: (203) 857-6941
  Office Location: E101A

  Kenny Dalton (he/him/his) is the Interim Campus Disability Coordinator at CT State Norwalk. Kenny has worked in student disability services for the past six years.

  Before coming to CT State Norwalk as an adaptive technology specialist, Kenny served as the Accessibility Coordinator at Springfield College. Collaboration across offices, self-advocacy skill development and promoting inclusive institutional change are pillars of Kenny's approach to his role. 

  A proud community college graduate himself, Kenny comes with an academic background in accessibility studies from Seattle Central Community College and Central Washington University and is currently pursuing a master's degree in student development in higher education.

  In addition to his role as Campus Disability Coordinator, Kenny also serves on the LGBTQIATS+ Taskforce and was recently a cast member in CT State Norwalk's 15th Annual Performing Arts Festival.

• Quinebaug Valley Campus

  

  Taiwo Osborne, M.S. (he/him) 
  Email: taiwo.osborne@ctstate.edu
  Phone: 860-932-4299
  Office Location: C129C

  Taiwo Osborne is the Interim Campus Director for Disability and Accessibility Services at CT State Quinebaug Valley in Danielson and Willimantic. Taiwo has more than 25 years of experience supporting youth and adults in education, counseling and student services. He has worked as an educator, counselor and program leader in nonprofit and higher education settings, with a focus on expanding opportunities for first-generation, low-income and underrepresented students. Taiwo holds a master of science degree in nonprofit leadership from Fordham University and is passionate about creating supportive environments where students can succeed.

• Three Rivers Campus

  

  Matthew Liscum, M.S. (he/him)
  Email: matthew.liscum@ctstate.edu
  Phone: 860 215-9265
  Office Location: C170

  Matt Liscum has worked at CT State Three Rivers for 24 years in a variety of roles, including tech prep coordinator, adjunct instructor, counselor, first-year experience coordinator and now, ODAS Campus Lead. Previously, he worked for five years combined at Eastern Connecticut State University and the University of Massachusetts Boston.

  In addition to his work with ODAS, he is currently involved with the Three Rivers campus Student Relief Fund, Mental Health Coalition and DEI Committee and as well as the CT State CARE Team.

  A grateful graduate of a community college (associate of arts from the State University of New York at Canton), he also has a bachelor of science degree from the State University of New York at Cortland and a master of science degree in counseling from the State University of New York at Oneonta.  

• Tunxis Campus

  

  Debbie Kosior, M.S. (she/her)
  Email: deborah.kosior@ctstate.edu
  Phone: 860-773-1526
  Office Location: ASTC 6-106

  Debbie Kosior is the ODAS Campus Lead at CT State Tunxis. She holds a master of science degree in disability services in higher education from CUNY School of Professional Studies and has over a decade of experience supporting students in higher education.

  Debbie enjoys creating engaging, innovative professional development experiences, disability-related trainings and events. She has even developed an accessibility-focused escape room that builds awareness and promotes inclusion across her campus and the college. She fosters a culture of inclusion by advising faculty and staff on accessibility and best practices to ensure equitable access. Her work extends beyond the Tunxis campus, contributing to systemwide efforts that strengthen access for students with disabilities across CT State. 

  She has received several honors for her contributions, including the CSCU Betsey Doane Innovation Award for Accessibility and Inclusion and the Student Affairs Above and Beyond (SAAB) award from the Tunxis campus. Debbie brings a student-centered, collaborative approach to her work and is dedicated to fostering a more inclusive and accessible college environment where students are supported in reaching their full potential.

Frequently Asked Questions

• Accommodations, modifications and special education services are covered under IDEA (Individuals with Disabilities Education Act) which ends when a student graduates from high school. Therefore, colleges do not provide special education services.

  CT State provides reasonable and appropriate accommodations in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.

• If you had an IEP or 504 plan in high school and/or have a diagnosed disability, you may be eligible for accommodations at CT State. The process to obtain accommodations in college changes from the process students may have experienced in high school. It is important that students develop their self-advocacy skills and understand which accommodations best support their learning.

  The chart below highlights some key differences between high school and college in the accommodation process.

  HIGH SCHOOL	COLLEGE
  Structured	Unstructured
  The school and parents/caregivers direct disability-related needs	Each student directs their disability-related needs
  The school is obliged to meet most student needs	“Reasonable” accommodations are provided
  The student’s IEP or 504 plan outlines accommodations	The documentation provided by the student outlines reasonable accommodations
  High parent/caregiver involvement	Limited parent/caregiver involvement
  Frequent school-to-parent/caregiver communication	Limited/no school-to-parent communication
  High teacher involvement and responsibility	High student involvement and responsibility
  May provide tutors, attendants, and/or paraprofessionals	Not required to provide tutors, attendants, and paraprofessionals (unless provided for all students)

• Accommodations do not transfer from high school to college. Instead, CT State’s Office for Disability and Accessibility Services works with students to determine reasonable accommodations for the college environment. Please keep in mind that your high school accommodation plan (IEP, 504, etc.) does not automatically transfer. Additionally, accommodations granted in high school may not be considered reasonable in college.

• Postsecondary institutions are required to comply with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. To comply, post-secondary institutions must provide reasonable accommodations to ensure that the student can access their college program. A reasonable accommodation is an adjustment to a course, program, service, job activity or facility that ensures equal opportunity for qualified students with disabilities to participate in and enjoy the benefits of a service, program or activity. The purpose of reasonable accommodations is to afford students with disabilities equal opportunities to receive equal results. Reasonable accommodations cannot substantially alter, change, or modify grading, assignments, exams, instructional methods or class activities.

• The information that you share with the Office for Disability and Accessibility Services is strictly confidential. Your disability status will never be listed on your transcript or any other document from the college.

• The Office for Disability and Accessibility Services does not conduct or provide evaluations to determine if a student has a disability. However, our staff is happy to meet with you and offer guidance. We can provide information about local options if a student feels that they would benefit from an evaluation.

• The Office for Disability and Accessibility Services recognizes that a student can develop or become aware of a disability at any time. Students are strongly encouraged to submit their semester requests as early as possible. Approved accommodations are not retroactive. However, a student may request reasonable accommodations at any time during the semester.

• When a student is in high school, parents and caregivers are legally entitled to participate in the process of determining accommodations and supports. At the college level, the Family Educational Rights & Privacy Act (FERPA) protects a student’s privacy. If a parent or caregiver wishes to speak to staff from the Office for Disability and Accessibility Services, the student must provide their consent in advance.

• For any inquiries about the rules for service animals on CT State campuses, please refer to the CT State Service Animals Guidelines or reach out to the Office for Disability and Accessibility Services on each campus.

Guidelines for Specific Disabilities

Documentation Guidelines

• Please consider the following regarding documentation:

  • Students should submit their most current assessments and/or evaluative reports conducted by school psychologists, physicians, medical professionals, etc., which may assist in determining academic accommodations.
  • Documentation should provide a clear and detailed comprehensive assessment of the disability and/or diagnosis provided by a qualified professional.
  • This documentation should substantiate the need for these services based on the individual’s current level of academic functioning in an educational setting.
  • Individualized Education Plans (IEPs), Summary of Performance (SOPs), or Section 504 Plans from high schools are not sufficient on their own and therefore students are asked to also submit the most recent Psychological/Educational Evaluation Report completed in high school.
  • Prior receipt of accommodations (e.g., in high school or in another postsecondary institution) helps to inform the process of determining accommodations; however, they do not guarantee receipt of the same accommodations. Likewise, approval of accommodations through CT State Community College does not guarantee the receipt of the same accommodations at other postsecondary institutions.
  • A Verification of Disability form is available to assist students who are currently working with a professional in the health field.
  • If the documentation specified in the guidelines below is not available, please submit what you have for review and further guidance.

  A request for new accommodations or a review of current accommodations may be considered at any time. Please contact your DAS Provider for next steps.

  Comprehensive documentation should include a recent evaluation by the appropriately credentialed professional, who is not a family member, which makes evident the current academic impact of the disability as it relates to the accommodations and services requested. Accommodation decisions are made through an interactive, individualized process based on the functional limitations of the disability and information provided by the student. Transfer students should submit their disability documentation and are also encouraged to provide an Accommodation Letter from their previously attended college or university.

  All information received is confidential and is used by DAS for the sole purpose of determining a student’s eligibility for services and determining academic accommodations.

  If the documentation provided is incomplete or insufficient to determine whether the student qualifies as having a disability or is eligible for accommodations, DAS may require additional documentation. Any cost incurred in obtaining additional documentation is the responsibility of the student. Missing information may result in a delay in reviewing a student’s request for accommodations.

• Documentation of Disability Form

  DAS has developed a  Documentation of Disability form which students can ask their provider to complete documenting their disability and need for accommodations. DAS also recommends that in addition to the form, students share the appropriate documentation guidelines below with their physician/clinician.

Guidelines for Specific Disabilities

• Acquired Brain Injury

  Students requesting accommodations on the basis of an Acquired Brain Injury (ABI), which includes Traumatic Brain Injury (TBI) are to provide documentation that reflects the current impact of the disability on academic performance including:

  1. A Neuropsychological evaluation containing assessments of intellectual, conceptual, and cognitive competence; academic skills; personality status; motor facility of all extremities; sensory, perceptual, and processing efficiency; visual, auditory, and tactile facility; speech, language, and communication ability; and evaluation of memory and attention.
  2. An integrated summary that: • Indicates executive functioning deficits expected to impact postsecondary education performance and appropriate adjustments, • Describes the impact of the limitations specifically on learning (e.g., reading, math, and written expression), • Identifies concerns with negotiation of the college environment and suggests strategies, and • States how the effects of the brain injury are mediated by the recommended adjustments.

  For a list of other acceptable forms of documentation: Utilization of particular evaluation techniques at the discretion of the evaluator possibly including; Bender-Gestalt, Halstead Reitain Battery (or selected parts); Detroit Tests of Learning Aptitude - 4 (DTLA-4) or Detroit Tests of Learning Aptitude - Adult (DTLA-A); Luria Nebraska Battery (or selected parts); Peabody Individual Achievement Test-R/NU (or other adult individual achievement tests); Woodcock Reading Mastery Tests- Revised/NU; Woodcock-Johnson III; and the Spache Written Language Assessment.

  Documentation of Disability form

• Attention Deficit Hyperactivity Disorder

  Students requesting accommodations on the basis of attention deficit hyperactivity disorder (ADHD) are to provide documentation by a professional (e.g., psychologists, psychiatrists, neuropsychologists, licensed therapists, and other relevantly trained medical professionals). Documentation for students requesting accommodations on the basis of ADHD should include:

  1. Evidence of current impairment. A history of the individual's presenting attentional symptoms and evidence of current impulsive/hyperactive or inattentive behaviors that significantly impair functioning.
  2. A discussion of the Neuropsychological or Psycho-educational assessments administered, if applicable, to determine the current impact of the disorder on the individual's ability to function in an academic setting.
  3. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.
  4. An integrated summary that: • indicates the substantial limitations to major life activities posed by the disability, • Describes the impact of the disability in an educational setting and suggests possible accommodations.

  Documentation of Disability form

• Autism Spectrum Disorder

  Students requesting accommodations on the basis of autism spectrum disorders (ASD) are to provide documentation from a professional (e.g., psychologists, psychiatrists, neuropsychologists, licensed therapists, and other relevantly trained medical professionals). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

  1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
  2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
  3. Current level of social/emotional functioning.
  4. Integrated narrative summary, including impact of symptoms on learning and/or communicating.
  5. A clinical interview including a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
  6. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including any possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.
  7. Co-morbid diagnoses, if present and impacting the educational environment, should include documentation and/or evaluations by allied health professionals such as speech/language assessments, occupational therapy records, statements from therapist or other treating professionals.

  Documentation of Disability form

• Blindness or Low Vision

  Students requesting accommodations on the basis of low vision or blindness are to provide current documentation from a professional that includes:

  1. An ocular assessment and narrative summary or evaluation from an Ophthalmologist.
  2. A low-vision evaluation of residual visual function, when appropriate.
  3. Describes the impact of the disability in an educational setting and suggests possible accommodations.

  Documentation of Disability form

• Chronic Health-Related Disabilities

  Students requesting accommodations on the basis of a chronic health-related disability are to provide current documentation from a medical professional that includes:

  1. An identification of the disabling condition(s).
  2. Describes the impact of the health-related condition in an educational setting and suggests possible accommodations.
  3. Describes the degree and range of functioning for a progressive condition.
  4. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including any possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

  Documentation of Disability form

• Deaf or Hard of Hearing

  Students requesting accommodations on the basis of being deaf or hard of hearing are to provide current documentation from a professional that includes:

  1. An audiological evaluation and/or Audiogram administered by an Otorhinolaryngologist (ENT), Otologist, or licensed Audiologist.
  2. An interpretation of the functional implications of the diagnostic data and hearing aid evaluation, where appropriate.
  3. Describes the impact of the disability in an educational setting and suggests possible accommodations.

  Documentation of Disability form

• Intellectual Disabilities

  Students requesting accommodations on the basis of an intellectual disability are to provide current documentation from a professional (e.g., clinical or educational psychologists, school psychologists, neuropsychologists, special education teachers). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

  1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
  2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
  3. Current level of social/emotional functioning.
  4. Integrated narrative summary, including impact of symptoms on learning and/or communicating, • the substantial limitations to major life activities posed by the disability, • suggests how the specific effects of the specified disability may be accommodated.

  Note: Individual "learning styles," "learning differences," "academic problems," and "slow learner” and test difficulty or anxiety" in and of themselves do not constitute a disability at the postsecondary level.

  Documentation of Disability form

• Learning Disabilities

  Individualized Education Plans (IEPs), Summary of Performance (SOPs), or Section 504 Plans from high schools are not sufficient on their own and therefore students are asked to also submit the most recent Psychological/Educational Evaluation Report completed in high school.

  Students requesting accommodations on the basis of a learning disability are to provide current documentation from a professional (e.g., clinical or educational psychologists, school psychologists, neuropsychologists, learning disabilities specialists, special education teachers). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

  1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
  2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
  3. Integrated narrative summary, including impact of symptoms on learning and/or communicating, • current level of social/emotional functioning, • the substantial limitations to major life activities posed by the disability, • suggests how the specific effects of the specified learning disability may be accommodated.

  Note: Individual "learning styles," "learning differences," "academic problems," and "test difficulty or anxiety" in and of themselves do not constitute a disability at the postsecondary level.

  Documentation of Disability form

• Physical Disabilities

  Students requesting accommodations on the basis of a physical disability are to provide current documentation from a medical professional that includes:

  1. An identification of the disabling condition(s).
  2. Describes the impact of the disability in an educational setting and suggests possible accommodations.
  3. Describes the degree and range of functioning for a progressive condition.

  Documentation of Disability form

• Psychological Disabilities

  Students requesting accommodations on the basis of a psychological disability are to provide current documentation from a licensed mental health professional. Documentation from other medical providers will be considered and reviewed for provisional accommodations. Documentation should include, but not be limited to:

  1. An integrated summary that: • indicates a specific, current psychiatric diagnosis as per the DSM of the American Psychiatric Association, • indicates the substantial limitations to major life activities posed by the psychological disability, • Describes the impact of the health-related condition in an educational setting and suggests possible accommodations, • includes a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
  2. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

  Note: Emotional Disturbance (ED) is an educational label and does not constitute a disability at the postsecondary level.

  Due to the evolving and changing nature of psychological disabilities, providing current updates is helpful to ensure appropriate supports are considered.

  Documentation of Disability form

• Temporary Disabilities

  Disability and Accessibility Services (DAS) may also assist students who have a temporary injury or condition, which results in a functional limitation in an academic setting. Examples may include broken bones and pregnancy; for example, a scribe or note taking assistance may be appropriate for a student with a broken arm.Assistance is determined on a class-by-class basis and is dependent upon the nature of each course and the method of instruction as it relates to the student’s functional limitations. Accommodations are extended to students with temporary conditions for the duration of their functional limitations associated with the condition.

  Since temporary conditions can occur at any point during the semester, the timing can significantly impact the accommodation options available to the student. Timely and open communication with DAS, faculty and other campus offices, as needed,about the nature and duration of the condition and requested assistance can often result in satisfactory solutions to the short-term issues caused by the injury or condition. Students with temporary injuries or conditions are encouraged to contact DAS to determine accommodation options.

  Documentation of Disability form

Appeals Process

Complete the Accommodation Appeal Form

Additional Information

Animals on Campus