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Apply for Student Accessibility Services

We welcome the opportunity to review your accommodation requests in support of your educational goals.

How to Apply

  • Complete and submit an application form online
  • Submit documentation of your disability
    • The online application provides a secure link to upload documentation
      OR
    • Submit your documentation by email, fax or mail
  • Schedule an interview with an accommodation specialist

Once you have submitted the application please call Student Accessibility Services to schedule an appointment.

Documentation of Disability

To determine your eligibility for academic accommodations, you must submit documentation of disability from a qualified professional. This includes paying for any medical or psychological assessments and record request fees.

Your documentation of disability must include how your condition substantially limits a major life activity. Examples of major life activities are hearing, seeing, learning, reading, speaking and walking.

All documentation will be considered and reasonable and appropriate accommodations are determined on a case-by-case basis by Student Accessibility Services.

Documentation Types

Interview & Formal Assessment

You will participate in an interview with your accommodation specialist to help determine your eligibility for reasonable accommodations.

Self Report

Your input is a key component when planning accommodations. You are encouraged to share information about the nature of the disability and the functional impact you’ve experienced in the classroom and campus environment.

Documentation From a Professional

Written documentation provides valuable information in determining accommodations. The documentation provided needs to include –

  • Specific disability diagnosis
  • Tests used and results to determine the diagnosis
  • Signature and credentials of the qualified person conducting the evaluation (i.e. psychiatrist, orthopedic doctor, audiologist, licensed psychologist etc.)
  • Date of the evaluation

Other information which is preferred, although not necessarily required –

  • Expected progression and stability of the impairment or condition
  • Functional impact in the learning environment
  • Past accommodations
  • Suggested accommodations
  • Indication of any possible side effects from current medication

You are required to pay for any medical or psychological assessments and/or record request fees.

Documenting a Specific Disability

  • AUTISM SPECTRUM DISORDER (ASD)

    Autism Spectrum Disorder is typically diagnosed at an early age through developmental screening and comprehensive assessments. Screening and assessments generally include your developmental history, measures of aptitude, achievement information, symptoms as well as functional impact on academic and other major life activities. Processing and social communication abilities and past and recommended accommodations may also be included.

    Assessments may include but are not limited to 

    • A comprehensive standardized IQ test based on adult norms (including cognitive/achievement scores)
    • A communication assessment specifically addressing the use of language in a social context
    • Autism Diagnostic Observation Scale (ADOS)
    • Autism Diagnostic Interview- Revised (ADI-R)
    • Gilliam Autism Rating Scale (GARS)
    • Gilliam Asperger’s Disorder Scale (GADS)
    • Adult Asperger’s Assessment (AAA)

    Qualified professionals may include 

    • Licensed physician
    • Developmental pediatrician
    • Neurologist
    • Psychologist
    • Psychiatrist
    • Speech and Language pathologist

    Date of Evaluation

    The impact of ASD may change over time and so any recent assessment information may be relevant.

  • LEARNING DISABILITIES

    Learning disabilities are typically diagnosed through a neuropsychological evaluation. A comprehensive assessment is required to evaluate cognitive functioning and achievement abilities in reading, writing and math. This assessment generally includes a clinical summary, a profile of academic strengths and weaknesses, functional impact on major life activities as well as past and recommended accommodations.

    Cognitive (I.Q.) assessments may include but are not limited to 

    • Wechsler Adult Intelligence Scale – Revised or 3rd Edition (WAIS III/IV)
    • Woodcock Johnson Psycho-Educational Battery – Revised, Standard and Supplemental Batteries (WJPEB-III)
    • Stanford-Binet Intelligence Scale (4th Edition)

    Achievement tests may include but are not limited to 

    • Wechsler Individual Achievement Tests (WIAT)
    • Woodcock Johnson Psycho-Educational Battery - Tests of Achievement
    • Stanford Test of Academic Skills
    • Scholastic Abilities Test for Adults

    Qualified Professionals may include 

    • Clinical psychologist
    • Learning Disability Specialist

    Date of Testing

    Assessments should be current and preferably based on adult norms.

  • ADD/ADHD

    There are various evaluation methods which are used to determine ADD/ADHD. An evaluation generally includes a clinical summary, a profile of academic strengths and weaknesses, functional impact on major life activities as well as past and recommended accommodations.

    Assessments may include but are not limited to 

    • Clinical Assessment of Attention Deficit Adult (CAT-A)
    • Adult ADHD Self-Reports Scale (ASRS)
    • Weschler Adult Intelligence Scale (WAIS)
    • Woodcock Johnson Psycho-Educational Battery – Tests of Achievement
    • Conners Rating Scales

    Qualified professionals may include 

    • Clinical psychologist
    • Clinical Neuropsychologist
    • Learning Disability Specialist
    • Licensed Psychologist
    • Mental Health Nurse Practitioner

    Date of Testing

    Assessments should be current and preferably based on adult norms.

  • PSYCHIATRIC DISABILITIES

    Psychiatric disabilities are typically diagnosed through a neuropsychological evaluation or a diagnostic assessment by a psychiatric care provider. Evaluations generally include a review of personal history, strengths and barriers, symptoms as well as functional impact on academic and other major life activities.

    Assessments may include but are not limited to 

    • Beck Depression Inventory (BDI)
    • Beck Anxiety Inventory (BAI)
    • Hamilton Anxiety Rating Scale (HAM-A)
    • Scale for the Assessment of Negative Symptoms (SANS)
    • Scale for the Assessment of Positive Symptoms (SAPS)

    Qualified professionals may include 

    • Licensed Psychologist (PhD, PsyD)
    • Medical Doctor with psychiatry specialization (MD)
    • Psychiatric Mental Health Nurse Practitioner (PMHNP)
    • Qualified Mental Health Professional (QMHP)
    • Licensed Professional Counselor (LPC)

    Date of Evaluation

    The age of documentation which is acceptable will depend on the specific disability, its onset and its expected progression. Many psychiatric disabilities change over time and therefore more recent evaluation may be required.

  • DEAF & HARD-OF-HEARING

    Auditory disabilities are typically diagnosed through audiometric testing. An audiogram is the most common form of acceptable documentation for disabilities in this category. If hearing loss is a symptom of a broader medical or hereditary condition (e.g. traumatic brain injury), documentation of that condition may be helpful in the accommodation planning process. Auditory processing disorders require additional audiological and/or neuropsychological testing.

    Evaluations may include but are not limited to 

    • Pure tone audiometry
    • Auditory brainstem response audiometry
    • Otoacoustic emission audiometry

    Qualified professionals may include 

    • Audiologist (PhD, AuD, ScD)
    • Physician with Otorhinolaryngology specialization (MD, DO)
    Date of Evaluation

    The age of documentation which is acceptable will depend on the specific disability, its onset, and its expected progression. In some cases, progressive loss of hearing may warrant more recent evaluation.

  • BLIND & LOW VISION

    Visual impairments are diverse in terms of cause, onset and progression. Often a diagnosis may be based on simple visual fields or acuity testing. If vision loss is a symptom of a broader medical or hereditary condition (e.g. diabetes), documentation of that condition may be helpful in the accommodation planning process.

    Evaluations may include but are not limited to 

    • Measurements, data, visual fields, and visual acuity for each eye
    • Diagnostic statement including etiology, diagnosis, symptoms, prognosis, and progression or stability

    Qualified professionals may include 

    • Ophthalmologist (MD)
    • Vision Specialist

    Date of Evaluation

    The age of documentation which is acceptable will depend on the specific disability, its onset, and its expected progression. In some cases, progressive vision loss may warrant more recent evaluation.

  • PHYSICAL DISABILITIES

    Physical Disabilities are typically diagnosed through a comprehensive medical examination and medical testing. Testing required will vary greatly by diagnosis. A clinical summary should generally include a diagnostic statement, etiology, symptoms, prognosis and progression or stability of the condition. Information regarding functional impact on academic and other major life activities, as well as past and recommended accommodations is helpful.

    Qualified professionals may include 

    • General Practitioner (MD)
    • Medical Doctor with specialization (neurology, oncology, gynecology, etc.)
    • Licensed Nurse Practitioner (LNP)

    Date of Evaluation

    The age of documentation which is acceptable will depend on the specific disability, its onset, and its expected progression. Many physical disabilities change over time and therefore more recent evaluation may be required.

  • CONFIDENTIALITY: USE, RETENTION & RE-RELEASE OF RECORDS

    Student Accessibility Services considers student information confidential and only releases records and information in compliance with laws governing the release of such information.

    • All documentation and disability-related information is kept in our secure database
      • Only authorized personnel in Student Accessibility Services have access to this database
      • This information does not become part of your academic record
      • Materials and content within the database may be shared with appropriate or designated officials of the college on a legitimate need to know basis
    • We maintain your records for three years after you have stopped using services
      • After three years, Student Accessibility Services student records are destroyed
    • Student Accessibility Services does not re-release records unless required to do so by law
    • We may release Student Accessibility Services records if a student has signed an "Authorization for Release and Disclosure of Information" form
    • You may request to review the contents of your file with 7 business days advance notice- request must be in writing
      • Student Accessibility Services staff must be present while the student is viewing the file
      • In certain circumstances Student Accessibility Services retains the right to redact or withhold confidential information contained within the file 
      • All information in the file is the property of Student Accessibility Services