Potential Students

Thank you for your interest in the Access Center!

The Access Center recognizes disability as an integral part of diversity and is committed to creating an inclusive and equitable educational environment for students with disabilities. Interested students are encouraged to follow the steps to register for services below.

For high school students with disabilities, we know the transition to college is important. We encourage students, parents/guardians, and high school transition coordinators to learn about the resources available in college for students with disabilities. Please visit our High School Transition page for information about the high school to college transition and to participate in the Access Center’s Supportive Transition Education Program (STEP).

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Steps to Register for Services

To receive accommodations and services, students must first register with the Access Center. We strive to make this a simple and quick process.

1. Contact our office to schedule an accommodation eligibility appointment with one of our Accessibility Coordinators.
2. Bring Disability Documentation to the accommodation eligibility appointment. You may also submit your documentation online in advance of your appointment using our Secure File Drop. Documentation is not required to meet with an Accessibility Coordinator, though it is helpful in expediting the accommodation eligibility process. Students who do not have documentation are encouraged to schedule an informational appointment with an Accessibility Coordinator to learn more about access to assessments on campus and in the community.
3. The accommodation eligibility appointment usually lasts between 60 to 90 minutes, during which the student and the Accessibility Coordinator engage in an interactive process to assess and determine eligibility for accommodations.

All appointments are private and all disclosed disability information and documentation is handled in a confidential manner.

NOTE: It is recommended that students establish an ongoing relationship with their accessibility coordinator to ensure needs are appropriately met. Students who utilize the resources available to them also tend to be more successful in their academic environment.

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Disability Documentation Guidelines

Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are guaranteed certain protections and rights of equal access to programs and services. The rational for seeking disability documentation is to determine the nature of the student’s disability and the need for requested accommodations. Ensuring that “accommodations” provide effective access requires a deliberative and collaborative process that is responsive to the unique experience of each individual, as advised by the ADA. Besides reviewing documentation, an Access Center Accessibility Coordinator will engage in a structured exchange with the student to explore previous educational experiences, past use of accommodations, and what has been effective and ineffective in providing access.

Criteria for the source, scope and content of documentation differs by disability type. Documentation may include assessments, reports, and/or letters from qualified evaluators, professionals, or institutions. Common sources of documentation are health care providers, psychologists, psychiatrists, therapists, and/or information from a previous school (e.g., Individualized Education Plan (IEP)/ 504 Plan/ Summary of Performance (SOP).

Suggested Documentation Elements:

1. Typed on letterhead, dated, and signed by a qualified professional.
2. Diagnosed disability or disabilities.
3. Described impact or symptoms of the disability.
4. If applicable, discuss the severity and/or expected progression.
5. If applicable, list of medication and any side effects that impact functioning.
6. If applicable, current and/or past accommodations.
7. Any recommended accommodations.

Documentation is not required to meet with an Accessibility Coordinator, though it is helpful in expediting the accommodation eligibility process. Students who do not have documentation are encouraged to schedule an informational appointment with an Accessibility Coordinator to learn more about access to assessments on campus and in the community.

Community Assessment Resources

If you are seeking options available in the community to be assessed for a Learning Disability (LD), Attention Deficit Hyperactivity Disorder (ADHD), or Autism Spectrum, our Community Assessment Resource List [DOCX] contains a list of providers and information to aid you in your search. Please note: This is a resource list only. The Access Center does not provide specific recommendations for any of the agencies or professionals listed.

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Pregnancy/Post-Partum Accommodation Guidelines

Students seeking accommodations because of medically related complications due to pregnancy, childbirth, false pregnancy, termination of pregnancy, or recovery should contact our office to discuss their needs.  Please review the Guidelines Concerning Pregnant Students [PDF] for more details.

 

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Temporary Accommodations

Although temporary medical conditions are not covered as disabilities under the ADA or Section 504 of the Rehabilitation Act, the institution recognizes that such injuries/illnesses can occur during the school year that may adversely affect a student’s ability to fully participate in classes. Examples of temporary medical conditions may include, but are not limited to: broken limbs, hand injuries, or short term impairments following surgery or medical treatments. Students seeking temporary accommodations should contact the Access Center to discuss possible options.

 

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