To receive accommodations and services, students must first register with the Access Center. We strive to make this a simple and quick process.
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.
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).
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.
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.
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 Pregnancy-Procedure-Document_.pdf for more details.
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.
A reasonable accommodation is any modification or adjustment that will enable a qualified student with a disability to participate in a course, program, facility, activity or service and includes adjustments to assure that a qualified individual with a disability has rights and privileges equal to students without disabilities. Reasonable accommodations may include academic adjustments, auxiliary aids, services, or modifications for facilities.
The goal is to give a student with a disability equal access to the learning environment. Individualized accommodations are not designed to give a student an advantage over other students, to alter a fundamental aspect of the course, or to reduce academic rigor.
The Access Center determines reasonable accommodations as mandated under the ADA and Section 504 of the Rehabilitation Act. Academic adjustments, auxiliary aids, and/or services are determined on a case-by-case basis. The following is a list of potential accommodations which may be granted based on the students’ disability and how it impacts them in a postsecondary educational environment.
Note: This is not an exhaustive list of potential accommodations.
You may indeed be eligible to receive support services from our office, but no student is automatically entitled to a standard list of accommodations based on a specific disability. Students may establish eligibility for accommodations to insure equal access. Eligibility for accommodations is determined for each student individually, based on the documentation provided and how the disability impacts the student in an educational setting.
No, there are no fees for accommodations. Accommodations are required by law and are the responsibility of the university.
Personal care assistance is not a required accommodation by law. All costs for for personal aid are the responsibility of the student.
The Access Center does not conduct LD testing; however, we can provide you with a list of professionals in the area that do LD Assessments. The student is responsible for costs associated with any assessments.
No. Affiliation with the Access Center is confidential and not part of a student’s official academic record.
No. Our staff are not trained mobility instructors. However, we are more than happy to temporarily assist new students that are unfamiliar with the campus in getting to their destination. Students should contact the the Department of Vocational Rehabilitation or rely on family/friends for on-going campus orientation.