Accommodation Request Process

  1. For a new request, the student will complete the Accommodation Request Form and provide supporting documentation, if available.
  2. DASS will review the information submitted and, if needed, e-mail the student to schedule an intake appointment to discuss how they are affected by their disability and possible accommodations. 
  3. DASS will review the student’s request, taking into account information from the Accommodation Request Form, documentation, and intake appointment. 
  4. DASS will follow-up with the student, usually via e-mail, with an official response. If an accommodation request is denied a reason and possible alternatives will be provided. If more information, or additional documentation, is needed, it will be stated at this time as well. 
  5. Once accommodations are agreed upon, the student will be sent their official Accommodation Letter. It will be the student’s responsibility to share this letter with faculty to activate the accommodations. This letter should be shared with faculty in a manner timely enough to appropriately provide the accommodations.

Documentation Guidelines

DASS collaborates with students with documented disabilities to provide reasonable and appropriate accommodations that are individualized and based upon disability documentation, functional limitations, and a collaborative assessment of needs.

To be eligible for services, a student must provide current, appropriate, written documentation from a licensed and/or certified professional in the field concerning the specific diagnosis. Documentation must validate the presence of a disability as defined under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act 2008 (ADA-AA). The documentation should include an evaluation that clearly states what the impairment is and how the impairment impacts the student’s ability to participate in the college’s educational programs and services. Functional limitations and the relationship with the accommodation(s) requested should be clearly outlined.

The general and disability specific guidelines that are listed below were developed to assist professional(s) in preparing the information needed to evaluate the student’s request for accommodation(s).These guidelines are based upon current United States disability law (504, ADA-AA).

Please note: information provided by public and private special education programs (i.e. IEP, Social History, and Special Education Eligibility) may be helpful but may not fully meet the needs of DASS in terms of adequacy or currency of documentation. It is important to consult with DASS about the need for, and appropriateness of documentation. If there are any questions about documentation guidelines, individuals can contact DASS.

General Guidelines

All documentation submitted to DASS must include the following information in addition to disability specific information.

  1. Credentials of the evaluator(s): Documentation must be provided by a licensed or otherwise properly credentialed professional who has undergone appropriate, comprehensive training and experience relevant to the student’s diagnosis. (e.g., an orthopedic impairment might be documented by a physician, but not a licensed psychologist)
  2. A diagnostic statement identifying the disability: Documentation must include both a diagnosis and a statement that describes how the condition was diagnosed, provides evidence on the functional impact, and details the typical progression or prognosis of the condition.
  3. A description of the diagnostic methodology used: Documentation should include a description of the diagnostic criteria, evaluation methods, procedures, tests, and dates of administration, as well as a clinical narrative, observation, and specific results. If standardized tests were administered both the standard and percentile scores need to be provided in the report.
  4. A description of current functional limitations: Information on how the disabling condition(s) currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations. A combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self-report is the most comprehensive approach to fully documenting impact. Documentation is expected to be thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the condition(s).
  5. A description of the expected progression or stability of the disability: It is helpful when documentation provides information on expected changes in the functional impact of the disability over time and context. Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes provides opportunities to anticipate and plan for varying functional impacts.
  6. A description of current and past accommodations, services, and/or medications: Documentation will include a description of current medications, auxiliary aids, assistive devices, support services, and accommodations, including their effectiveness in ameliorating functional impacts of the disability. A discussion of any significant side effects from current medications or services that may impact physical, perceptual, behavioral or cognitive performance is helpful when included in the report. While accommodations provided in another setting are not binding on the current institution, they may provide insight in making current decisions.