Receiving Accommodations in College
I have a diagnosis. Will I be able to register with SAS?
You might. The first step is that SAS must determine – based on the documentation you provide – that you meet the definition under Section 504 and the ADA of an individual with a disability. A diagnosis alone does not mean that you have a disability.
A disability is defined as having “a substantial limitation of a major life activity.” If you are determined to have a disability, you may register with SAS.
I’m registered with SAS, so will I receive the accommodations that I ask for?
Registration alone does not mean that you will receive an accommodation that you ask for. The next requirement is that there is an "access issue." If there is an access issue, SAS will determine specific accommodations. Accommodations are determined by documentation submitted by student as well as student input. Accommodations are granted on a case by case basis and may vary from the requested accommodation.
What is meant by "access"? How does this differ from "success"?
日本一本道a不卡免费Colleges may not discriminate against students with disabilities by denying them access to its programs, services, activities, or housing; that means we must offer disabled students, what we offer non-disabled students. Thus, they have “access” to what everyone else does.
日本一本道a不卡免费This is pretty straight-forward in the context of physical access, for example having a ramp or curb cutout to ensure a wheelchair can enter a building or having a strobe light alarm in a dorm room for a student who cannot hear the fire alarm. It is also clear in a classroom context when the access issue is having a desk that can accommodate a wheelchair or having subtitles for a student with a hearing impairment.
But, what about the common academic accommodation of extended time for testing? Where is the access issue? The access issue is that students without a disability have the opportunity to demonstrate what they know. A student with a learning disability may need the extra time to do the same and not be demonstrating the impact of their learning disability.
The college must provide an accommodation that is necessary for access, but the law does not provide for what is necessary for success.
Will I be able to receive the accommodations that I received in high school?
That will depend. High school disability law and higher education disability law differ in many ways. Special Education/IDEA requirements apply to K-12. There is a difference between Section 504 in K-12 versus college. Under subsection D (what applied to you through high school) accommodations are intended to help you be successful. Subsection E (what applies in college) is only about access, not success. That is why the rationale for an accommodation, “But I need this to be successful,” does not substantiate the need for an accommodation in college. Don’t stop reading! See the next question!
But, doesn’t the College care if I’m successful here?!
Of course we do! However, the ways we work to help you toward achieving success are through numerous resources on campus to help you reach your full potential and to promote success [advising team, class deans, faculty, ARC, Writing Center, Tutoring Center, Health Services, Counseling Services, student life programming, residence life staff, etc]. And an additional resource is Student Accessibility Services! Even if we did not issue you an accommodation you requested, we are still a resource to help you be successful. We will meet individually to strategize, identify college resources and provide training in assistive technology.
A few other differences between high school and college:
- Students must self-identify to SAS as a student with a disability
- Self-advocacy is essential in order to navigate through college
- Students must supply appropriate documentation to register with SAS
- Students must sign a release for SAS to be able to speak with a parent or doctor/ counselor
- Accommodations cannot alter the essential elements of the programs/courses
- Accommodations are not retroactive
How to Register and Request Accommodations
日本一本道a不卡免费In order to register with Student Accessibility Services, the student must complete an application online and upload the necessary documentation through the AIM Portal (see below).
Documenting a disability
日本一本道a不卡免费Documentation to support a disability should include information regarding the nature of your impairment or condition and your functional limitations, as well as any accommodations considered appropriate.
General documentation guidelines:
- Documentation must be typewritten on business letterhead from a licensed professional -- not related to the student -- who is qualified to give a psychological and/or medical diagnosis. The name, credentials and signature of the licensed professional must appear on the documentation.
- The documentation must include all pertinent diagnoses, clearly stated and explained.
- Information outlining testing/assessment tools must be included. Learning disability testing must include the actual standard test scores; the student must be tested using measures normed on adult populations.
- Documentation must include information on how the disability currently impacts the individual and document “how a major life activity is limited by providing a clear sense of severity, frequency and pervasiveness of the condition(s)."
- All pertinent positive and negative effects of mitigating measures must be addressed. This could include a description of treatment, medications (and potential side effects) and assistive devices with estimated effectiveness of their impact on the disability.
- Documentation should provide recommendations for accommodations for the individual and include the rationale for the recommended accommodations.
Depending on the disability, the documentation may be in the form of a current neuro-psychological or educational evaluation report or for medical and/or psychiatric conditions, use the Medical or Psychiatric Disability Verification form. Students whose medical condition is Asthma or Allergies should instead use the Asthma and Allergy Verification form. Please see Specific Documentation Guidelines below for more information.
日本一本道a不卡免费When uploading documentation each evaluation/report must be submitted as one file. Individual pages are not accepted. If a file is over 3MB follow the directions below, "How to Reduce the Size of a PDF".
日本一本道a不卡免费Sliding Scale: No
Melissa Root, Ph.D.
Location: New London, CT
Sliding Scale: No
Brenda Shapiro, Ph.D.
Location: Colchester, CT
Sliding Scale: Yes
UCONN’s Psychological Services Clinic
Location: Storrs, CT
日本一本道a不卡免费Phone: (860) 486-2642
Sliding Scale: Yes
Description: SPEDConnecticut is a non-profit organization that has a list of providers that are willing to do psycho-educational evaluations at a lower fee. The student must meet the income criteria. Please call for further information. Website:
日本一本道a不卡免费Sliding Fee: Yes
Department of Social Services
Description: Contact your home state Department of Social Services Vocational Rehabilitation Services to see if you are eligible for an evaluation.
If your evaluator is coming to campus, contact Lillian Liebenthal email@example.com to assist you in reserving a space.