Â鶹´«Ã½

Student Accessibility Services (SAS) provides support services for students with documented disabilities. SAS utilizes an interactive, case-by-case approach when determining eligibility for services and reasonable accommodations. Students requesting accommodations from SAS may be required to provide documentation regarding their specific disability. 

Guidelines for Students Requesting Academic, Housing, and Dining Accommodations

There are multiple ways for students to provide their documentation to SAS, which can include:

• A completed Disability Documentation Form (PDF) completed by a licensed professional and/or properly credentialed professional (e.g. medical doctor, psychiatrist, counselor, etc.). Please note, to complete this form electronically you must download the PDF and open it with Adobe Acrobat or Adobe Reader.
• A letter written by the student’s healthcare professional that should include:
  • Diagnostic statement identifying the disability and date of diagnosis
  • Description of the diagnostic methodology used to identify the specific disability
  • Description of the student’s current functional limitations in relation to academic performance
  • Description of the expected progression and/or stability of the disability
  • Recommendations for accommodations
• A comprehensive diagnostic report (e.g. MFE or ETR). Where appropriate, summary and data from specific test results should be attached.  A learning disability assessment should include (a) a measure of cognitive aptitude (preferably normed for adults) and (b) a measure of achievement in reading, math and/or written language. Data should be based on age norms and reported as standard scores and percentiles. Please note, an Individual Education Plan (IEP), a 504 Plan, or a Summary of Performance, while helpful in establishing a record of supported accommodations, may not be enough in and of themselves to establish the presence of a disability at the postsecondary level.
• For accommodation requests related to dining such as a reduced meal plan or meal plan waiver, a Dining Supplemental Form (PDF) must also be completed by a licensed professional. 

Guidelines for Students Petitioning for Contract Release 

Students wishing to pursue a release from the housing contract for medical and/or psychological reasons should provide documentation of their disability. Documentation should be completed by the student’s healthcare provider or a licensed clinical professional that is familiar with the student’s disability and can be provided in a written letter on the medical professional’s letterhead or the medical provider can complete the Housing Contract Release Documentation Form. Documentation should include: 

• A statement of diagnosis identifying the disability, date of diagnosis, associated symptoms and their severity, and duration of impairment. 
• A description of how the disability impacts the student within the housing environment including the specific reasons preventing the student from living on campus. 
• Rationale of why other housing options such as a single room or access to a non-communal restroom would not meet the student’s needs and alternative recommendations for appropriate accommodations. 
• Rationale of why it is necessary for the student to move out of the residence halls during the contract period. 

Please note, a statement of diagnosis or recommendation from a medical professional does not automatically guarantee release from the housing contract. For more information, please review the Housing Accommodations page. 

Guidelines for Students Requesting Assistance Animals 

Students requesting assistance animals in the residence halls should submit documentation that speaks to the benefits that a specific animal has demonstrated in alleviating one or more symptoms or effects of your disability. This documentation should come from a provider who is licensed to diagnose and treat your disability. The provider may complete the Disability Documentation Form - Assistance Animals (PDF) or write a letter. Documentation should specifically state: 

• Your diagnosis (the specific name of your disability) 
• Specific symptoms of your disability 
• How long your disability symptoms are expected to last 
• The impact of those symptoms on you as a college student 
• The name of your specific assistance animal 
• The demonstrated benefit of your relationship with this specific animal (specifically, how does your relationship with a specific animal, not just animals in general, help with your symptoms?) 

In addition to the above requirements, students requesting assistance animals in the classrooms and other locations on campus should submit documentation that reflects the need for near-constant contact with the specific animal as well as information regarding the specific benefit the student receives by having the animal in the classroom environment.

Students may also be required to provide vaccination records that show the animal is current on required vaccines. Students may use the Assistance Animal Veterinary Form (PDF) or may provide other records from the veterinary office showing that the animal's vaccination status is current.