Student Accessibility Services

Accommodations in college differ from those in high school mainly in purpose and responsibility. In high school, under IDEA and Section 504, schools identify and support students to ensure success through IEPs or 504 Plans. In college, under the ADA and Section 504, the focus shifts to providing equal access, not guaranteed success. Students must take the lead by disclosing their disability, providing documentation, and requesting accommodations. Colleges do not modify academic standards but ensure students have an equal opportunity to meet them.

No. Disclosure is completely voluntary. You are not required to tell the university about your disability unless you want to request accommodations. Once you make that request, you may be asked to provide documentation that verifies your disability and explains how it impacts you.

You can request an initial intake meeting with a member of Student Accessibility Services at any point during your time at the university, though it’s best to do so as early as possible—ideally before classes begin. The process usually involves completing an intake form, submitting documentation, and meeting with a staff member to discuss your individual needs. Many accommodations require advanced planning, and early identification of a student’s needs helps to ensure that arrangements and accommodations can be made in a timely manner. Please note that during busy times in the semester, it may take longer to schedule a meeting and finalize the process.

When requesting academic accommodations in higher education, students are typically required to provide current and comprehensive documentation that establishes the existence of a disability and explains how it substantially limits one or more major life activities, particularly learning. Acceptable documentation may include a diagnostic report or evaluation from a qualified professional, such as a physician, psychologist, or specialist, which should be on official letterhead, dated, and signed. This report should include the diagnosis, the date of diagnosis, the condition’s current impact, and specific recommendations for accommodations with a clear rationale. For learning disabilities or ADHD, recent psychoeducational or neuropsychological testing is often required, including standardized assessment results and interpretation. Medical documentation for physical or mental health conditions should describe the functional limitations and any relevant treatment plans. While prior IEPs, 504 plans, or accommodation letters from other institutions can provide helpful background, they are generally not sufficient on their own since college-level standards differ from K–12. Documentation should be current, typically within the last three to five years, and the institution reviews each request individually to determine reasonable accommodations that ensure equal access without altering essential academic requirements.

There are no deadlines for when a student can begin the documentation process to apply for accommodations. However, accommodations will not be provided retroactively after a student is approved for accommodations.

After your accommodations are approved, you typically receive an official accommodation letter to share with instructors. Faculty are only informed of the accommodations you need to access your courses; they are not given details about your diagnosis or medical history.

If you disagree with an accommodation decision, please contact the Office of Title IX. You may also contact external agencies such as the Office for Civil Rights. Open communication with disability services and faculty is encouraged to resolve issues collaboratively.

The Office of Student Accessibility Services has access to the documentation you submitted. Information provided to Student Accessibility Services is confidential and will not be shared with other offices.