Student Self-Disclosure/Application Information
If you are new to the office or a new student who would like to self-disclose a disability
or apply for services, please fill out the Self-Disclosure/Application form below.
If you are requesting services or accommodations and have your documentation ready
to attach, then you can do that right after submitting the application. Otherwise
if your documentation is not available, you can add documentation after the consultation
with the Student Accessibility Services Office.
Step 1: Complete the Student Self-Disclosure/Application in our Accessible Information
Management System (AIM).
Connect with SAS (Self-Disclose a Disability or Apply for Services)
Step 2: Make an appointment.
You will receive a confirmation email upon successful submission of your application.
If you have questions or are requesting services, please follow the link in the email
signature to book an Accommodations Consultation with the Director of Student Accessibility
Services.
Step 3: Consultation
In your consultation with the Director of Student Accessibility Services discuss the barriers to access encountered and impact experienced (whether academic or life impact) related
to your condition.
Personalized accommodations are determined in conversation between the Director and
the student.
Step 4: Customize your accommodations each term.
At the start of each term, you will login to AIM (also found on ARCH under Applications)
and customize your accommodations for each class through the AIM System. Your specific
accommodations are populated into a Faculty Notification Letter and sent to them in
their email.
Step 5: Discuss Accommodations with Faculty each semester
Students are asked to speak with their faculty members about their accommodations
each semester. This allows for the student to receive the specific learning accommodations
that are needed for each course.
Step 6: Renew Accommodations each semester
Each semester students are responsible for renewing their accommodations with Student
Accessibility Services. No need to submit documentation again, unless there is a new
diagnosis.
Renew Here
Housing Accommodations Emotional Support Animals (ESAs)
Housing and Emotional Support Animal (ESA) accommodations require additional steps
on behalf of the student and coordination with the Office of Residential Life. Please
review the appropriate page linked above for more information.
FAQs
- What is the difference between high school and college for students with disability
accommodations?
The main difference between high school and college as it relates to disability accommodations
is that the student must initiate and advocate for their accommodations. This advocacy
includes completing an application to request their accommodations for the first time,
sending their faculty notifications through the AIM (Accessible Information Management)
system each semester, and speaking with instructors about their accommodations. If
you feel you are not receiving your stated accommodations and you have spoken with
your instructor about that concern, you can contact our office and we will work with
you and your instructor towards a resolution.
Here are resources to help you understand the differences:
High School vs. College with Disabilities
Department of Education Office of Civil Rights: College Transition Information
- What documentation is needed to qualify for services from Student Accessibility Services?
In general, the documentation should:
- Be provided by a licensed professional, qualified in the appropriate specialty area;
the report should be on letterhead, dated and signed.
- Include both diagnostic information and an explanation of the current functional limitations
of the condition. It should be thorough enough to indicate whether or not a major
life activity is "substantially limited," that is, it should explain the extent, duration,
and impact of the condition.
- Be detailed enough to support the accommodations that are being requested. Accommodations
are determined by assessing the impact of the person's disability on academic or work
performance.
- In most cases, it should be relatively recent; a suggested guideline is less than
3 years old. Documentation of conditions that are permanent or non-varying (e.g.,
a sensory disability) may not need to be as recent, but some chronic and/or changing
conditions require even more current information to provide an accurate picture of
functioning.
- For a variable or progressive condition, include the degree and range of functioning.
- Address the impact of medication or other treatments on major life activities.
- How are accommodations determined for college?
After you complete an application requesting accommodations through our AIM Student Portal, our office will contact you via email requesting a consultation meeting time. In
addition to reviewing your documentation, I ask you questions around the barriers
you have experienced or expect in college and the life impact of your disability.
We will determine together what accommodations are appropriate and reasonable based
on your disability documentation and your narrative.
Our office follows the standards of AHEAD (Association on Higher Education and Disability). Its framework is guided by an interactive
process with the student. Documentation is considered one piece of the puzzle. In
a college setting, we do not provide remedial intervention, but we often have more
assistive technology options than high schools.
AHEAD Professional Guidance on Accommodation Requests and Guidelines for Documentation
- What can I do to prepare for college transition with my disability(ies)?
- Make sure you have a conversation with your family, parents, and/or teachers about
your disability diagnosis, and what you should understand about the unique ways it
has shaped who you are and how you navigate barriers best.
- Discuss with those people how your disability has contributed to your unique strengths
and discuss how you can leverage those strengths in college.
- Recognize the challenges and stigma you may have experienced. How do you plan to face
those challenges in college? Find out what resources will be available for you on
campus.
- Plan how you will communicate if you are experiencing challenges in college. What
is your plan? Who will you communicate with about your challenges?
- What is most important for me to know about utilizing my accommodations and ensuring
I have full access to college?
- After you receive approval for disability-related accommodations, check for understanding
of next steps and follow through with your part of the accommodation process. If approved,
you will receive information about your accommodation eligibilities from Student Accessibility
Services after your consultation including detailed instructions on how to send your
faculty notification letters. You will also need to initiate requests in the AIM system
relating to alternative textbook, peer notetaking, and test taking if you are eligible
for those accommodations. Every semester, you will be responsible for sending faculty
notifications about your accommodations through the AIM system.
- You will need to talk to your instructors about your accommodations. There is no need
to disclose your disability, but only to speak with them about your specific needs
related to the accommodations requested.
- Self-advocacy is proven not only to be required in many instances, but also to contribute
to the academic success of students with disabilities. If you have not done this much
in the past, we are here to support you as you learn these skills.
Resources:
Learn How to Self-Advocate in College
Self-Advocacy Worksheet
Talking to my Professors
Rights and Responsibilities
