Apply For Services

Application Steps

• Step 1. Submit an Application for Services to the DAS Director. Apply in advance of the term you need services as it can take time to confirm your paperwork and implement the appropriate modifications. Be prepared to discuss your disability, its impact, required documentation, possible accommodations, and policies and procedures for receiving disability services. 
• Step 2. Submit the Required Documentation to support your application. Documentation must:
  a. Be current and/or reflect current level of functioning. Disabilities that are subject to change may require more frequent evaluations to verify current symptoms, functional level, and prognosis for accommodation changes. Adults with learning disabilities who have comprehensive documentation reflective of an adult level of functioning may not need re-evaluation for as long as five years. NOTE: The student bears all costs associated with obtaining appropriate documentation.
  b. Be from a qualified professional. A qualified professional is a professional who has comprehensive training and relevant experience in the area being assessed, such as a medical doctor, psychologist, or psychiatrist.
  c. Include the diagnosis of disability and the assessment procedures and/or evaluation instruments used to make the diagnosis (see Required Documentation of Diagnosis below).
  d. Include functional limitations the disability has on your learning/major life activities.
  e. Include recommendations for reasonable accommodations and/or modifications that would compensate for your functional limitations.
• Step 3. Submit a Request for Services  each term you wish to receive services. This form is used to notify instructors of classroom accommodations.
• Recommended. Communicate with your instructors at the beginning of each term to discuss your approved services. If you choose at that time you may disclose special challenges related to your disability.

Required Documentation of Diagnosis

In addition to the diagnosis of disability, required documentation must include assessment procedures, evaluation instruments and a summary of the results used to make the diagnosis:

Acquired Brain Injury documentation must include a neuropsychological evaluation containing assessments of intellectual, conceptual and cognitive competence; personality status; motor facility of extremities; sensory, perceptual and processing efficiency; visual, auditory and tactile facility; speech, language and communication ability; and evaluation of memory and attention; evaluation techniques used; and an integrated summary which describes the substantial limitations to major life activities posed by the specified brain injury; the extent to which these limitations impact the academic context for which accommodations are being requested; suggestions for accommodations; and how the recommended accommodations mediate the effects of the brain injury.

Aspergers Syndrome / Autistic Spectrum Disorders documentation may include a thorough neuropsychological assessment with measures of intelligence and academic achievement, as well as individual tests of attention, sensory processing, motor functioning, memory, complex problem solving, and executive functioning.   Documentation may include a psychiatric assessment conducted by a medical professional which typically includes a combination of interviews, history, and rating scales.  Many standardized rating scales such as the Autism Diagnostic Schedule and the Adult Asperger Assessment are available for use in adults.  In addition to diagnosing Aspergers Syndrome, a psychiatric assessment may be useful for identifying and treating associated psychiatric and emotional conditions, particularly if the individual is at an emotionally vulnerable transition point.

Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder documentation must include: current referral concern;  evidence of early impairment in two or more settings with symptoms present by the middle school years; evidence of current impairment; relevant testing which includes measures of aptitude, achievement, information processing, attention and impulsivity, continuous processing, memory and strategic planning and executive functioning; specific diagnosis ruling out alternative explanations such as psychiatric conditions or poor study skills; any co-occurring disorders; If indicated, a discussion of prescribed medications; rationale for recommended accommodations. If a comprehensive report with all of the above is not available, please have your medical provider complete the NHCC DSM-IV-TR criteria form.

Learning Disability documentation needs to include assessment of intellectual functioning/aptitude, a comprehensive academic achievement battery, information-processing abilities (e.g., short and long term memory, sequential memory, sequential and simultaneous processing, auditory and visual perception, processing speed, executive function, motor ability) diagnosis of a specific learning disability, an integrated clinical summary and accommodation recommendations.  An IEP or a 504 Plan from a secondary school by itself does not provide adequate information for the provision of academic accommodations at the post-secondary level unless it includes a recent testing assessment summary.

Physical Disability documentation needs to clearly state the diagnosis and verify interference with a major life activity, affecting ability to participate in the educational process. The symptoms, functional implications, and impact of medication and/or treatment on educational functioning should be included.

Psychiatric Disability documentation needs to be provided from a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders (e.g., licensed psychologist, psychiatrists, neurologists, licensed clinical social workers, and other relevantly trained medical doctors).  Documentation needs to include: an interview; current specific psychiatric Axis I and Axis II diagnosis as per the Diagnostic and Statistical Manual of the American Psychiatric Association; nature, frequency, and severity of the symptoms associated with the diagnosis - (a diagnosis without an explicit listing of current symptoms is not sufficient); prescribed medications, dosages and medication schedules which may impact the types of accommodations provided, including positive responses and/or possible side effects from the medications; an integrated summary identifying the substantial limitations to major life activities posed by the psychiatric disability, the extent these limitations impact the student in an academic context, and suggestions how the specific effects of the disability may be accommodated. 

For other types of disabilities, please consult with the DAS Director regarding requirements of appropriate documentation.

Temporary Services

In certain circumstances, the DAS Office permits the implementation of services during a grace period not to exceed one term while the student pursues current comprehensive documentation. In order to be eligible for a grace period, the student must meet with the Director of the Disability Access Services office for a screening, and have an upcoming appointment scheduled with a qualified practitioner. Important: Temporary services will not continue beyond the maximum of one term.

Additionally, DAS may provide temporary assistance to students requiring services due to a temporary medical condition affecting a student’s ability to participate in the educational process. Medical documentation verifying the temporary need will be required.