Office of Academic Accessibility
The Office of Academic Accessibility (OAA) provides academic accommodations for students with appropriate documentation that substantiates a disability as related to the necessary academic accommodations Academic accommodations are easily accessible but are not provided automatically; each semester the student must meet with Academic Accessibility Services to begin using necessary accommodations. You should also contact the director with any questions.
Students seeking academic accommodations are encouraged to meet with Ms N. Beach, the director of Office Academic Accessibility (OAA) for assistance with issues that arise at any time during the year. Additionally, students are encouraged to meet with the director regularly for individual academic strategies and success instruction.
Documentation of disability should consist of an evaluation by an appropriate professional. Included should be a clear statement of the diagnosis, the basis for the diagnosis, and the current impact of the disability as it relates to the accommodation request. As appropriate to the disability, the documentation should include the following elements:
- A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.
- A description of the diagnostic tests, methods, and/or criteria used including specific test results (including standardized testing scores) and the examiner’s narrative interpretation.
- A description of the current functional impact of the disability. This may be in the form of an examiner’s narrative, and/or an interview, but must have a rational relationship to diagnostic assessments. For learning disabilities, current documentation is defined using adult norms.
- A statement indicating treatments, medications, or assistive devices/services currently prescribed or in use, with a description of the mediating effects and potential side effects from such treatments.
- A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.
- A history of previous accommodations and their impact.
- The credentials of the diagnosing professional(s), if not clear from the letterhead or other forms. Please note the diagnosing professionals shall not be family members or others with a close personal relationship with the individual being evaluated.
Documentation prepared for specific non-educational venues (i.e. Social Security Administration, or Department of Veteran’s Affairs, etc.) may not meet these criteria.
IEP or 504 plans may not provide sufficient information unless accompanied by a current and complete evaluation.