The CSD engages in an interactive process with each student on a case-by-case basis in order to determine eligibility for accommodations. While following the letter of the law, the CSD also embraces the spirit of the law and works collaboratively with students in order to determine reasonable and appropriate accommodations. In determining disability status, the University is guided by the federal definition of “disability” which describes an individual with a disability as someone who has:
- a physical or mental impairment that substantially limits one of more major life activities of such individual;
- a record of such impairment; or
- is regarded as having such an impairment.
In order to establish disability status and eligibility for specific accommodations, academic adjustments and/or auxiliary aides and services, the Center requires current and comprehensive Disability documentation of the student’s impairment(s). Disability documentation is credible evidence from a qualified practitioner that attests to the existence of a disability, the impact of the alleged disability on academic performance and related competencies and recommendations for equal access and/or compensatory measures, commonly referred to as accommodations. Information contained in disability documentation is used by postsecondary disability service providers to determine eligibility of disability status as well as individualized academic accommodations and services.
The following information is provided for evaluators, physicians, medical professionals, students and family members to guide the process of submitting documentation to the Center for Students with Disabilities. Our goal in providing these guidelines is to facilitate the Center’s review process for students with disabilities requesting accommodations.
- Evaluators, physicians, medical professionals, etc. are encouraged to submit any prior assessments and/or evaluative reports together with the current documentation.
- Documentation must be printed on official letterhead and signed by the credentialed professional.
- A Summary of Performance (SOP), Individualized Education Program (IEP) and/or a 504 Plan alone are not considered adequate documentation.
- Documentation must be submitted by a qualified practitioner who is not a family member of the student.
- Reasonable accommodations are determined based on the nature and resulting impairment(s) due to the disability.
- While the law requires that priority consideration be given to the specific methods requested by a student, it does not imply that a particular accommodation must be granted if it is deemed not reasonable or other suitable techniques are available.
- Prior receipt of accommodations (e.g., in high school) does not guarantee receipt of the same accommodations at the University of Connecticut.
- Missing disability documentation information may result in a delay in reviewing a student’s request for accommodations.
For specific disability documentation guidelines, please refer to the documents in the right column of this page.