Evidence of Disability

Overview

The Center for Students with Disabilities (CSD) at the University of Connecticut (UConn) is committed to providing accommodations and services to students with disabilities to ensure a comprehensively accessible University experience where individuals with disabilities have the same access to programs, opportunities, and activities as all others.  We engage in an interactive process with each student and review requests for accommodations on a case-by-case basis.  In determining reasonable accommodations, we consider each student’s condition(s), history, experience, request, and the unique characteristics of each UConn course and program.

Evidence of Disability

With guidance from the Association on Higher Education and Disability (AHEAD), the CSD considers the following evidence for determining a student’s disability and the provision of specific accommodations:

  1. Student’s Self Report – You are a vital source of information regarding how you may be impacted by your condition(s).  Your experience of disability, barriers and effective accommodations is critical information.  While you shared information when you registered, please click here (link to https://csd.uconn.edu/self-report-form/) if you have additional information to share. 
  2. Observation and Interaction – In some cases, disability is apparent either in terms of presentation or effect, and your Disability Service Professional (DSP) is an experienced expert, able to make appropriate and reasonable judgments that contribute toward the determination of disability. 
  3. Documentation from external or third parties – Documentation from a qualified medical, psychological, or educational professional should provide information on the current impact/limitations of the condition in a postsecondary environment.   

      Documentation serves three purposes:

      • To establish that a student can be considered a person with a disability, and therefore eligible for protection against discrimination based on disability. 
      • To supplement information from the student regarding the impact of the condition. 
      • To inform the development of reasonable accommodations and/or academic adjustments. 

      Examples of Documentation may include: formal assessments or reports; letters from qualified evaluators or health care providers; high school documentation (IEP, 504 Plan, Summary of Performance), etc.  Your DSP uses documentation to better understand your experience of the condition(s), identify impacts in an academic, residential, or dining setting, and make informed decisions to determine reasonable and appropriate accommodations. For disability-specific documentation guidelines, please see below.

      Additional Considerations

      • Evidence should be current and relevant to the requested accommodations. 
      • Reasonable accommodations are determined based on the nature of the condition(s) and resulting impact in the postsecondary environment. A student’s program of study and the courses a student is enrolled in will also inform the types of accommodations that are appropriate. 
      • Prior receipt of accommodations (e.g., in high school or in another University setting) will inform the process of determining appropriate accommodations at UConn; however, they do not guarantee receipt of the same accommodations. 
      • Please note that the documentation you provide to the CSD may not be sufficient to receive accommodations at other postsecondary institutions, or for certain high stakes assessments (i.e., GRE, LSAT, etc.). 
      • While the law requires that priority consideration be given to the specific methods requested, it does not imply that a particular accommodation must be granted if it is deemed not reasonable or other suitable methods are available. 
      • Professionals (e.g., physicians or other medical professionals) conducting assessment, rendering diagnoses of specific conditions, and making recommendations for appropriate accommodations must be qualified to do so. 
      Disability Specific Documentation Guidelines

      Attention Deficit Hyperactivity Disorder (ADHD)

      • Current Diagnosis - As defined by the DSM V, and any additional psychological or neurological testing results
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact learning and academic achievement in a postsecondary environment. Areas may include:
        • Academic achievement - reading, writing, math, oral language
        • Information processing - speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc.
        • Executive functioning - memory, concentration, attention
        • Language abilities - expressive-receptive language, speech, etc.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Medications/Treatment - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
      • Recommendations - Specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medial professional.

      ADHD Guidelines PDF

       

      Chronic Health or Medical Conditions (i.e., asthma, allergies, diabetes, irritable bowel syndrome, liver disorder, sleep disorder, etc.)

      • Current Diagnosis(es)
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Medications/Treatments - Information regarding the student’s current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., infusions, insulin pump, chemotherapy, etc.).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Chronic Health or Medical Conditions Guidelines PDF

      Deaf or Hard of Hearing

      • Current Diagnosis(es)  - Discussion of type, degree, and configuration of hearing loss, including frequency and intensity
      • Copy of most recent audiology report and audiogram
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Auxiliary Aides - Description of any audiological technologies currently used (i.e., hearing aids, cochlear implant, assistive listening devices, sign language interpreters, real-time captioning (please include specific brand names, model #, etc., if applicable).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Deaf or Hard of Hearing Guidelines PDF

      Learning and Cognitive Disabilities (i.e., dyslexia, reading disorder, central auditory processing, communication disorder, speech/language disorder, etc.)

      • Current Diagnosis(es)  - Including any previous evaluations with all scores
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment. Areas may include:
        • Academic achievement - reading, writing, math, oral language
        • Information processing - speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc.
        • Executive functioning - memory, concentration, attention
        • Language abilities - expressive-receptive language, speech, etc.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Learning and Cognitive Disabilities Guidelines PDF

      Neurological Conditions (i.e., migraines, cerebral palsy, paraplegia, quadriplegia, epilepsy, acquired brain injury, traumatic brain injury, etc.)

      • Current Diagnosis(es)  - If applicable, type of acquired/traumatic brain injury including the date of injury and any relevant neuropsychological testing.
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment. Areas may include:
        • Intellectual and cognitive competence
        • Motor, visual, auditory, and tactile functioning
        • Speech, language, and communication ability
        • Executive functioning - memory, concentration, attention
        • Academic achievement - reading, writing, math, oral language
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Neurological Disabilities Guidelines PDF

      Physical Disabilities (i.e., arthritis, carpel tunnel syndrome, lupus, fibromyalgia, temporary physical injury, etc.)

      • Current Diagnosis(es)
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Physical Disabilities Guidelines PDF

      Psychological Disabilities (i.e., anxiety disorder, depression, bipolar disorder, post traumatic stress, eating disorder, autism spectrum disorder, etc.)

      • Current Diagnosis(es) - As defined by the DSM V, and any additional psychological testing.
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Medications/Treatments - Information regarding the student's current medication(s) (including dosage/frequency and any known adverse side effects), and/or current treatments (i.e., regular counseling or therapy, medication management appointments, etc.).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Psychological Disabilities Guidelines PDF

      Visual Disabilities

      • Current Diagnosis(es) - Discussion of current visual acuity
      • Copy of most recent visual report (if applicable)
      • Presenting Concerns - Discussion of how the student's current symptoms (ongoing difficulties and behaviors) substantially impact living, learning and academic achievement in postsecondary environment.
      • Background History - Information regarding the student's history of any prior accommodations received (i.e., in high school, another University setting, etc.).
      • Auxiliary Aides - Description of any visual technologies currently used (i.e., glasses, large print, screen-reading technologies, Braille, etc.).
      • Recommendations - specific recommendations for accommodations, auxiliary aids and/or services based on the impact of the condition in the postsecondary environment.
      • Evaluator Qualifications - Information should be typed, on letterhead and include name and title, license number with state (if applicable), address, phone number, fax number, email address and signature of evaluator or medical professional.

      Visual Disabilities Guidelines PDF

      Where to Submit

      Documentation may be submitted confidentially to Timothy Smagacz, Program Assistant, via:

      Online by the student:  MyAccess at https://myaccess.apps.sa.uconn.edu/ (requires a UConn NetID and password)

      E-mail: myaccess-csd@uconn.edu

      Fax:  (860) 486-4412

      Mail: Center for Students with Disabilities
      University of Connecticut
      233 Glenbrook Rd., Unit 4174
      Wilbur Cross 204
      Storrs, CT  06269-4174