The Americans with Disabilities Act, the ADA Amendments Act and Sections 504 and 508 of the Rehabilitation Act protect and provide access to people with both apparent and invisible disabilities. The ADA describes a person with a disability as someone who:

  1. has a physical or mental impairment that substantially limits one or more major life activities,
  2. has a history or record of such an impairment (such as cancer that is in remission), or
  3. is perceived by others as having such an impairment (such as a person who has scars from a severe burn).

Physical, sensory, psychological, and cognitive disabilities are all qualifying disabilities for accommodations. Some examples of these are cancer, diabetes, post-traumatic stress disorder, generalized anxiety disorder, major depressive disorder, autism, attention deficit/hyperactive disorder, learning/intellectual disorders, epilepsy, deafness or hear loss, blindness or low vision, and mobility disabilities. The ADA covers many other disabilities not listed here.

You must have a diagnosis of a qualifying disability in order to receive permanent accommodations. However, we can still work with you if you are in the process of receiving a diagnosis by providing temporary accommodations with appropriate documentation.

If you are (or will be) experiencing a temporary condition (for example: a concussion, broken bone, or have an upcoming qualifying surgery) that will impair you for more than a month, we may be able to work with you to set up temporary medical accommodations with the appropriate documentation. 

Additionally, there are lots of resources available on campus if you are not able to get a diagnosis. For more information, see our  Resources Page.

Parental Involvement

The parent (or legal guardian) of a student with a disability in primary or secondary school plays a key role in decisions regarding that student’s disability-related needs. Once the student transitions to a university setting, however, this dynamic changes. Parents are no longer directly involved in institutional decision-making processes. While families can continue to provide guidance and support, the student is responsible for communicating independently with university personnel about disability-related matters.

DSS staff understand that this transition can be challenging for both students and their families. We are happy to provide parents with general information about processes and procedures; however, DSS does not recognize parents as representatives for students in matters related to accommodations and services. For more details, please see the “Confidentiality & Privacy of Records” section on the Policies & Procedures page.

It is also important to note that students in primary or secondary education may have been served under a different federal law, the Individuals with Disabilities Education Act (IDEA). IDEA is administered by the Office of Special Education Programs within the U.S. Department of Education and includes provisions such as the Individualized Education Program (IEP). These provisions do not apply at the postsecondary level. For information on applicable laws, student rights, and accommodations in higher education, please refer to the “Federal Laws & Students’ Rights” section on the Policies & Procedures page.

Tips to Help Your Student Be Successful

  • Make sure your student is knowledgeable of all the crucial information about their disability.
  • Take time prepping your student in advance on the issues that you think need to be discussed. 
  • Make a list of topics you would discuss if you were with the student during their accommodation meeting. 
  • Understand and acknowledge your student is solely responsible for all communications with DSS.
  • Understand DSS cannot discuss anything with you pertaining to your student without the student's written approval. 

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