Academic Accommodations for Students with Disabilities
Students requesting accommodations based on specific disabilities should meet with the appropriate contact person early in the semester or term. In accordance with the Americans with Disabilities Act (A.D.A.), any student who presents appropriate documentation of a physical, learning or emotional disability in accordance with University policy will be provided with reasonable accommodations designed to meet his or her needs.
Students on the Rindge campus should make an appointment with the Coordinator for Student Accessibility Services in the Center for Academic Excellence. Students at a College of Graduate and Professional Studies campus should meet with their Center Director or can contact the Coordinator for Student Accessibility Services directly for assistance.
• Steps to the Transition & Accommodation Process – Rindge Campus Students
• Steps to the Transition & Accommodation Process – CGPS Students
• Important information regarding third-party testing
Before academic accommodations can be offered, it is the responsibility of the student to submit the necessary test documents, such as a psycho-educational assessment, individualized IQ test, achievement test or signed diagnosis statement of an MD or licensed psychologist, depending on the disability. See specific testing documentation links below. These tests must have been given within the last three years and should contain a summary of results and recommendations. During an initial review by the Coordinator of Student Accessibility Services, a student’s eligibility for services is determined.
o Guidelines for Documentation of Attention Deficit Disorder (ADD/ADHD)
o Guidelines for Documentation of Autism/Asperger's Syndrome
o Guidelines for Documentation of a Medical Disability
o Guidelines for Documentation of a Psychological Disability
o Guidelines for Documentation of a Specific Learning Disability
The Center for Academic Excellence assists students who qualify for academic accommodations with a range of services, from alternative settings for exams to advocacy skills instruction. All students are encouraged to contact the Center to determine which services could be most helpful. The use of self-advocacy skills is encouraged and staff will work with students on the development of these skills.
If you have any further questions about documentation, eligibility, or services for students with learning disabilities, please contact:
Jeffrey S. Ogden
Coordinator of Student Accessibility Services