Each of the three parties brings an important perspective: the student has a unique and personal knowledge of his/her disability, the instructor has content knowledge and an understanding of the required outcomes, and the Access & Diversity Advisor has a broad-based knowledge of disabilities and their impact on academic performance.
Requests submitted after the first month of either of those academic terms, or requests submitted with incomplete documentation (including insufficient testing data), could result in a delay of consideration and action on the request until the the following academic term.
Please note that students are not required to present documentation of their disability to any source other than Access & Diversity.
It is not appropriate for faculty to request disability documentation from students.
However, it is the responsibility of the UNIVERSITY to accommodate students with disabilities.
SSD serves as a resource for faculty and staff who work with students with disabilities.
In 1996, the most recent year for which longitudinal survey results are available, students with learning disabilities accounted for 3.1 percent of all freshman on the nation's two and four-year college campuses (This Year's Freshmen, 1997). Other incidence figures indicate numbers vary by type of college, e.g., the presence of students with learning disabilities may be as high as 11% in small liberal arts colleges (Cohen, 1984) and 5% in professional schools (Parks, Antonoff, Drake, Skiba, & Soberman, 1987).