The office serves students with documented disabilities ensuring appropriate academic accommodations. Review of documentation and a meeting with the student, through an interactive process, will determine appropriate accommodations. Students with both permanent and temporary disabilities are served by SAS.
Accommodations are based on the impact of the disability and determined on a case-by-case basis. There is no cost for the provision of these academic accommodations.
The University is committed to providing equal educational access and opportunity with full participation for students with disabilities. Consistent with the Rehabilitation Act of 1973, as amended (1978), and the Americans with Disabilities Act of 1990, as amended (2008), The University ensures that no otherwise qualified individual with a disability will be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination on the basis of disability under any program or activity offered by the University.
In establishing a disability for accommodations or protection from discrimination, a student must have a disability as it is defined the ADA Amendments Act, and provide appropriate documentation.
Documentation may include:
The ADA defines a person with a disability as (1) a person with a physical or mental impairment that substantially limits a major life activity, (2) has a history of such impairment or (3) is regarded as having such impairment. While the ADA offers protection from discrimination for individuals who have a record of impairment and people who are regarded as having a disability, there are no accommodations necessary without a functional impact(s).
A substantial limitation is one that significantly limits or restricts a major life activity such as hearing, seeing, speaking, breathing, performing manual tasks, walking, caring for oneself, learning or working. An impairment that substantially limits one major life activity need not limit other major life activities in order to be considered a disability.
An impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active. The determination of whether an impairment substantially limits a major life activity shall be made without regard to the ameliorative effects of mitigating measures (e.g., glasses, medication).
If you believe you need an accommodation, contact Student Accessibility Services (formerly DSS) (email@example.com; 603.862.2607; TTY 711 or 800.735.2964 (Relay NH); 201 Smith Hall).
While we recommend starting this process before the beginning of the semester, you may request accommodations at any time. Appropriate accommodations that pose no undue burden or do not change the "essential" elements are provided on a case-by-case basis, as the nature of the disability and accommodations vary.
It is the student’s responsibility to initiate contact and make a request for accommodations with SAS. Accommodations are only provided upon request. Once accommodations and the faculty letter are established, the student initiates sending letters each semester via Clockwork.
Students requesting disability-related accommodations must provide documentation establishing the presence of the disability and its current impact. Information is necessary to ensure eligibility for services and to help identify appropriate accommodations. Documentation includes student self-report, professional judgment, and 3rd party assessments/reports.
After the student self-identifies and provides appropriate documentation, the student needs to make an appointment with SAS to complete the intake process and to discuss reasonable, appropriate accommodations. A faculty accommodation letter will be created with the student. This letter will be kept on file, and sent to instructors by the student each semester through Clockwork.
The student is expected to follow-up with the instructor:
Any concerns about implementation of accommodations should be reported to SAS. The student and faculty assume equal responsibility.
If the student has concerns, questions or complaints about specific implementations of accommodations, they should contact SAS to resolve (firstname.lastname@example.org, 603.862.2607, 711 (TTY) or 800.735.2964 Relay NH).
(Source: AHEAD 10/06 www.ahead.org )
While it is not practical or desirable to create specific protocols for documenting every possible condition that might be considered a disability, institutions may choose to establish preferred guidelines.
These guidelines are intended to request information that describes the condition, validates the need for accommodations AND includes information to support educational planning. They also should anticipate accommodation needs in new contexts and facilitate referrals to outside services and agencies.
Disability documentation for the purpose of providing accommodations must both establish disability and provide adequate information on the functional impact of the disability so that effective accommodations can be identified.
(Source: AHEAD 10/06 www.ahead.org )
Examine the impact of a disability on the individual and within the specific context of the request for accommodations. There is no list of covered disabilities or accepted diagnostic criteria. Institutional documentation policy should be flexible, allowing for the consideration of alternative methods and sources of documentation, as long as the essential goal of adequately describing the current impact of the disability is met.
Avoid elevating form over substance in documentation guidelines, e.g., the temptation to require specific language (“learning disability”). Clinicians’ training or philosophical approaches may result in their use of euphemistic phrases, rather than specific diagnostic labels; this practice should not be automatically interpreted to suggest that a disability does or does not exist.
Service providers are encouraged to contact the evaluator, as necessary, for clarification of any information (test results, conclusions, recommendations, etc.) contained in documentation. An interview, filtered by the service provider's professional judgment, is extremely valuable in substantiating the existence of a disability, understanding its impacts and identifying appropriate accommodation.
The individual with a disability is an excellent source of information on strategies that maximize access. In the context of documentation and accommodation planning, the individual is a rich, reliable, and valid source of information on the impact of the disability and the effectiveness of accommodations. The individual may be provided with his/her first choice of accommodation or an alternative, effective accommodation determined by the institution. While objective confirmation (documentation) is legitimate, so are the lived experiences of individuals.
Reasonable accommodations are individually determined & should be based on the functional impact of the condition and its likely interaction with the environment (course assignments, program requirements, physical design, etc.). As such, accommodation recommendations may vary (for) individuals with the “same” disability diagnosis and from environment to environment for the same individual.
Disability-related information should be collected & maintained on separate forms and kept in secure files with limited access.
Many barriers to full participation reside in the environment (physical, curricular, attitudinal, informational) where proactive redesign can favorably impact sustainable access. Service providers are encouraged to work to increase overall accessibility through system change that makes the institution more inclusive and reduces the need for individual accommodation.
(Source: AHEAD 10/06 www.ahead.org )
By identifying the essential dimensions of documentation, institutions allow for flexibility in accepting documentation from the full range of theoretical and clinical perspectives. This approach will enhance consistency and provide stakeholders (students, prospective students, parents and professionals) with the information they need to assist students in establishing eligibility for services and receiving appropriate accommodations.
Users of Foundational Elements and Seven Essential Elements are encouraged to also review AHEAD’s most recent document on Supporting Accommodation Requests: Guidance on Documentation Practices (April 2012).
Student requests for accommodation and documentation are considered confidential. At times, it may be necessary for SAS to discuss the nature of accommodations—but not the nature of the impairment/disability—with student service providers, such as Instructors/Professors, CFAR, Coaches, Staff Members, etc. This discussion is necessary to ensure the effective implementation of accommodations.
As well, the university may be required to release such information for medical emergencies, legal proceedings or otherwise to comply with state or federal laws. The same standard of confidentiality will also apply to student complaints regarding accommodations.
Student Accessibility Services (SAS)
201 Smith Hall • 3 Garrison Avenue, Durham, NH 03824-3594
Phone (603) 862-2607 • Fax (603) 862-4043 • TTY Users: 7-1-1 or 800-735-2964 (Relay NH)
Copyright © 2017
The University of New Hampshire
Durham, NH 03824 • (603) 862-1234
TTY Users: 7-1-1 or 800-735-2964 (Relay NH)