picture of female student walking with service dog while dog looks at the camera

Academic and Housing

  1. High School to College
  2. Accommodations
  3. Rights and Responsibilities
  4. Service Animals
  5. Emotional Support Animals
  6. Athletic Policy for Concussions
  7. Contact Us
  8. Application for Disability Services
  9. Academic Enrichment - The Cove

Requests for accommodations due to the impact of a disability are evaluated on a case-by-case basis and require submission of the application, documentation from a third-party professional, and meeting with the Disabilities Compliance Coordinator. If a fall semester housing accommodation is necessary in order for the student to be afforded equal access, the student is asked to submit the accessibility request (application) and documentation by March 10. This is especially important for consideration of requests that may require residence hall alterations.

  1. Application: Students interested in requesting accommodations through Disability Services must identify their disability and request accommodations. Registering with Disability Services allows the student and disability specialist to begin looking at any barriers the student encounters, the impact of these barriers in the classroom, laboratory, testing environment, community living and learning environments.
  2. Documentation: In addition to a student’s self-disclosure through application, professional documentation of the disability should be submitted with the application. Third-party documentation is important to clarify the barriers that result from the disability and to make recommendations for accommodating the disability so equal access can be provided.
  3. Meeting: The interactive process between the student and the Disabilities Compliance Coordinator is an important part of the overall accommodation process. Once the Disabilities Compliance Coordinator has received the application and documentation, the student will be contacted for a pre-service interview. Discussion will take place about the history of the disability, past accommodations, and how the disability has affected the learning process and/or other areas of accessibility. The student must be able to describe the relationship between the impact of the disability and the requested accommodation necessary for equitable access in order for the accommodation to be considered reasonable.

Sources and forms of appropriate documentation:

Depending on the disability, appropriate documentation may include data and assessments from health care providers, educational assessments or testing (MFE or ETR data), mental health assessments, and psychoeducational evaluations. All costs associated with necessary assessments, testing, and evaluations are the responsibility of the student. If a student is currently under an IEP or 504 plan, copies of these documents should also be submitted. Documentation should be relevant to the student’s current level of disability. If documentation does not support the student’s request, then the accommodation may not be considered reasonable.

Guidelines for Acceptable Documentation

  • Documentation should be provided by a licensed or otherwise properly credentialed professional who has no personal relationship with the student, but who preferably knows the history of the student’s disability.
  • Documentation should be in the form of a letter or report on official letterhead and signed by the evaluator qualified to make the diagnosis.  MFEs or ETRs signed by a school psychologist are acceptable.
  • Documentation should be current, preferably not older than 3 years.

Documentation must contain the following:
  • A clear diagnosis.
  • History of the diagnosis.
  • The evaluation tools or methodology used to conclude the stated diagnosis.
  • Description of the functional limitations and impact of the diagnosis.
  • Intervention strategies, therapies, or medications used to treat the diagnosed disability.
  • Recommended accommodations that are necessary for the student’s access.  Accommodation requests must directly relate to the stated disability.
  • Discussion of any accommodations the student has historically received is strongly considered and helpful in determining need and effectiveness.

Notes written on prescription pads or letters that do not contain the information stated above are not acceptable forms of documentation.

Documentation can be submitted by:

  • Upload to the application
  • Confidential Fax: (937) 766-7419
  • Mail: Disability Services
    Cedarville University
    251 N. Main Street
    Cedarville, OH 45314