Requesting Accommodations

When requesting accommodations under the Americans with Disabilities Act, it is the responsibility of the individual with a disability to self-disclose to the Disability Services Office (DSO) and to provide documentation of the disability.  Click here for more information on Temporary Mobility Impairments.  

Disclosing a Disability

To self-disclose a disability, please complete and submit one of the following Accommodation Request forms. Please contact the DSO at 610-683-4108 if you need these files in an alternate format. 

Documenting a Disability

The following guidelines are provided to assist individuals with disabilities, family members, physicians, or other medical professionals in identifying the type of information and documentation that is needed to assist in determining reasonable and appropriate accommodations for the college setting. Familiarity with these guidelines will help to prevent any unnecessary delays in receiving accommodations.  

Documentation of your disability is required to verify your eligibility for accommodations under the ADA and Section 504 of the Rehabilitation Act of 1973. Click here for more information about disabilities.

  1. Appearance of documentation
    Documentation should be typewritten on letterhead, dated, and signed by the evaluator. It should include the name, title, professional credentials, and contact information of the evaluator. Diagnoses written on a physician prescription slip are not acceptable without a written report.

  2. Qualifications of evaluator
    Professionals conducting the assessment, rendering diagnoses of disabilities and making recommendations for accommodations must have the training and appropriate licensure/certification to do so.

  3. Currency of documentation
    Reasonable accommodations are determined based on the current impact of the disability. Therefore, it is necessary to provide recent documentation.

  4. Statement of specific diagnosis/diagnoses
    A clear statement of the disability should be included in the report and should be based on the most recent edition of the DSM or ICD.  A full clinical description may also contain the necessary information.

  5. History/background
    This section should include a history of presenting concerns (ongoing difficulties and behaviors) associated with the disability, date of diagnosis, as well as the duration and severity of the disability. Any information regarding the student's prior use of accommodations (in the high school or college setting) will be useful.

  6. Diagnostic criteria/diagnostic tests/observations 
    A description of diagnostic methods/criteria used to determine diagnosis along with any behavioral observations, test results, and interpretation. 

  7. Current functional limitations 
    A description of the impact of the disability on current level of functioning. 

  8. Recommendations 
    Specific recommendations regarding academic and or residential accommodations, auxiliary aids, and/or services based on the impact of the disability in the college environment.

  9. Please review additional guidelines for specific conditions below
    In addition to the guidelines above, please include the following information for these specific conditions
    1. Asthma and/or Allergies
      Documentation should also include the nature of asthma/allergy symptoms (e.g. frequency of attacks and triggers), description of specific allergens (e.g. food, environmental), and current treatment methods.
    2. Autism Spectrum Disorder
      Documentation should also include the description of communication or language skills, social interaction, restricted, repetitive, or other patterns of behavior, sensory functioning, and sensitivity to environmental conditions.
    3. Deaf or Hard of Hearing
      Documentation should also include a discussion of type, degree, and configuration of hearing loss, including frequency and intensity. Also, a description of any audiological technologies currently used (e.g. hearing aids, assistive listening devices, cochlear implant, sign language interpreters, real-time captioning (please include specific brand names, model numbers, if applicable).
    4. Learning Disabilities and Attention Deficit Hyperactivity Disorder (ADHD)
      Documentation should also include information regarding the following:
      1. Aptitude/Cognitive functioning including test scores from an intelligence or cognitive test such as the Wechsler Adult Intelligence Scale (WAIS) or the Woodcock Johnson Test of Cognitive Abilities
      2. Academic achievement including reading, writing, math, oral language and test results from an evaluation such as the Wechsler Individual Achievement Test (WIAT) or the Woodcock-Johnson Tests of Achievement
      3. Information processing/cognitive abilities including speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing and impact in the college environment
      4. Executive functioning including memory, concentration, and attention
      5. Language abilities including expressive-receptive language and speech
    5. Psychological Disorders
      Documentation should also include medical/educational information related to the student's needs, the impact of medication on the student's ability to meet the demands of the college environment, and discussion of co-morbid conditions and their impact in the college environment, if applicable.
    6. Health Medical or Mobility Impairment
      Documentation should include medical/educational information related to the student's needs, the impact of medication on the student's ability to meet the demands of the college environment, if applicable.
    7. Traumatic Brain Injury/Head Injury
      Documentation should also include information regarding the following
      1. Intellectual and cognitive competence
      2. Motor, visual, auditory, and tactile functioning
      3. Speech, language, and communication ability
      4. Executive functioning including memory, concentration, and attention
      5. Academic achievement including reading, writing, math, and oral language
    8. Visual Impairment
      Documentation should also include discussion of visual acuity and description of any visual aids currently used (e.g. glasses, large print type) including visual acuity with these aids.  

Documentation may be submitted at any time but individuals are encouraged to submit documentation prior to the beginning of a semester in order to provide accommodations in a timely manner.

Please note: Kutztown University does not administer diagnostic tests. Individuals who desire testing or are referred by a professor or staff member to investigate the possibility of the existence of a disability may be referred by the Disability Services Office to external sources for testing.