Specialized Resources
Welcome to Connecticut College! The following information is to help you as you make the transition to college and to better understand how Student Accessibility Services can support you.
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Differences Between High School and CollegeReceiving Accommodations
in College: FAQ
Parents and family have spent their son’s or daughter’s lifetime being a key aspect of their child’s support system, and your support can continue. However, college is a time for your support to look very different. College students must be challenged in a way that produces growth and development. Appropriate parental involvement must take place within these boundaries and while keeping in mind the long term best interest of the emerging young adult. Such involvement as it relates to college life most often involves advising and encouraging your student as they grow and make their own educated decisions.
While accommodations in high school and college both stem from addressing disability-related needs, the rationale for why accommodations are provided and what they are meant to address are very different. Please read “Receiving Accommodations in College FAQ” for more information about this.
The Family Educational Rights and Privacy Act (FERPA) does not allow students’ academic information to be discussed without their permission, except amongst school officials with a legitimate educational interest. This means that SAS, by law, can only discuss a student's school-related issues with a parent once a student has signed a Release of Information consent form that lists the name, address, phone, and email of any parent and/or medical professional with whom the student grants SAS staff permission to speak. This Release can be revoked by the student, in writing, at any time.
Even if a student signs a release, SAS strongly encourages students to be aware of all information discussed with parents.
All requests for accommodations must come directly from the student.
An IEP or 504 Plan addresses your student's needs in the K-12 educational program. However, colleges are very different in the information required and the accommodations that are available. While the IEP or 504 Plan may provide some useful information, additional information containing professional assessments and recommendations is required. Please refer to the Documentation Guidelines for disability-specific documentation requirements.
See “Receiving Accommodations in College FAQ”
Accommodations are individualized to address specific functional limitations resulting from a disability. Determinations are made by SAS staff after reviewing current, reliable documentation; meeting with the student; and evaluating the necessity and reasonableness of the request. Recommendations from the evaluator or provider are taken into consideration, however are not automatically granted as accommodations. In college, an accommodation request is not granted if it is deemed to alter the academic program/expectations or compromise the integrity of the class.
Students can access the procedures and guidelines for requesting reasonable accommodations at the SAS website section "New Students." The site includes the link to register online. After the application and documentation have been submitted, the materials will be reviewed. The student will then be contacted to meet with the SAS Director to discuss disability-specific needs and possible accommodations. The request then goes to the Accommodation Review Committee. The student will be notified by email of the registration status and any approved accommodations. The student must then request Faculty Notification Letters online each semester.
SAS strongly encourages students to develop these self-advocacy skills:
SAS will work with students to help them be effective advocates for their needs.
Tutoring and learning specialist support are available to all Connecticut College students; no accommodation is required for the use of these services. To arrange for these services, students should contact the Academic Resource Center.
You might. The first step is that SAS must determine – based on the documentation you provide – that you meet the definition under Section 504 and the ADA of an individual with a disability. A diagnosis alone does not mean that you have a disability.
A disability is defined as having “a substantial limitation of a major life activity.” If you are determined to have a disability, you may register with SAS.
Registration alone does not mean that you will receive an accommodation that you ask for. The next requirement is that there is an "access issue." If there is an access issue, SAS will determine specific accommodations. Accommodations are determined by documentation submitted by student as well as student input. Accommodations are granted on a case by case basis and may vary from the requested accommodation.
Colleges may not discriminate against students with disabilities by denying them access to its programs, services, activities, or housing; that means we must offer disabled students, what we offer non-disabled students. Thus, they have “access” to what everyone else does.
This is pretty straight-forward in the context of physical access, for example having a ramp or curb cutout to ensure a wheelchair can enter a building or having a strobe light alarm in a dorm room for a student who cannot hear the fire alarm. It is also clear in a classroom context when the access issue is having a desk that can accommodate a wheelchair or having subtitles for a student with a hearing impairment.
But, what about the common academic accommodation of extended time for testing? Where is the access issue? The access issue is that students without a disability have the opportunity to demonstrate what they know. A student with a learning disability may need the extra time to do the same and not be demonstrating the impact of their learning disability.
The college must provide an accommodation that is necessary for access, but the law does not provide for what is necessary for success.
That will depend. High school disability law and higher education disability law differ in many ways. Special Education/IDEA requirements apply to K-12. There is a difference between Section 504 in K-12 versus college. Under subsection D (what applied to you through high school) accommodations are intended to help you be successful. Subsection E (what applies in college) is only about access, not success. That is why the rationale for an accommodation, “But I need this to be successful,” does not substantiate the need for an accommodation in college. Don’t stop reading! See the next question!
Of course we do! However, the ways we work to help you toward achieving success are through numerous resources on campus to help you reach your full potential and to promote success [advising team, class deans, faculty, ARC, Writing Center, Tutoring Center, Health Services, Counseling Services, student life programming, residence life staff, etc]. And an additional resource is Student Accessibility Services! Even if we did not issue you an accommodation you requested, we are still a resource to help you be successful. We will meet individually to strategize, identify college resources and provide training in assistive technology.
Accessibility Services
Mailing Address
Connecticut College
Student Accessibility Services
Box 5213
270 Mohegan Ave
New London, CT 06320
Campus Location
Crozier-Williams Student Center, Room 222