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Center for Disability & Access - Student Handbook

The Center for Disability & Access (CDA) Student Handbook is intended as a resource for students, prospective students, parents, faculty, staff, and other stakeholders regarding disability and the role of CDA at the University of Utah.

The University of Utah is mandated by Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (as amended in 2008), and University policy, to provide appropriate and reasonable accommodations to students who qualify for services through the Center for Disability & Access.

The Center for Disability & Access is the designated office of the University of Utah which evaluates disability documentation, determines eligibility, and implements reasonable accommodations for enrolled students.

The law does not require the University of Utah to lower its academic standards or alter the essential elements of courses and programs for students with disabilities. The intent of the law and purpose of academic accommodations is to provide an equal opportunity for students with disabilities.

The Americans with Disabilities Act (ADA) defines disability as a physical or mental impairment that substantially limits one or more major life activities. Examples of major life activities include: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, sitting, standing, lifting, and mental and emotional processes such as thinking, concentrating, and interacting with others.

The determination of whether an impairment substantially limits a major life activity depends on the nature and severity of the impairment, the duration or expected duration of the impairment, and the permanent or long-term impact of the impairment.

For additional information about the applicable laws, please refer to:

AMERICANS WITH DISABILITIES ACT 
Office for Civil Rights, U.S. Department of Education

The Center for Disability & Access is dedicated to students with disabilities by providing the opportunity for success and equal access at the University of Utah. We are committed to providing reasonable accommodations as outlined by Federal and State law. We also strive to create an inclusive, safe and respectful environment. By promoting awareness, knowledge and equity, we aspire to impact positive change within individuals and the campus community.

Access, Equity, Inclusion, Diversity, Respect, Knowledge, Independence, Self-Advocacy, and Leading Edge Technology

  • Provide appropriate and reasonable accommodations to eligible students.
  • Develop students as a whole by providing services and resources that encourage self-advocacy, independence, wellness, knowledge, and balance.
  • Promote a safe, accessible and inclusive environment for students with disabilities through outreach, education, and increasing awareness.
  • Engage in activities that further our knowledge and skills in the use of best practices in the areas of disability and higher education.
  • Actively implement and utilize technology that improves our ability to assist students with disabilities.
  • Enhance the diversity of the university by recruiting and retaining student with disabilities.
  • Assess and evaluate our services to increase our effectiveness.

University of Utah students experiencing academic difficulties as a result of a disability should contact the Center for Disability & Access to request assistance.

The following is an overview of the process for admitted students to apply for accommodations at the University of Utah.

Contact your CDA advisor at any point in the process for clarification of the steps. This process may take some time to complete, so plan ahead and apply early!  Legally, accommodations are not retroactive.

  1. Complete the CDA Intake Form online.
  2. Schedule an Intake Appointment.  (After completing the online registration form you will receive an email within 48-72 hours with instructions on how to schedule an Intake Appointment with a CDA Advisor.)
  3. Read the Center for Disability & Access Student Handbook. 
  4. Obtain and provide the necessary documentation to your CDA Advisor.DOCUMENTATION GUIDELINES: CENTER FOR DISABILITY AND ACCESS
  5. Review of your application and documentation by the CDA case management team to determine eligibility for services and accommodations.  Your CDA advisor will then follow up with you to discuss your status:
      Approved for services - Work with your advisor to implement accommodations, and request approved accommodations through the CDA online portal.
      Additional information or documentation requested - Work with your medical or health care professional to obtain the additional requested information and documentation.
      Not approved - Contact your advisor if you have questions.

In order to qualify for accommodations, the Center for Disability & Access requires documentation which substantiates the presence of a disability, indicates the impact on one or more major life activities, and demonstrates functional limitations of the condition. The Americans with Disability Act (ADA) allows for universities to set reasonable standards for documentation, and these standards may vary from school to school. The documentation required establishes eligibility for services and is used for determining reasonable accommodations.

Eligibility is determined based on the information given during your intake appointment, your application forms, historical information such as IEP and 504 plans, and the current documentation provided. The CDA case management team will review this information to determine both eligibility and appropriate accommodations.

At minimum, documentation should include the following components:

  • Format - Documentation should be typed/printed on letterhead, dated, and signed with name, title, and professional credentials.
  • Qualifications - Documentation should be completed by a licensed provider (e.g. physician, psychologist, psychiatrist, clinical social worker, therapist, audiologist, ophthalmologist or other relevantly trained professional who is licensed and qualified to make the diagnoses).
  • Diagnosis - Documentation should include the conditions and diagnoses, how they were assessed, and include the most recent treatment dates.
  • History and Prognosis - Provide a summary of the history, prognosis, and expected duration of the condition(s), and if applicable, include details about the episodic nature of the condition(s).
  • Impact and Limitations - Focus on and provide details specific to the student about the current impact of the conditions, including the severity, frequency, and duration of symptoms. Documentation should also include information about the limitations caused by the student’s condition(s) and effect on academic functioning and major life activities. (ADA Major Life Activities).
  • Suggested Accommodations - Documentation may include suggested accommodations and should provide a rationale as to why they would be needed.

Depending upon the specific condition or disability, additional information may be required.  Please review the CDA documentation guidelines for details.

DOCUMENTATION GUIDELINES: CENTER FOR DISABILITY AND ACCESS  

Rights, Responsibilities, and Expectations

  • The responsibility to identify themselves as having a disability, request accommodations, and provide documentation to the Center for Disability & Access.
  • The responsibility to maintain the same academic and behavioral standards as all students at the University.
    Policy 6-400: Code of Student Rights and Responsibilities (“Student Code”)
  • The responsibility to maintain regular contact with their CDA advisor to request and assist in implementing accommodations.
  • The responsibility to follow CDA policies and procedures associated with each accommodation.
  • The responsibility to inform the Center for Disability & Access when a requested and approved accommodation is not being provided, or when an accommodation is not effective, to discuss the situation and potential options.
  • The right to participate in the University experience without fear of or experiencing discrimination due to a disability.
  • The right to reasonable and appropriate accommodations which ensure equal access to programs, services, and activities.

  • The responsibility to provide information about services and accommodations available to students with disabilities, and the procedures to request services.
  • The responsibility to set criteria for disability documentation and to evaluate that documentation in a consistent and individualized manner.
  • The right and responsibility to determine reasonable and appropriate accommodations based upon the limitation of a student’s disability.
  • The right to deny a request for accommodation if the student’s documentation does not support the modification or accommodation requested, if the student fails to provide appropriate documentation, or if the request is determined unreasonable or imposes an undue hardship on the University.
  • The responsibility to work with the student, staff, and faculty to ensure that approved accommodations are implemented.
  • The responsibility to ensure its programs, activities and facilities are accessible.

  • The right to ask for verification from the Center for Disability & Access when the student requests an accommodation in their course or program.
  • The responsibility to inform the student of the procedure to request accommodations.
  • The responsibility to maintain confidentiality about any information disclosed in discussions with the student or their Disabilities Advisor.
  • The right to consult the Center for Disability & Access to discuss requested accommodations.
  • The responsibility to provide accommodations in a timely manner once they have been verified by the Center for Disability & Access.
  • The responsibility to inform students that all course material can be made available in alternative format with prior request.
  • The right and responsibility to identify and determine the abilities, skills and knowledge that are essential and fundamental to academic programs and courses. (These standards are not subject to modification based upon disability.)
  • The right to expect the student with a disability to meet the same academic standards as peers in the course. (Faculty are not entitled to know the diagnosis of a student and should not ask students to disclose the specifics of their disability.)
  • Paperwork related to accommodations (i.e. accommodation forms and memos) should be considered confidential and be kept separate from a student's departmental file.

Faculty are not permitted to deny an approved accommodation issued by the Center for Disability & Access without engaging with CDA to discuss their concerns.

For more information regarding ADA policies at the University of Utah please see refer to the Office of Equal Opportunity, Affirmative Action, and Title IX.

 

The University of Utah follows the guidelines for confidentiality and security of documentation outlined by the Family Educational Rights and Privacy Act (FERPA) and the Americans with Disabilities Act (ADA).

The Center for Disability & Access is the designated office at the University of Utah authorized to maintain student disability records. Once documentation pertaining to a student’s disability is provided to the Center for Disability & Access it is considered part of the student’s educational record and covered by the regulations of FERPA.

The documentation contained within a student’s file at the Center for Disability & Access is held confidential and is not released except upon written request of the student, when disclosure is required by law, or when it is necessary to facilitate legitimate University processes.

The University has established procedures for granting a student’s request for access to his/her records within a reasonable time (no more than 45 days and often much sooner). Find additional information at the link below.

FERPa/privacy rights/student directory info

Accommodations

For some students with disabilities, adaptive technology, equipment, or furniture in the classroom is necessary to provide equal access. Auxiliary equipment may include ergonomic chairs, accessible tables, and FM system amplification. Occasionally tables or chairs placed in classrooms for CDA students are used at other times during the day for projectors or other projects. If equipment or furniture has been moved to a different location in the room, the student with a disability should work with the instructor to arrange the equipment for their use in the classroom.

Attendance in class is expected for students participating in the university experience. Faculty establish attendance policies for courses and should communication those policies to students who are responsible for adhering to class policies.

The Center for Disability & Access may encourage or authorize students to arrange a reduced course load or extended program of study to address the need for flexibility with attendance.

However, modification to a specific class attendance policy may be appropriate if the disability is chronic or cyclical in nature and impacts the student's attendance.  Instructors should contact CDA to assist in determining when and how often an adjustment to the class policy is reasonable.  The number of additional allowable absences will depend upon the impact of the student's condition, essential element of the course, and the interactive or participatory nature or classes. 

If a student’s attendance suffers significantly, CDA can assist them in discussing options with the instructor which might include requesting an incomplete or petitioning for a late withdrawal from the course.

Student may be approved for the use of an assistant, reader, or scribe in the classroom to aid with tasks that are significantly impacted by a student’s condition. This accommodation is dependent upon the student’s limitations and the course requirements. (Note: Classroom assistants are not employed to act as tutors inside or outside the classroom setting.)

Classroom locations may be moved to ensure all programs and activities are accessible. In order to make the necessary adjustments to classrooms, we require reasonable prior notice (four weeks advanced notice is requested). Requests received later than four weeks will be considered if possible. Students are also encouraged to look at options including utilizing the campus shuttle system or enrolling in alternative sections of the course before requesting that a class be moved. Essential elements and the nature of the course will be considered before a request to move a class is deemed appropriate. Due to equipment, technology and pedagogical needs it may not be feasible or appropriate to move some class locations.

Exam accommodations vary depending upon the impact of a student’s disability and the essential elements of the course, but can include extended time, a reduced distraction location, a private room, the use of a reader and/or scribe, the use of a computer or assistive technology, additional rest breaks, etc. 

Exams are scheduled on the following days:

Monday - Friday 8:30am – 4:30pm

  • Please arrive on time. If you are late, you will not be given extra time for tardiness. This also includes exams scheduled in Canvas.
  • If you are more than 20 minutes late for an exam, you will not be allowed to take your exam. You will need to make arrangements with your instructor.
  • You will need your Ucard as photo identification to take an exam.
  • You are required to turn off all nonmedical required electronic devise (all phones, smart watches, etc.), including no alarms, alerts, vibrations, etc. and secure items in a bag/backpack and stored in the designated place. For Canvas exams, you will use your phone to log into Canvas and then you will be asked to turn off your phone and store it in your backpack.
  • No food or drink is allowed in the testing area unless previously authorized as an accommodation. If approved as an accommodation, follow instructions as directed by the proctor.
  • You must turn in all items used during the exam including reference sheet, formula sheet, scratch paper, and any items requested by the instructor. Students may obtain reference sheet or formula sheet 3 business days after the exam was administered.
  • Personal items including backpacks, water bottles, phones, etc. must be stored in the designated area during exams.
  • Students are allowed a 5-minute restroom break.
  • You are responsible for scheduling your appointments for exams and reserving a seat for the exam. It is strongly recommended that you schedule your exam dates as soon as possible. You are required to confirm the exam time by 12:00pm Noon the business day before the exam.

Depending upon the impact of a student’s disability, an appropriate accommodation may be to allow for extended time to complete and turn in assignments, papers, or projects. The amount of extended time would be based upon an exacerbation of a student’s disability or if the assignment has a quick turnaround time. Typically, an extra two to three school days would be considered.

For eligible students who have applied and been accepted into the Residence Halls or University Student Apartments, the Center for Disability & Access may assist in ensuring that your housing location and facilities are accessible. There is often a waiting list for housing, so apply early. The Center for Disability & Access will not move a student with a disability to the front of the waiting list. Accommodations are made once a student’s housing application has been approved.

American Sign Language, Interpreting/Transliterating, Oral Interpreting, Cued Language Transliterating, and Real Time Captioning will be provided upon eligibility. In consultation with the student, a determination is made by CDA staff as to which service is most reasonable and appropriate for ensuring equal access for deaf or hard of hearing students pertaining to all course related activities (class sessions, meetings with faculty, or required attendance at out-of–class activities). Requests for semester long classes should be made as far in advance as possible, preferably three weeks prior to the beginning of the semester to ensure the availability of interpreters and captioning services. Services are also provided for University sponsored events and provided when services are requested by the individual needing the service in a reasonable time (two weeks advance notice is requested). (NOTE: For guests and students attending non-academic or campus events, please contact the department sponsoring the event to arrange services.)

For qualified students, the Center for Disability & Access will assist in making books and course materials accessible. The Center for Disability & Access will work with the student to determine the most effective and reasonable method for providing information in an alternative format. Possibilities include books in an audio format, electronic books, materials in Braille, screen and text recognition software, materials in CD or MP3 format, and enlarged text.

Students may be approved for a paid or volunteer note taker in classes. Students who are approved for note taking services need to contact their CDA advisor at the start of each semester to obtain a note taking form which they provide to their instructors. Instructors assist CDA in recruiting note takers from peers in the class. The note taker is required to sign a contract agreement with CDA to provide paper or electronic copies of notes. Unless approved by your CDA advisor, attendance in class is required to be eligible to receive notes. Students are responsible for reporting in a timely manner any problems with the note taking process and reporting if information is missing from the notes.
Students may be authorized to audio record lectures through the use of digital recording devices or smart pen technology. If approved for this accommodation, student will be trained in the use of a Smart Pen and allowed to check-out one from the CDA office to use in courses for the semester. If used, this accommodation may replace the note taking accommodation listed above. (Faculty have the right to prohibit recording of classes and lectures unless approved as an accommodations by CDA.)

Accessible parking locations can be found throughout campus to drivers with disabilities. Students parked in designated ADA stalls within a regulated lot are required to purchase a University permit and display a state-issued ADA license plate or placard. Please contact Commuter Services for additional information at (801) 581-6415 or online.

commuter services

Accessible parking stalls can be located using the University Campus Map by turning on the Accessible parking setting.

university of utah campus map

To ensure equal access to its programs, courses, and facilities, students may be eligible for priority registration. Eligibility for priority registration is reviewed each semester and approval is dependent upon the impact of a student's condition. It is essential that students utilize this service to facilitate classroom scheduling changes to accessible buildings.

The Center for Disability & Access may approve students with disabilities to enroll in a course load of less than full-time status (12 credit hours for undergraduate students and 9 credit hours for graduate students). In these cases, students will be afforded full-time status and may be eligible for benefits available to other full-time students at the University of Utah that are within the University’s purview. (There may be exceptions to this accommodation which are a result of laws and policies outside of the University's control, such as federal financial aid requirements.)

Service animals (as defined by the ADA) are welcome on campus and in student housing. Emotional support animals must be approved as an accommodation for campus housing and are not allowed in other areas of campus where pets are normally prohibited. Please contact CDA to obtain the documentation guidelines for emotional support animals. All animals on campus must be under the control of their owner at all times. Animals may be excluded if they pose a direct threat to the health or safety of others. Refer to the Campus policy regarding animal control, at the links below.

Policy 3-231: Control of Animals on Campus

FAQ - Service & Emotional Support Animals (OEO)

Regular scheduled / fixed route campus shuttles have lifts and are accessible and available for assisting students with mobility concerns around campus. Additionally, for approved students, a point-to-point accessible shuttle is available to schedule pick up and drop of dates and times. 

commuter services

On occasion, when a student’s specific disability would prevent them from successfully learning and completing the mathematics or foreign language general education requirements, the Center for Disability & Access may consider approving substitute courses for these requirements. This specific accommodation is only granted when based upon disability documentation, history, and a student’s previous attempts at completing the courses with accommodations. Substitutions are not applicable or available for requirements or pre-requisites essential to a student's major or field of study. (Please contact CDA for the specific Math and Language substitution policies.)


Services

The Academic Advising Center  and specific departmental advisors are the primary contact for academic advising at the University of Utah. However, CDA advisors are available to assist students and departments in understanding how disability may impact a student’s schedule and academic plan.

Academic advising center

With the many and ongoing construction projects around campus, accessible paths are constantly changing. The Center for Disability & Access works with Facilities and Campus Planning and Construction to maintain accessible paths throughout the campus and to display signage which directs students to these paths. If you have any concerns about a path on campus, please contact your CDA advisor.

A central role of the Center for Disability & Access is to work directly with faculty and staff at the University of Utah to advocate for the equal and fair treatment of students with disabilities.

The Center for Disability & Access has dedicated accessible computer labs (Union 162 and the Marriot Library) and individual accessible computers in many of the computer labs around campus. Computers in these labs have accessible software such as JAWS, Kurzweil, ZoomText, and Dragon Naturally Speaking. The dedicated labs also have high speed scanners, flatbed scanners, a braille typewriter, and CCTV.

The Center for Disability & Access offers a peer mentoring program for eligible CDA students to assist new, returning, and continuing students with time management, stress management, academic skill building, and organizational skills.

Each year, the Center for Disability & Access offers a number of scholarships to University of Utah students who are registered and qualified with CDA. Applications for and information about these scholarships are available on the CDA website. 

scholarships: Center for disability and access

The University of Utah makes a reasonable attempt to address priority snow removal in areas identified by the Center for Disability & Access and the University Grounds Department. The two departments work to prioritize the clearing of paths of travel for students with disabilities. The University's general policy identifies the Medical Complex as critical for first response. After the Medical Complex, lower campus priority snow removal is considered. University Risk Management has determined a reasonable schedule of snow removal prior to 3:00 p.m. weekdays. Please be advised that during winter freezing conditions in which the daytime temperature is below 32 degrees Fahrenheit, every effort is made to reduce icing on paths of travel. If you notice an area of concern, please contact your CDA advisor so that we can help.


Services Not Offered

The following are services which are not offered by the Center for Disability & Access:

The law does not require the University of Utah to lower its academic standards or alter the essential elements of courses and programs to accommodate students with disabilities. The intent of the law and purpose of academic accommodations is to provide an equal opportunity for students with disabilities.

The ADA regulations do not require the University to screen or diagnose disabilities. It is the student’s responsibility to assume all costs associated with obtaining an adequate diagnosis and current documentation of a disability.

The University of Utah is not required to provide personal attendants, bathroom assistance, individually prescribed devices, readers for personal use or study, devices of a personal nature, equipment including tape recorders, CD/MP3 players, hearing aids, computers, and specialized software. It is a student’s responsibility to procure these services or equipment.

Since tutoring is considered a personal aid, the Center for Disability & Access does not offer this as a service. However, the University of Utah as a whole offers a number of low cost or free tutoring resources. Please work with your CDA advisor to take advantage of these resources.

Temporary medical conditions that are expected to be resolved in a matter of a few days, weeks, or months (e.g. a broken arm or leg, common cold or flu, etc.) are typically not covered by the Americans with Disabilities Act (ADA). When a student experiences a temporary condition, they are encouraged to work with instructors to seek flexibility and to make arrangements for assistance. However, students are welcome to come in to CDA to explore whether or not services might be available.

The differences in the application and implementation of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act are significant when comparing the secondary (elementary, junior high, and high school) and postsecondary (college and university) settings. It is essential for new students coming to the University to understand the differences.

At the secondary level, schools districts are required to provide a free and appropriate public education (FAPE) to all children, including those with disabilities. School districts are also expected to identify student’s educational needs and provide any regular or special education services necessary to meet those needs. Additionally, under the Individuals with Disabilities Education Act (IDEA) and a student’s Individualized Education Program (IEP), significant changes can be made to educational and academic standards and content of courses in moving towards graduation. The focus of the law at the secondary level is on ensuring student success.

At the postsecondary level, colleges and universities are not required to provide a free and appropriate public education, the IDEA does not directly apply, and IEP plans are not used. Instead, the focus of the law is on ensuring equal access and opportunity by providing reasonable and appropriate accommodations. However, colleges and universities are not required to lower standards or change the essential elements of programs or courses. For example, an appropriate accommodation at the university level might be to allow extended time for a student to take an exam, but it would not be appropriate to change the type or format of an exam.

Linked below is a valuable resource available to students to assist in understanding the differences between the secondary and postsecondary level is a publication by the U.S. Department of Education, Office of Civil Rights, entitled “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.” 

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities

The admissions requirements and standards apply to all prospective students who apply to the University of Utah, regardless of ability or disability. Those requirements may change from year to year and students who do not meet the requirements are encouraged to contact the admissions office to inquire about alternative admission options, (Admissions Office, 250 SSB, (801) 581-7281 or www.sa.utah.edu/admiss). The University of Utah does not make pre-admission inquiries regarding disability and must not deny admission on the basis of disability.

The Center for Disability & Access (CDA) reviews student requests for accommodations on a case-by-case basis to promote equal access at the University of Utah.  Accommodations are determined through an individualized and interactive process to develop services that are reasonable and appropriate.  Students must notify CDA when problems or barriers related to receiving or implementing accommodations occur.

If a student has questions or concerns regarding decisions made about the case, the approval process, eligibility for services, and the determination of reasonable of accommodations, the following procedure should be used to discuss concerns or to submit a grievance complaint.

Informal Grievance Process

Students are encouraged to begin an informal grievance process by first consulting with their assigned CDA advisor to discuss the concerns.  The student’s advisor will assist them by reviewing the situation and identifying potential options or solutions.  The advisor will assist the student in working with faculty, instructors, departments, or programs as needed. 

Most disability related issues or complaints regarding accommodations, services, faculty, campus departments, programs, or facilities can be resolved at this level.

When a complaint is specific to or about their CDA Advisor, the student is encouraged to address the concern with the advisor.  However, students may contact the Director of the Center for Disability & Access to discuss their concerns. 

Formal Grievance Process

If the student is not satisfied with the results of the informal process, the student may initiate a more formal grievance by submitting a written complaint to the CDA Director.  The Director will review the student’s statement, relevant information, and consult with individuals related to the case to determine an appropriate resolution to the complaint and accommodation process.

If the student is not satisfied with the results of this process, an appeal may be made to the Student Affairs, Associate Vice President for Health & Wellness (https://studentaffairs.utah.edu/leadership-team/index.php).

If a student feels that they have experienced discrimination at the University of Utah, they should contact the University of Utah, Office of Equal Opportunity and Affirmative Action or the U.S. Department of Education, Office for Civil Rights.

Office of Equal Opportunity/Affirmative Action
The University of Utah

201 South Presidents Circle
John Park Building, Room 135
Salt Lake City, Utah 84112
(801) 581-8365
FAX (801) 585-5746
Office of Equal Opportunity

Office for Civil Rights (Denver Office)
U.S. Department of Education

Cesar E. Chavez Memorial Building
1244 Speer Boulevard, Suite 310
Denver, CO 80204-3582
(303) 844-5695
FAX (303) 844-4303
Email: ocr.denver@ed.gov 

CAREER AND PROFESSIONAL DEVELOPMENT CENTER  (801) 581-6186

THE OFFICE OF THE DEAN OF STUDENTS  (801) 581-8061

LGBT RESOURCE CENTER  (801) 587-7973

STUDENT HEALTH CENTER  (801) 581-6431

TRIO PROGRAMS  (801) 581-7188

ACADEMIC ADVISING CENTER  (801) 581-8146

UNIVERSITY COUNSELING CENTER  (801) 581-6826 

UTAH STATE OFFICE OF REHABILITATION  (801) 538-7530

VETERANS SUPPORT CENTER  (801) 587-7722

WOMEN'S RESOURCE CENTER  (801) 581-8030

 

Last Updated: 2/29/24