Student Accessibility Services
Student Accessibility Services focuses on providing equal access and opportunities which lead to student success.
The Office of Student Accessibility Services cultivates an accessible and inclusive community where students with permanent and temporary disabilities have an equal opportunity to participate in all aspects of campus life. We facilitate student advocacy, learning, and access through partnerships with students, faculty, and staff.
Creighton University is committed to providing services and resources to meet the needs of qualified students with disabilities, ensuring equal access to academic programs and University facilities. Guided by Section 504 of the Rehabilitation Act of 1973, the American with Disabilities Act of 1990, and the ADA Amendment Act of 2008, Student Accessibility Services coordinates the process through which all students request and receive reasonable accommodations, working closely with faculty and staff to meet individual needs.
Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the ADA Amendments Act of 2008 provide for reasonable accommodations and services to qualified individuals with disabilities.
Creighton University requires that written documentation of a student’s disability be provided to Student Accessibility Services before any assistance can be provided.
This written document must be provided by a qualified evaluator as determined by the Office of Student Accessibility Services, and should provide current recommendations for a postsecondary setting.
- Academic accommodations are for adjustments within courses, such as coursework, accessible documents, etc.
- To request an academic accommodation, log into the Student Accessibility Services Portal and click on the Intake and Self Registration buttons.
- Accommodations for housing can be requested through the online housing accommodation request form.
- Questions about dietary restrictions? Reach out to our Registered Dietitian.
- Students can request a injury/temporary accommodation through the online temporary accommodation request form.
Disclosure of a disability to appropriate University personnel is the student’s responsibility.
The university cannot act on verbal or written statements by a parent, counselor, or teacher. A one-line letter or verification of a diagnosis written on a prescription pad is not adequate documentation to support requests for accommodations.
If specific accommodations are needed, the student must:
- Notify your need of accommodations to Student Accessibility Services
- Provide documentation
- Complete a written needs assessment
Once an acceptable documentation of disability is on file, accommodations will be provided in as reasonable a time as the particular circumstance of the request for accommodation warrants.
report multiple diagnoses
- Student Accessibility Services Portal
- How-To Video: Registering and Generating Accommodation Letters in the Student Accessibility Services Portal
- How-To Video: Scheduling an Exam through the Student Accessibility Services Portal
- Download: PowerPoint of “Registering and Generating Accommodation Letters” and “Scheduling an Exam through the Student Accessibility Services Portal” how-to videos
- Campus Map
- Counseling Center
- Academic Coaching
- Resources for Job Seekers with Disabilities
Staff and Faculty Resources
- Accessibility Services Portal
- How-To Video: Confirming Accommodation Letters in Accessibility Services Portal
- How-To Video: Exam Scheduling in Accessibility Services Portal
- Download: PowerPoint of the “Confirming Accommodation Letters” and “Exam Scheduling in Accessibility Services Portal” how-to videos
- Download: Student Accessibility Syllabus Statement
- Disability Accommodation and Awareness Committee
The dimensions of good documentation below are based on guidelines from the Association on Higher Education and Disability (AHEAD).
This best practices approach for defining complete documentation establishes the individual as a person with a disability and provides a rationale for reasonable accommodations. A one-line letter or verification of a diagnosis written on a prescription pad is not adequate documentation to support requests for accommodations.
These guidelines enhance consistency and provide current and prospective students, parents and professionals the information needed to assist students in establishing eligibility for services and receiving appropriate accommodations.
The best quality documentation is provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience, and has no personal relationship with the individual being evaluated.
A good match between the credentials of the individual making the diagnosis and the condition being reported is expected (e.g., an orthopedic limitation might be documented by a physician, but not licensed psychologist).
Quality documentation includes a clear diagnostic statement that describes how the condition was diagnosed, provides information on the functional impact, and the details the typical progression or prognosis of the condition.
While diagnostic codes from the Diagnostic Statistical Manual of the American Psychiatric Association (DSM) or the International Classification of Functioning, Disability and Health (ICF) of the World Health Organization are helpful in providing this information, a full clinical description will also convey the necessary information.
Quality documentation includes a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results.
Where appropriate to the nature of the disability, having both summary data and specific test scores (with the norming population identified) within the report is recommended. Diagnostic methods that are congruent with the particular disability and current professional practices in the field are recommended. Methods may include formal instruments, medical examinations, structured interview protocols, performance observations and unstructured interviews. If results from informal, non-standardized or less common methods of evaluation are reported, an explanation of their role and significance in the diagnostic process will strengthen their value in providing useful information.
Information on how the disabling condition(s) currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations.
A combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self report is the most comprehensive approach to fully documenting impact. The best quality documentation is thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the condition(s).
While relatively recent documentation is recommended in most circumstances, common sense and discretion in accepting older documentation of conditions that are permanent or non-varying is recommended. Likewise, changing conditions and/or changes in how the condition impacts the individual brought on by growth and development may warrant more frequent updates in order to provide an accurate picture.
It is important to remember that documentation is not time-bound; the need for recent documentation depends on the facts and circumstances of the individual’s condition.
It is helpful when documentation provides information on expected changes in the functional impact of the disability over time and context.
Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes provides opportunities to anticipate and plan for carrying functional impacts. If the condition is not stable, information on interventions (including the individual’s own strategies) for exacerbations and recommended timelines for re-evaluation are most helpful.
The most comprehensive documentation will include a description of both current and past medications, auxiliary aids, assistive devices, support services, and accommodations, including their effectiveness in ameliorating functional impacts of the disability.
A discussion of any significant side effects from current medications or services that may impact physical, perceptual, behavioral or cognitive performance is helpful when included in the report. While accommodations provided in another setting are not binding on the current institutions, they may provide insight in making current decisions.
Recommendations from professionals with a history of working with the individual provide valuable information for review and the planning process.
It is most helpful when recommended accommodations and strategies are logically related to functional limitations; if connections are not obvious, a clear explanation of their relationship can be useful in decision-making. While the post-secondary institution has no obligation to provide or adopt recommendations made by outside entities, those that are congruent with the programs, services, and benefits offered by the college or program may be appropriate. When recommendations go beyond equitable and inclusive services and benefits, they may still be useful in suggesting alternative accommodations and/or services.
Documentation of a disability is kept on file at Student Accessibility Services. Students must sign a release of information form before Student Accessibility Services may disclose information the individual’s disability and approved accommodations. Students must request communication from Student Accessibility Services to specific faculty, administrators and offices in order for accommodations to be provided by those faculty/administrators/offices.