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• Must have a documented disability or be regarded as having a disability.
• Must self-identify to Disability Services.
• Must submit appropriate documentation prior to receiving services.

Steps to apply for Disability Services and request academic accommodations:

1. The STUDENT should email the Office of Disability Services at disability@solacc.edu to request an APPLICATION PACKET.
    
2. Complete and submit the APPLICATION PACKET with official disability documentation from a licensed professional. Refer to the Documentation Guidelines & Criteria below. 
    
3. The Disability Services Office will contact the student to schedule a required in-person meeting to finalize the student’s application and accommodations.

Documentation Guidelines and Criteria

Students who identify as having a disability for which accommodations are needed must submit official documentation from a licensed professional who is qualified to diagnose and treat the disability.

PLEASE NOTE:

• Documentation must be typed/printed by the provider on official letterhead of the practitioner, clinic, or agency. SoLAcc does not provide templates or forms for practitioners to fill out or complete as documentation.
• Handwritten notes on prescription pads, visit summaries, patient histories, or progress reports are not accepted as documentation.
• Documentation MUST be current (within the last 3 years).
• IEPs and 504 Plans are K-12 plans ONLY. They do not transfer to college and are not used in higher education. While they can be submitted and reviewed for supplemental information, they will NOT be determining factors regarding eligibility and approval for college accommodations.

DOCUMENTATION MUST INCLUDE THE FOLLOWING INFORMATION TO APPLY FOR SERVICES AND ACCOMMODATIONS:

1. The student’s primary/secondary medical or mental health diagnoses that rise to the level of disability* and are directly impacting the student’s education.
2. Date of diagnosis and the tests, evaluations, assessments, or criteria used to make the diagnosis.
3. A clear description of how the student’s disability is creating a significant barrier to full access in their academic courses when compared to their peers. Functional limitations, level/severity of impairment, and expected impact on academic performance must be included.
4. Suggestions for academic accommodations based upon diagnosed condition, impact, and patient consultation. Common academic accommodations include:
   • Extended Test Time
   • Priority Seating
   • Distraction-Reduced Testing Environment
   • Interpreting/Captioning Services
     *This list is not exhaustive. Other appropriate, reasonable accommodations may be determined based upon the unique needs of individual students. Provider’s accommodation recommendations are not guaranteed. Course and instructional program requirements dictate parameters for qualifying reasonable accommodations.

5. The provider’s signature and credentials (Name, Title, License or Certification #The provider’s signature and credentials (Name, Title, License or Certification #)

*The legal definition of disability is a mental or physical condition that substantially limits a major life activity compared to most people. Substantial in this context is somewhat subjective but means a notable, significant, meaningful limit/difference to the manner in which the individual engages in the activity, the conditions necessary for them to engage in the activity, the duration for which they can engage in the activity or the frequency which they engage in the activity. Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and the proper functioning of major bodily systems. Revised 6.

Students need to renew their request for accommodations and receive an updated Accommodations Letter from Disability Services every semester. Renewal Forms should be completed at least 2 weeks before the semester begins. 

Returning students should use this link to complete and submit a .

Commitment to Accessible Educational Programs and Environments

At ¾«¶«´«Ã½, we are committed to providing an inclusive and accessible learning environment where all students have the opportunity to succeed. We work to ensure our programs, services, and facilities are accessible to students with disabilities in alignment with federal and state regulations, including:

• Americans with Disabilities Act (ADA)
• Section 504 of the Rehabilitation Act of 1973
• Louisiana State Accessibility Guidelines

Our Obligations

• Providing equal access to educational programs and activities.
• Reviewing and determining reasonable accommodations for students with documented disabilities.
• Engaging in an interactive process with students to determine appropriate support.
• Ensuring confidentiality of student records and information related to accommodations.

Student Responsibilities
Students play an active role in the accommodations process by:

• Self-identifying to the Office of Disability Services and requesting accommodations.
• Submitting current documentation from a licensed professional that verifies their disability and recommends accommodations.
• Renewing accommodations each semester to ensure ongoing access to services.
• Communicating with faculty by providing their official accommodation letter.
• Utilizing approved accommodations as needed.
• Note: Provider recommendations are not guaranteed. Course and program requirements may determine the parameters for qualifying reasonable accommodations.