In order to determine if your request for disability-related accommodations is reasonable, supporting documentation is required during the interactive process between students and SAS.

Students are responsible for providing current, appropriate documentation of their disability from a qualified health services provider (i.e., physician, licensed psychologist, etc.). High School IEPs and 504 plans alone are not sufficient documentation of a disability at the college level, although they can be helpful. Students should understand that while medical or educational documentation can establish a diagnosis, not every diagnosis rises to the level of being a disability under the law. Documentation is essential in determining the current impact of the disability on a student’s performance, and so it is important that disability documentation meet certain guidelines.

While SAS may require additional information to further define needed accommodations, documentation should:

• Address the current functional limitations (i.e. the current impact of the disability on the student) and prognosis of the condition
• Be current – what is considered current will vary with disability, but some helpful guidelines are: within the last 3 years for learning disabilities or ADHD. Many disabilities are stable, lifelong conditions, and thus current may not mean "recent." Some disabilities, however, will vary over time with changes in environment, in treatment, and/or medications. Due to the changing nature of psychiatric disabilities, a full report from a treating mental health professional completed within the past twelve months is considered current. The documentation may require an annual update, depending on the nature of the condition. The goal of documentation is to illustrate a connection between the current impact of the disability and the requested accommodations. 
• Be typed or printed on official letterhead, dated, and signed by an evaluator qualified to make the diagnosis
• Be provided by a licensed or otherwise properly credentialed professional (third-party) who has appropriate and comprehensive training, relevant experience, and no personal relationship with the individual being evaluated
• Include a clear diagnostic statement
• Include a description of the methodology used and test scores that support the diagnosis
• Include specific recommendations for accommodations that are related to the functional limitations

Documentation can also include:

• Student's self-report:
• The student is a critical source of information regarding their disability. A student interested in requesting accommodations must schedule a Welcome Appointment with SAS Case Manager to discuss their disability, including the impact of the disability, their experience with accommodations (effectiveness, etc.), the current need for particular accommodations, and any student questions.
• Additional relevant medical and educational sources:
• Documentation from additional sources helps to substantiate disability and accommodation needs. Relevant documentation may include educational records, medical records, and/or reports and assessments created by health care providers, school psychologists, teachers, or the educational system. IEPs and 504 Plans that reflect the student's educational and accommodation history are also helpful.
• Documentation will vary in its relevance and value, depending on the original context, the credentials of the evaluator, and the level of detail and comprehensiveness provided.

Request for housing accommodations must be received by February 1st for returning students and June 1st for new students. As housing space is limited and spaces are assigned on a first-come, first-served basis, it is imperative to submit these requests in a timely manner. All applications submitted, regardless of timing, will be accepted and considered. We will make a good faith effort to provide reasonable accommodations; however, we may not be able to guarantee that appropriate residential provisions will be completed within that same academic semester. 

In collaboration with Residence Life, Student Accessibility Services is committed to providing appropriate reasonable housing accommodations to students with documented disabilities. We recognize that residential living and the learning environment are central to the Converse student experience, thus we strive to make this experience accessible to all students. We evaluate all requests for disability-based housing assignments individually and on a case-by-case basis. Students with physical, medical, or mental health disabilities who require a specific housing accommodation must submit a Housing Accommodation Application and supporting documentation from an appropriate licensed provider (see guidelines at bottom of page). If you do not already have sufficient documentation, you may ask your licensed, treating provider to complete our Disability Verification Form - Academic and Housing.pdf.

Important Information To Consider Before Applying

1) You are not making a request for a specific housing assignment, but rather a request for a housing accommodation based on a documented, ongoing disability whose disability documentation illustrates clear and substantial barriers in the Converse University living environment, and for whom a standard housing assignment with a roommate is not viable.

2) Single rooms are reserved for individuals whose documentation illustrates substantial needs (a medical necessity), and for whom a standard housing assignment with a roommate is not viable. *See detailed section below for more information.

3) Converse University does not grant accommodations solely on the submission of documentation, and/or recommendations of medical/mental health care providers, but on the documented functional limitations posed by the student’s disability in Converse University’s residential housing. 

4) Housing accommodations are determined on a case-by-case basis, and based solely on that individual student's medically necessary needs in Converse University’s residential housing.

5) Certain disabilities require documentation of current levels of functioning, thus housing accommodation requests do not automatically carry over to subsequent semesters. 

Single Room Requests

A limited number of single or suite-style rooms are available for all students. Students who prefer to be in a single room can contact Residential Life about the availability of such rooms. Please be advised that medical singles are reserved for individuals who document substantial needs and for whom living with a roommate is not possible. Access to a single bedroom will only be approved as an accommodation in cases where it is clearly documented that a student cannot live on campus without this accommodation. 

Requests for a single room as an accommodation based solely on a desire to have a “quiet, undisturbed place to study” will not be granted. By virtue of the shared facilities, resources, and number of people living under one roof, it is not logical to assume that having a private room would provide such a quiet, distraction-free space to any appreciable degree beyond living in a standard double room. There are numerous campus locations that provide quiet spaces for studying (including study rooms in residential halls, the Library, the Montgomery Student Center, & several academic buildings) that can also be reserved; therefore a request for a quiet, undisturbed space is considered a preference, not a medical necessity (i.e. including for ADHD and/or learning disability).  A student's accommodation is considered after a review of medical documentation, and when determined that a standard residential assignment is not a viable option for this student.

Housing Exemptions

Housing exemptions are appropriate when the university can not provide housing that gives the student equal access. Residence Life together with Student Accessibility Services works diligently to make appropriate accommodations for students with serious health problems and/or disabilities.  There are many types of housing available on campus and we are generally able to find a solution within on-campus housing to whatever problem is prompting the request for an exemption. Because of this, housing exemptions are rarely necessary.