Students requesting academic adjustments based on a documented disability are required to provide documentation that:

Attention Deficit Hyperactivity Disorder Form - Students who have learning disabilities or ADD/ADHD must have current documentation within the past three years. Documentation should address the diagnosis, the functional limitations of the student, medication the student is taking and its effects.

Traumatic Brain Injury Form - Traumatic brain injury (TBI), also called acquired brain injury or simply head injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. For more information, visit the National Institute of Neurological Disorders and Stroke.

Medical Form - Musculoskeletal and connective tissue disorders, neuromuscular disorders — any physical disabling condition that may require an adaptation to one’s school environment. Examples include: cerebral palsy, nerve damage to the hand/arm, absence of a body member, head injury and spinal cord injury.

Psychological Form - Students who have learning disabilities or ADD/ADHD must have current documentation within the past three years. Documentation should address the diagnosis, the functional limitations of the student, medication the student is taking and its effects.

Learning Disability - Students who have learning disabilities or ADD/ADHD must have current documentation within the past three years. Documentation should address the diagnosis, the functional limitations of the student, medication the student is taking and its effects. Students diagnosed with learning disabilities are required to present a comprehensive report. The report should include a diagnostic interview, test scores of the assessment of aptitude, academic achievement and information processing. The result of the tests should show specific diagnosis of a specific learning disability.

Vision Form - Disorders in the structure and function of the eye as manifested by visual acuity of 20/70 or less in the better eye, a peripheral field constricted that affects one’s ability to function in an educational setting. Examples include: cataracts, glaucoma, retinitis pigmentosa or strabismus.

Hearing Form - Hearing impairment – A hearing loss of 30 decibels or greater, pure tone average of 500, 1000, 2000 Hz, ANSI, unaided, in the better. Examples include, but are not limited to, conductive hearing impairment, sensor neural hearing impairment or deafness.

Note Taker Registration - Note takers are selected based on GPA and class assignment meaning the note taker should be taking the class at the same time as a student registered with SDRC. Students registered with SDRC are still required to attend class but may, due to extenuating circumstances, be unable to physically take notes or attend class.

Note Taker Time Sheet - Note takers provide an invaluable service, and for their time and commitment, the hours in class plus 15 minutes after class are noted on the Volunteer UWF! timesheet and submitted the last day before Dead Week. These hours are sent to the Registrar to be noted on the note taker's transcript.

SDRC Handbook - The Handbook provides an overview of the disabilities we often encounter, what we look for in documentation, and a general list of services we provide.