Registering with CASAS

Students enrolled at the University may apply for accommodations through CASAS at any time. To start the process, students must first register with CASAS using their university emails.

Register Now

Students may also register by calling CASAS at (203) 392-6828 or visiting the CASAS office on the third floor of Buley Library.

Requests for and approvals of accommodations may be made at any time throughout the semester.  However, because accommodations are not applied retroactively, CASAS strongly recommends that students apply as soon as possible.  Students should start the process beginning in June for fall admissions or November for spring admissions.  Students who wait until arriving on campus to apply for accommodations may find it difficult to schedule an intake meeting for several weeks. 

Intake Meeting

In addition to submitting documentation (see below), students must schedule an intake meeting with a member of the CASAS accessibility services team. The student and staff member will engage in an interactive discussion and documentation review to better understand the student’s qualifying conditions and resulting functional limitations within a college setting.  Intake meetings are held either in person or through Microsoft Teams.

Students may schedule their meetings:

• Through the Accommodate portal
  1. In "My Apps", go to the "Accommodate by Symplicity” app
  2. Click "Appointment" on the menu
  3. "Request New Appointment” at the bottom
• By calling (203) 392-6828 or
• By visiting CASAS on the 3rd floor of Buley Library

Documentation describing a student’s diagnosed disability or condition and its impact on the student within a college setting is necessary for CASAS staff to understand how requested accommodation(s) would help mitigate the impact of the student’s disability or condition and provide the student with equal access to education at the University. In addition to documentation, CASAS staff consider the student’s self-report and the essential requirements of the course(s), program, or activity for which accommodation(s) may be used.

Students are cautioned that many healthcare providers take several weeks to complete and return accommodation-related forms.  All documentation must be received at least 24 hours before a scheduled intake meeting, so CASAS staff have enough time to review it. Otherwise, the meeting will be postponed.

Documentation Guidelines 

Students needing assistance obtaining special education or 504 plan records from their high schools may submit the Authorization for School District to Release Records & Communicate form below.

High School Records Release & Communication Authorization Form

In reviewing healthcare-related documentation, CASAS staff consider the nature, length and depth of the provider’s or evaluator’s relationship with the student. All such documentation must be completed by a qualified and licensed practitioner who knows the student well and with whom the student has an established medical or therapeutic relationship. As a result, documentation purchased through the internet is generally insufficient for CASAS to approve accommodations.

Healthcare providers may complete the relevant form(s) below or provide the same information on their letterhead:

• Provider Form for Academic Accommodations 
• Provider Form for Residential Accommodations 
• Provider Form for Emotional Support Animal Requests

In some cases, CASAS staff may need to communicate directly with a student’s healthcare provider to better understand the need for requested accommodations. If so, the student may be asked to sign a release to allow such communication.

Authorization to Release Healthcare Information Form 

Students may submit their documentation to CASAS:

• By attaching it at the bottom of the online registration form (above),
• Through the Accommodate portal
  1. In "MyApps," go to the “Accommodate Symplicity” app
  2. Click "Documents" on the menu
  3. "Add New" at the bottom and “Submit”
• By emailing it to CASAS@southernct.edu,
• By faxing it to (203) 392-6829, or
• By dropping it off at CASAS in a sealed envelope labeled “For Accessibility Staff”

While certain documentation may be sufficient to receive accommodations at the University, it may not be adequate for a student to receive accommodations at other institutions or for certain high-stakes assessments (i.e., GRE, LSAT, etc.).

CASAS does not automatically send accommodation letters to faculty because students have the right to choose which, if any, of their approved academic accommodations are shared with each of their professors.  It is the student’s responsibility to request that CASAS send the accommodation letters on their behalf. This is known as the Semester Request process.

Students must complete the Semester Request process:

• Each semester and, if applicable, for winter/summer intersessions, and
• again, whenever they are approved for additional accommodations or their accommodations change, and
• again, if they add a class (e.g., during Add/Drop), or enroll in an 8-week class for the second half of the semester, after CASAS already sent out the letters for the semester.

Students should make the Semester Request as soon as possible since accommodations are effective only when professors receive their accommodation letters from CASAS; they are not applied retroactively.

Students with approved accommodations must speak to their professors, placement supervisor or program director directly about their approved accommodations and how they will be implemented in each class, placement or program (not about why they have accommodations).

For directions on how to complete the Semester Request:

Sending Accommodation Letters to Faculty

Title IX of the Education Amendments of 1972 (“Title IX”), 20 U.S.C. §1681 et seq., prohibits discrimination based on sex in educational programs and activities. This includes pregnancy, childbirth, false pregnancy, miscarriage, termination of pregnancy, and other pregnancy-related conditions, including recovery.

Information on Title IX 

Students seeking pregnancy-related accommodations may apply at any time by registering with CASAS and scheduling an intake meeting (see above under “Registering).

Register Now

Students also may call CASAS at (203) 392-6828 or visit the CASAS office on the third floor of Buley Library, for assistance with registering. 
Accommodations are not applied retroactively, so students who are pregnant should apply as soon as possible.

Pursuant to the University’s Faculty Senate Resolution S-2023-08, students who are English Language Learners or Multilingual Learners may be eligible for 1.5x extended time (i.e., “time and a half” or “50% extra time”) on timed exams, tests, and quizzes if needed due to their level of English proficiency.   

Students interested in applying for the University’s “Non-Disability Language Accommodation” should schedule a meeting with CASA’s ELL Support team member. To do so, students may call CASAS at (203) 392-6828 or visit the CASAS office on the 3rd floor of Buley Library. 

During the meeting, the CASAS staff member will evaluate the student’s level of English proficiency to determine if the student qualifies for the Non-Disability Language Accommodation. 

If approved, the student must complete the Semester Request process to notify their professors of the accommodation. See “Notifying Faculty of Approved Academic Accommodations” above for more information. 

De conformidad con la Resolución S-2023-08 del Senado de la Facultad de la Universidad, los estudiantes que están aprendiendo inglés o que son estudiantes multilingües pueden ser elegibles para 1.5x tiempo extendido (es decir, "tiempo y medio" o "50% de tiempo extra") en exámenes, pruebas y cuestionarios cronometrados si es necesario debido a su nivel de dominio del inglés.  

Los estudiantes interesados en solicitar la "Adaptación lingüística sin discapacidades" de la Universidad deben programar una reunión con un miembro del equipo de apoyo de ELL de CASAS. Los estudiantes pueden llamar a CASAS al (203) 392-6828 o visitar la oficina de CASAS en el 3er piso de la Biblioteca Buley para programar una reunión.  

Durante la reunión, el miembro del personal de CASAS evaluará el nivel de dominio del inglés del estudiante para determinar si el estudiante califica para la Adaptación Lingüística sin Discapacidades.  

Si se aprueba, el estudiante es responsable de completar el proceso de Solicitud de Semestre para notificar a sus profesores de la adaptación. Consulte " Notifying Faculty of Approved Academic Accommodations” (Notificar a los profesores sobre adaptaciones académicas aprobadas") más arriba para obtener más información. 

Students with approved testing accommodations may take their exams, tests, and quizzes at the CASAS Testing Center, located in Buley 303. 

During the Fall and Spring semesters, the Testing Center is open on Mondays - Thursdays from 8:30 AM - 8:00 PM and until 4:30 PM on Fridays. During finals week, exams may be scheduled only for the morning (9:00 AM) and afternoon (1:30 PM) testing blocks. Testing Center hours are limited during the summer and winter intersessions.

Students must schedule testing at CASAS through the Accommodate portal at least 7 days in advance (15 days for final exams). Students are advised to book their testing as soon as they know the dates.

How to Book Your Testing at CASAS

The first time that students test at CASAS each year, they must sign the Testing Accommodations Acknowledgment Form, which explains CASAS’s rules and expectations for testing.

Testing Accommodations Acknowledgment Form 

Students with qualifying disabilities may be eligible for housing accommodations, which are approved through a process similar to that for academic accommodations.  Students should register with CASAS as soon as possible and provide documentation to support their request. See “Registering and Intake Meeting” and “Documentation” (above) for more information.

Provider Form for Residential Accommodations 

Housing accommodations are valid for one academic year at a time, and approved students must meet with CASAS staff each year to determine whether those accommodations are still necessary and appropriate. In some cases, students may be asked to provide additional or updated medical documentation to support their continuing need for accommodations.

If approved, some students may have to be placed on a waiting list due to the limited number of medical accommodation rooms on campus.

Emotional Support Animals

Emotional support animals (ESAs) are animals prescribed as part of a specific treatment plan for a variety of diagnoses. ESAs are not considered service animals under the Americans with Disabilities Act.

Students may have an ESA on campus only if CASAS has approved them specifically for an ESA accommodation. If approved, the ESA is allowed only in the student’s bedroom; they are not permitted in communal areas (including any other rooms within a suite) in the residence hall, classrooms, or any other building on campus. Students approved for an ESA must comply with all SCSU policies regarding ESAs.

ESA accommodations are valid for one academic year at a time, and approved students must meet with CASAS staff each year to determine whether it is still necessary and appropriate and, if so, to provide updated forms and (if applicable) proof of licensure and vaccination.  In some cases, students may be asked to provide additional or updated medical documentation to support their continuing need for an ESA accommodation.

IMPORTANT NOTE:  Many online services claim to provide ESA “registration” or “certification” but are not legitimate and convey no legal protections for the animal or the student. ESA “verification services” purchased online similarly may not be sufficiently reliable to verify a student’s disability and resulting functional limitations warranting an ESA accommodation. Thus, documentation from such services is of limited value in determining eligibility for an ESA accommodation.  Students with questions about what constitutes a licensed and qualified healthcare provider or evaluator should contact CASAS.

Provider Form for Emotional Support Animal Requests 

If provisionally approved for an ESA, students must submit the following additional documents before CASAS will issue an ESA accommodation letter to the student and the Office of Residence Life:

• Completed ESA Registration Form for the current school year
• ESA Agreement signed by the student for the current school year
• Color photo of ESA
• If applicable, proof of current vaccination (canine and feline ESAs only)
• If applicable, a copy of the current dog license issued by the Town of Hamden (for students in North Campus) or the City of New Haven (for students in any other residence hall)

Under no circumstances may a student bring an ESA onto campus before the issuance of the ESA accommodation letter, or another date specified by the Office of Residence Life.

• Annual ESA Registration Form 
• Annual ESA Agreement 

Service Animals

A service animal is a dog or miniature horse trained to provide a specific service or task for the benefit of a person with a disability. The tasks performed by the animal must be directly related to the impact of that person’s disability. Service animals are permitted to accompany their handler in all locations on campus unless the safety of the animal or others is a concern.

While service animals are not required to be registered through CASAS, we recommend students with a service animal notify CASAS if the animal is coming to campus so we can support the student as fully as possible.

Personal Care Attendants

A personal care attendant (PCA) is an individual hired by a student with a documented disability, at their own expense, to perform activities-of-daily-living tasks for the student while on campus and/or at University-sponsored activities off campus. Colleges are not required to offer PCA services to students under federal and state law. Southern recognizes that having a PCA may be necessary to address the personal needs of some students with documented disabilities for them to be able to fully access their education. 

A student requesting to have a PCA on campus must:

• Have a documented disability,
• Submit appropriate documentation from a licensed, qualified health care professional that supports the need for a PCA on campus, and
• Schedule an intake meeting with a CASAS accessibility staff member.

Students may not have a PCA on campus unless CASAS has approved them specifically for a PCA accommodation. As part of the approval process, it may be necessary for CASAS to communicate with Residence Life, University Police, Facilities, faculty, and other campus partners regarding the presence of a PCA on campus.

To ensure the safety and security of students, faculty, staff, and campus visitors, each PCA must submit to a background check by the University and may not work on campus until cleared to do so.

If approved to have a PCA on campus, the student must sign the PCA Student Agreement, and each approved PCA must sign the PCA Provider Agreement. Students must update CASAS whenever new PCAs are hired so they can complete the background check and complete documentation.

• PCA Student Agreement 
• PCA Provider Agreement

PCAs must comply with all University rules, regulations, policies, and procedures to the same extent as a student, but do not have the same due process or other rights afforded to students and staff.

PCA Guidelines 

PCAs in Academic Spaces

PCAs are not permitted to accompany a student inside a classroom, laboratory, or other learning space unless specifically approved by CASAS as part of the student’s accommodations. If the student is requesting to have the PCA in the classroom, the student’s healthcare provider should explain the specific tasks for which the PCA is needed in class.

PCAs in Campus Housing

PCAs are not permitted inside the student’s residence hall unless CASAS has approved the student specifically for a separate PCA housing accommodation.

Students requesting that their PCA be allowed into their campus residence (whether the PCA is to remain overnight) should submit the Provider Form for residential accomodations (under “Documentation” above) completed by their healthcare provider or a letter from their provider on letterhead with the same information.

If approved, the student and each PCA must sign a PCA Housing Access Agreement before being granted entry to campus housing.

PCA Housing Access Agreement

Parking

Neither CASAS nor University Police are authorized to issue state handicap parking placards. Connecticut residents interested in applying for a handicapped parking placard should visit the Connecticut Department of Motor Vehicles website. State-issued handicap parking placards alone do not authorize students to use campus parking facilities requiring a University parking permit.

Accessible Shuttle Service

The University offers a free shuttle service around campus and between campus and Downtown New Haven and Union Station.

Learn More

Students approved by CASAS for an “Accessible Shuttle” accommodation may use the University’s accessible vans, which are equipped with wheelchair ramps, to get to their classes, on-campus jobs, residences, parking lots, and activities. Students must contact the accessible shuttle service to arrange pick-ups, which are available on a first-come, first-served basis.  While the accessible shuttle will bring approved students as close to their destination as possible, this is not a door-to-door service. 

• Occasional Absence Policy
• Extensions on Papers and Projects Policy
• Course Substitutions

Concerns about Implementation of Approved Accommodations

1. Students who believe their CASAS-approved accommodations are not being honored or appropriately implemented in a class or in an off-campus program placement (e.g., internship, practicum, clinical, student teaching, or other field experience, etc.) should first try to resolve the matter at the lowest possible level by speaking directly to the professor, placement supervisor, or program director about their concerns.
2. If unable to resolve the matter satisfactorily on their own, the student should contact a member of the CASAS Accessibility Services staff. The student should be prepared to discuss their concerns and provide relevant documentation such as copies of any written communication between the parties.  CASAS Accessibility Staff will attempt to resolve the issue, which may include bringing all parties together to find an acceptable solution.
3. If the matter is still not resolved to the student’s satisfaction, the student should contact the Director of CASAS and provide a written statement detailing their concerns as soon as possible:
   
   Dr. Kathleen De Oliveira
   Director of the Center for Academic Success and Accessibility Services
   Buley Library 303
   (203) 392-6828
   deoliveirak1@southernct.edu
    
4. 4. If, after meeting with the Director of CASAS, the matter is still not resolved to the student’s satisfaction, the student should request reconsideration of the matter from the Dean of Students as soon as possible:
   
   Dr. Jules Tetreault
   Dean of Students
   Engleman Hall A106
   (203) 392-5556
   tetreaultJ4@southernct.edu

The student should explain in writing their concerns and provide a copy of the statement previously provided to the Director of CASAS.

At each level of the process, every effort will be made to resolve the matter as efficiently as possible. The Director of CASAS and/or the Dean of Students may request additional documentation from the student, may gather any other relevant information, and may consult with other faculty or staff. The Director of CASAS and/or the Dean of Students will consider both the original and any supplementary information in making any determination and will notify the student in writing of their decisions within a reasonable amount of time.

Appeals of Eligibility Determinations

1. Students who disagree with a CASAS determination regarding their eligibility for accommodations or the provision of specific accommodations, or who have concerns about CASAS Accessibility Services, should first contact the Associate Director of Accessibility Services as soon as possible.  The student should express their concerns and be prepared to offer alternative solutions.
   
   Ted Donahue 
   Associate Director of Accessibility Services
   Buley Library 303
   (203) 392-6828 
   donahuet1@southernct.edu
    
2. If after meeting with the Associate Director of Accessibility Services, the student is still not satisfied, or if the initial determination was made by the Associate Director of Accessibility Services, the student should submit a detailed, written appeal or description of their concern, and include any relevant documentation within ten (10) business days to the Director of CASAS.
   
   Dr. Kathleen De Oliveira
   Director of the Center for Academic Success and Accessibility Services
   Buley Library 303
   (203) 392-6828
   deoliveirak1@southernct.edu
    
3. If the student disagrees with the decision of the Director of CASAS, the student may, within ten (10) business days from the date of that decision, file a second appeal with the Dean of Student Affairs:
   
   Dr. Jules Tetreault
   Dean of Students
   Engleman Hall A106
   (203) 392-5556
   tetreaultJ4@southernct.edu
    

At each level of the process, every effort will be made to resolve the matter as efficiently as possible. The Director of CASAS and/or the Dean of Students may request additional medical or other documentation from the student, including an independent medical opinion regarding the student’s need for the accommodation, gather any other relevant information, and consult with other faculty or staff. The Director of CASAS and/or the Dean of Students will consider both the original and any supplementary information in making their decisions and will notify the student in writing of their decisions within a reasonable amount of time. In appropriate circumstances, the Director of CASAS and/or the Dean of Students may decide to provide the student provisional accommodation(s) pending the outcome of the appeal process.

Responsibilities of Faculty

Faculty have the responsibility to provide reasonable accommodations to students with disabilities, registered with Accessibility Services. If an accommodation is requested, but an accommodation letter is not provided, the student should be referred to Accessibility services. Faculty should work closely with Accessibility services to provide support services for students in a timely manner.

Faculty cannot legally refuse to provide approved accommodations, question whether a student’s disability exists when provided an accommodation letter, or request documentation of a student’s disability.  If a faculty member has questions about the appropriateness of an accommodation or feels it impacts an essential function, they should contact Accessibility Services. 
 
The following excerpt from Heyward, Lawton, and Associates (Disability Accommodations Digest, Sample Issue, Summer 1995) explains faculty responsibility: 

Faculty members must accept that being employed by institutions that have compliance responsibilities under federal statutes and regulations means that their employment is conditioned upon their assisting those institutions in satisfying their compliance obligation. There is a shared responsibility because the provision of academic adjustments to students requires the participation of those who are employed to teach. Further, it is extremely important for faculty members to understand that there have been several judicial decisions in which persons who have improperly denied services, benefits, and opportunities to individuals with disabilities have been held personally liable for those discriminatory acts. 

   
Faculty can enhance awareness of disability issues via meetings, lectures, and in-service workshops. Faculty members are encouraged to obtain general information regarding disabilities from Accessibility Services.

The Center for Academic Success and Accessibility Services supports the faculty’s commitment to maintaining academic standards at Southern.

Etiquette

In describing students with disabilities, it is important to consider the perception generated by the language used.  Refer to the person first, not the disability or diagnosis to create a more inclusive environment for all, rather than as part of a separate or unusual group.  Using disability-specific language before acknowledging the person creates an image of inadequacy where as a descriptive phrase like “Person who is using a wheelchair” tends to suggest an identifying attribute of a group member with a particular ability.   

Disability can be both visible and invisible.  Examples of visible disabilities can include a person in a wheelchair, a person with an affected gait, or psoriasis.  Invisible disabilities include depression, anxiety, ADHD, or Learning Disabilities.  Try to consider that you may not be able to ‘see’ the disability, but it is just as real and impactful as those you can. Refrain from telling students “You don’t look like you have a disability” or “Don’t worry, your disability won’t affect you in my class.  You don’t need accommodations”.  Phrases like those can invalidate the student’s identity, and create an environment where they don’t feel comfortable accessing the services they have a right to.  While these can be well-intentioned, please note that it is up to the student whether or not they want to access their accommodations in any course. 

As always, please don’t hesitate to reach out to the Center for Academic Support and Accessibility Services if you would like more information.

Instructional Strategies

Learning Disabilities/ADHD

Disorders that fall under this category can include dyslexia, dysgraphia, dyscalculia, and AD(H)D.  While these disorders cannot be ‘cured’ there are several strategies that can help support students who identify with this category in the classroom: 

• Clearly identify expectations, grading, learning outcomes, and other ‘particulars’ of the course in advance 
• Summarize the key points of lectures, and what each course will focus on 
• Give assignments both orally and in writing to avoid confusion  
• Facilitate the use of tape recorders by allowing all students to record lectures for later use, or provide the recording to students via blackboard 
• Announce reading assignments that were not previously assigned so that students who use text-to-speech software have time to get materials converted.  It can take as long as four weeks to convert one document. 
• Double space whenever possible 

When designing multiple-choice tests, avoid the use of negative statements. Also, limit the number of choices. Research supports that providing three possible answers to a multiple-choice test offers a valid measure of material mastery (Sechrest, Kilstrom, Bootzin, 1993)

Hearing Impairments

Below are general strategies designed to support individualized reasonable accommodations in the classroom, to ease the accessibility of course instruction, materials, and activities: 

• Arrange seating in a circle or semi-circle to give students  the best advantage of seeing all class participants 
• Write down important information and dates shared aloud whenever possible 
• Try to always face the class while speaking, and try to stay away from windows to assist those who lip-read  
• Repeat other student’s comments or questions, especially those in the back of the room.  Acknowledge the person making the comment by name so that the student who is hard of hearing or deaf can focus on them for better understanding 
• If the student utilizes interpreter services, try not to block the view of the interpreter, and acknowledge the student directly rather than to the interpreter.  For more information on working with an interpreter, please contact CASAS directly. 
• If you provide any digital media, please be sure to caption all materials.  Captioning can be provided through the Center for Educational and Assistive Technology at any time.

Visual Impairments

A major barrier to students with visual impairments is the amount of printed materials that confront them regularly, like readings, journal articles, syllabi, course packs, posters,  and exams.  Additionally, the use of visual mediums like videos and overhead projectors adds to the volume of visual material that those with visual impairments must have access to in another way: 

• If a student has a service animal in class, they are not required to notify the instructor ahead of time.  Many students do or go through Accessibility Services to notify the faculty as a courtesy.  Service animals are protected under the Americans with Disabilities Act, and are permitted in any space their handler occupies.  If you have questions specifically related to a service animal, please feel free to contact CASAS directly 
• Choose any course materials as early as possible so that the student is able to request and receive their texts in alternate formats from the CEAT Lab as early as possible to be ready for the start of the semester.   
• Provide as many handouts digitally as possible.  Students may need to enlarge documents, use a larger font or use screen reading software.  While Alternate formats can be provided through the CEAT Lab, they can take a few weeks to process and may not be readily available for a student to access any other way 
• Encourage students to utilize the CEAT lab when appropriate.  They have software and hardware designed for students with visual impairments that can be useful in a variety of situations.

Physical and Chronic Health Disabilities

A wide range of conditions falls into this category that may limit mobility and/or energy.  This can include musculoskeletal disabilities, amputations, arthritis, multiple sclerosis, cerebral palsy, and Lyme disease.  While the degree of disability varies, it is important to recognize that some students may have difficulty getting to or from class, performing in class, or taking notes. 

Physical class access is one concern for those using wheelchairs or crutches.  Faculty should be aware that mobility-impaired students sometimes encounter unavoidable situations that may cause them to be late to class.  Students may require more travel time between classes and are often dependent on elevators or indirect but accessible routes.  For these reasons and more, occasional tardiness by students with mobility impairments may be unavoidable. 

Auditorium and theater-style classrooms may present difficulties unless there is a large enough flat floor space in the front or rear of the room for a mobility device.  There must also be an entrance to and from that level, and some seats that are easily reached without stairs. Classrooms with tables are more accessible to students rather than traditional-style desks, as long as they are at least 27.5 inches tall.  CASAS will handle any request made for accessible furniture.

Mental Health Disabilities

Mental Health disorders are one of the largest populations of students registered with Accessibility Services at Southern.  Diagnoses that fall into this category include but are not limited to bipolar disorder, depression, anxiety (generalized and specific), and borderline personality disorder, among others.  Accommodations are always disclosed via a student’s accommodation letter sent via Accommodate.

While many of the accommodations provided for other types of diagnoses can support students in this category, it is important to consider that many students who identify here often have to deal with the additional impact of stigma and disbelief on their disability.

If a student discloses either their diagnosis or diagnostic category please remember that this is privileged information shared with you in confidence.  Please do not repeat, disclose, or question the student’s diagnosis.  If you have questions about supporting a student with a mental health diagnosis, please feel free to reach out to CASAS directly.

Resources

• Faculty Accommodate Training - PowerPoint | PDF
• Suggested Syllabus Statement - Docx | PDF
• Notetaking Assistance / Classroom Recording Accommodation Acknowledgment (PDF)
• Testing Information for Faculty (PDF)
• Testing Exception Form - DocX
• CASAS Information for INQ Faculty (PDF)
• Access to Instructor Presentation Materials Acknowledgment (PDF)