New to DRC?
To be eligible for accommodations through the Disability Resource Center, students must register with the Disability Resource Center and must have a documented disability condition as defined by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA) and Section 504 of the Rehabilitation Act of 1973. Under the ADA and Section 504, a person has a disability if he or she has: (a) a physical or mental impairment that substantially limits one or more major life activities (such as walking, standing, seeing, speaking, hearing, sitting, breathing, reading, learning, thinking, performing manual tasks, taking care of oneself); (b) has a record of such impairment; or (c) is regarded as having such an impairment.
Application for Services
Please contact the Disability Resource Center preferably six (6) weeks before the semester, or immediately following diagnosis of a disability for an Intake appointment, to register or discuss your accommodation needs. An intake appointment can be made by calling 312-413-2183 or emailing email@example.com. Students with disabilities are required to provide documentation of their disability and how it may limit their participation in courses, programs, services, activities and facilities of UIC.
A Confidential Student Registration Form is available to fill out prior to your Intake appointment. You will need your Net ID and password to fill out this form.
The Disability Resource Center staff will write an individualized Letter of Accommodation (LOA) which certifies that the student has a disability, and describes the reasonable accommodations recommended by the Disability Resource Center. The LOA will also invite students and/or faculty to contact the Disability Resource Center if there are concerns or questions about the accommodations. The student with a disability then delivers the LOA to his/her instructors. The student with a disability will be responsible for contacting the Disability Resource Center if reasonable academic adjustments are not implemented in an effective or timely manner. The Disability Resource Center will work with University personnel and students with disabilities to resolve disagreements regarding recommended academic adjustments/modifications. The student should also notify the Disability Resource Center if accommodations need to be modified, or if their disability changes in any way.
Students with disabilities are encouraged, but not required, to register with state rehabilitation agencies, the Veteran’s Administration, or similar agencies in order to obtain the full range of services to which they might be entitled.
Students requesting disability-related accommodations through the Disability Resource Center (DRC) are required to provide current (within the last five years) diagnostic documentation from a licensed clinical professional familiar with the history and functional implications of their respective disabilities. Disability documentation must adequately verify the nature and extent of the disability in accordance with current professional standards and techniques, and it must clearly substantiate the need for all of the student’s specific accommodation requests.
All documentation must be submitted on the official letterhead of the professional describing the disability. The report cannot be hand-written. It should be dated and signed and include the name, title, and professional credentials of the evaluator, including information about license or certification. In general, it is not acceptable for such documentation to include a diagnosis or testing performed by a member of the student’s family. Additionally, students requesting accommodations for the manifestations of multiple disabilities must provide evidence of all such conditions.
Disability documentation submitted to the Disability Resource Center should conform to the following criteria:
Please note that IEPs are generally not considered appropriate documentation, but can be used as supplemental information.
All Documentation Must Include:
• An identification of the disability(s).
• An assessment of how the disability(s) affect your functioning.
• Suggestions as to how the disability(s) may be best accommodated.
Specific documentation required for certain Disabilities:
Deafness or hearing loss
• An audiological evaluation and/or audiogram.
• An interpretation of the functional implications of the diagnostic data and hearing aid evaluation, when appropriate.
Low vision or blindness
• An ocular assessment or evaluation from an ophthalmologist.
• A low-vision evaluation of residual visual function, when appropriate.
Traumatic brain injury (TBI) or brain insult
• A thorough neuropsychological evaluation (from a neuropsychologist) which assesses the impaired area(s), which may include attention, visuoperception/visual reasoning, language, academic skills, memory/learning, executive function, sensory, motor, and emotional status. Data should include subtest scores and percentiles.
• A specific, current psychiatric diagnosis as per the DSM-IV which indicates the nature, frequency and severity of the symptoms upon which the diagnosis was predicated. Documentation must be from a licensed psychologist, psychiatrist, primary care physician or licensed clinical social worker.
• Prescribed medications, dosages and schedules which may influence accommodations.
Attention deficit (hyperactivity) disorder (ADD/ADHD)
• Evidence of alternative diagnoses being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological and/or personality disorders that may confound the ADD/ADHD diagnosis.
• An indication of whether or not the student was evaluated while on medication, and whether or not the prescribed treatment produced a positive response.
• A comprehensive assessment battery must contain the following domains:
o Aptitude/Cognitive Ability: An assessment of global intellectual functioning as measured by the Wechsler Adult Intelligence Scale-III (WAIS-III) with all subtests and standard scores.
o Academic Achievement: A comprehensive achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery – Revised: Tests of Achievement) with subtest and standard scores, indicating current level of functioning in the academic areas of reading, math, oral and written language.
o Information Processing: A comprehensive battery (e.g. Woodcock-Johnson Psychoeducational Battery – Revised: Tests of Cognitive Abilities) with subtest and standard scores which addresses the specific areas of short and long-term memory, sequential memory, auditory and visual perception, processing speed, executive functioning, and motor ability.
On-Campus and Off-Campus Evaluation Centers
If you think you might have an educational or neuropsychological disability, and you would like to seek evaluation beyond that which your clinician can offer, below are a few evaluation centers on and off campus you can consult.
UIC- Dept. of Neuropsychology
8th Floor Neuropsychiatric Institute
912 S. Wood Street
UIC- Institute on Disability and Human Development- Family Clinic
1640 W. Roosevelt Road Ste. 103
Chicago, IL 60608
UIC- Office of Applied Psychological Services
Room 3011A Behavioral Sciences Building
1007 W. Harrison Street
UIC- Rehabilitation Psychology
1st Floor Neuropsychiatric Institute
912 S. Wood Street
Advocate- Lutheran General Hospital
Neuropsychological Testing Laboratory
Park Ridge, IL 60068
Alexian Brothers Lake-Cook (ABLC)
Behavioral Health Hospital
1786 Moonlake Blvd.
Hoffman Estates, IL 60194
Associated Psychologists and Therapists
77 W. Washington Street, Suite 1519
Chicago, IL 60602
99 Park Avenue, Suite 201
Clarendon Hills, IL 60514
Associates in Therapy and Assessment, LLC
21 N. Skokie Highway, Suite 203
Lake Bluff, IL 60044
Cook County Hospital
School Problems Department
Fantus Health Center
621 S. Winchester St.
Chicago, IL 60612
Heritage Professional Associates, Ltd
112 E. Chestnut Ave.
Chicago, IL 60611
233 E. Erie St.
Chicago, IL 60611
120 East Ogden Ave., Suite 220
Hinsdale, IL 60521
1737 S. Naperville Rd., Suite 206
Wheaton, IL 60187
Illinois Masonic Hospital Learning Center
938 W. Nelson, 3rd Floor
Chicago, IL 60657
Illinois Department of Human Services
Division of Rehabilitation Services (DORS)
1718 N. St. Michaels Court
Chicago, IL 60614
Midwest Neuropsychology Associates, LLC
1300 W. Belmont, Suite 217
Chicago, IL 60657
North Shore Psychological Services
900 N. Westmoreland Ste. LL 70
Lake Forest, IL 60045
Northeastern Illinois University
Special Education Department
5500 N. St. Louis Ave.
Chicago, IL 60625
Learning Disabilities Center
2240 Campus Drive
Evanston, IL 60201
Remmert Consulting & Psychological Services
2770 N. Wolcott, Suite G
Chicago, IL 60614
St. Xavier University Education Clinics
S.T.A.R. Learning Academy
3700 W. 103rd St.
Chicago, IL 60655
University of Chicago Hospitals
Child and Adolescent Psychiatry
5721 S. Maryland Ave.
Chicago, IL 60637