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.