SAS Registration & Eligibility Process

Complete and return the SAS Intake Form . It serves to self-disclose and describe firsthand how a student’s disability impacts them in the educational environment. 

SAS Intake Form

1. Submit additional documentation or evidence that substantiates a disability. Typically, this documentation source comes from a third-party. The information should describe the functional limitations, impact, and need for accommodations on a university campus.
2. A copy of your high school transcript (recommended for incoming freshmen)
3. A copy of past accommodations from a previous institution of higher learning.
4. A copy of your 504 plan or IEP from high school.
5. In the absence of or in addition to a qualified professional report (e.g. Psychoeducational Evaluation, Neuropsychological Evaluation, IEP, 504 Plan, etc.) you may opt to provide a letter from your medical provider.
6. If you plan to provide a letter from a medical provider the letter must meet the standards as listed below:

• The letter must be addressed to Student Accessibility Services written on agency or provider letterhead and include the date the letter was written, the provider’s written name, the provider’s state licensure/certification number, professional title, mailing address, telephone number, and providers signature.
• A diagnostic statement identifying the disability/diagnosis (with the date of diagnosis/onset).

• A summary of the relevant education, developmental, psychiatric, medical history that supports the diagnosis

• Severity of the disorder/diagnosis (mild/moderate/severe).
• Medication and/or treatment currently prescribed.
• An assessment of major life activities that are affected by the impairment/diagnosis (examples: concentration, memory, social interactions, class attendance, learning, reading, thinking, etc.)
• Recommended accommodations that may assist in minimizing the impact of the disability diagnosis in an academic or residential setting (examples: test-taking, notes, housing concerns, or dining restrictions, etc.). It is important to note that listing the recommended accommodations as a supportive resource of the accommodation process does not entitle the student to the suggested accommodations listed by the medical provider.
• Clear and specific evidence and identification of the disability diagnosis, using direct language and avoiding terms such as, “suggests” or “is indicative of” or “is consistent with”.
• Any restrictions or limitations within the learning or housing environment.
• We also accept letters from the WNE counseling services or health services offices. 
• Include testing information and/or a complete neuro-psych eval when applicable.
• Providers may fax the completed document directly to 413-782-1575 or scan and email the document to accessibility@wne.edu

Once all documentation has been received and reviewed, a Welcome Meeting can be scheduled. All Welcome Meetings are held via Zoom, unless the student requests an in-person meeting in advance. However, an in-person meeting may not always be possible.

The SAS Welcome Meeting includes completion of a verbal questionnaire. All students are required to participate in this interactive self-report process.

Students attend and participate in a Welcome Meeting with SAS via Zoom (unless arrangements for an in-person meeting are requested and available). During this meeting, SAS and the student will review and confirm accommodations that they may be eligible to receive to address individualized documented needs. Students will also become familiar with accommodation procedures and related responsibilities and expectations.

*This may complete the SAS registration process for some students; students seeking housing-related accommodation may be required to submit additional documentation as determined via the SAS Welcome Meeting. 

Note: Accommodations are individually determined based on the functional limitation(s) related to the student’s disability diagnosis and requested accommodations are not guaranteed for approval.

While similar in aim, post-secondary services for students with disabilities are not a continuation of earlier special education services. The kinds of support services received in high school will not necessarily be continued similarly at the college level. There are a number of differences between high school and college which result in new roles, responsibilities, and expectations. SAS is empathetic, supportive, and available to students as they transition into a university setting. Some of the expectations and responsibilities are listed below.

Differences Between High School and College

Student rights include:

• Equal access to all University programs, services, facilities, and activities
• Reasonable and appropriate accommodations based on documented needs
• Privacy and confidentiality concerning your disability 

Student responsibilities include:

• Self-disclosing and directly engaging with Student Accessibility Services (SAS)
• Providing appropriate documentation in accordance with SAS guidelines
• Specifying and requesting accommodations needed as related to your disability, monitoring effectiveness of accommodations approved, and keeping SAS informed especially when questions or concerns arise.
• Following specific procedures to activate accommodations
• Meeting all University academic and behavioral standards and requirements with or without reasonable accommodations 

Once a student has completed the intake process and SAS has discussed and confirmed individualized accommodations based on a student’s documented need, students are responsible for engaging in specific processes and following procedures in order to ensure accommodations are in place. In the event that your appeal is denied please follow the SAS appeal guidelines. 

Every pregnancy is different and comes with different needs.

The law prohibits discrimination on the basis of sex, including discrimination based on pregnancy or related conditions, and providing support for individuals experiencing pregnancy or related conditions.

Sarah Butterick, WNE Title IX and Compliance Officer can help to identify and support requests for accommodations related to pregnancy or pregnancy discrimination. If the pregnancy is related to a disability diagnosis Student Accessibility Servies will work in partnership with Sarah to support and provide accommodations.

Questions? Contact Sarah Butterick or Student Accessibility Services

Sarah Butterick
WNE Title IX and Compliance Officer
Rivers Memorial
Western New England University
1215 Wilbraham Road,
Springfield, MA 01119
Email: sarah.butterick@wne.edu
Phone: 413-782-1216

Student Accessibility Services
Herman Hall, Room 105
Western New England University
1215 Wilbraham Road, 
Springfield, MA 01119
Phone: 413-782-1258
Fax: 413-782-1575
Email: accessibility@wne.edu