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Storm Alert

Due to the potential of flooding, cars were to be moved from low-lying areas of lots C, D, E, F, and N-lot extension (as shown in pink on this map) by 11:59 p.m. Monday night. Cars should now be located in other locations on higher ground in these lots or in lot M (behind the Sports Center). If you need assistance, please contact Public Safety at 860.768.7985. Vehicles must be returned to assigned lots by 5 p.m. on Wednesday, Oct. 27.

Documentation Requirements

The following guidelines are provided to assist students, family members, physicians or other medical professionals in identifying the type of information and documentation that will inform the process of determining reasonable and appropriate accommodations.

Additional requirements and documentation for specific conditions are also highlighted below.

  • Students are encouraged to submit any background history, prior assessments and/or evaluative reports conducted by evaluators, physicians, medical professionals, etc., which may assist in determining appropriate accommodations. Documentation should be current and relevant to the requested accommodations. Documentation should be typed on letterhead and signed by the provider.
  • While a Summary of Performance (SOP), Individualized Education Program (IEP) and/or 504 Plan provide helpful information; these documents alone may not provide sufficient information to determine appropriate accommodations in the postsecondary environment.
  • Reasonable accommodations are determined based on the nature of the condition(s) and resulting impact in the postsecondary environment. A student’s program of study and the courses a student is enrolled will also inform the types of accommodations that are appropriate.
  • Prior receipt of accommodations (e.g., in high school or in another University setting) will inform the process of determining appropriate accommodations at the University of Hartford; however, they do not guarantee receipt of the same accommodations.
  • While the law requires that priority consideration be given to the specific methods requested, it does not imply that a particular accommodation must be granted if it is deemed not reasonable or other suitable methods are available.
  • Professionals (e.g., physicians or other medical professionals) conducting assessment, rendering diagnoses of specific conditions and making recommendations for appropriate accommodations must be qualified to do so.

Guidance for Healthcare Providers for Remote Learning Requests

 

  • Description of the nature of the asthma/allergy symptoms (e.g., frequency of attacks, triggers, etc.)
  • Description of the specific allergens (e.g., environmental, food, etc.)
  • Discussion of current treatments (e.g., nebulizer treatments, allergy injections, steroid medications, etc.) including a list of all current asthma and/or allergy medication(s) with dosage(s) and frequency (including use of an Epipen)
  • Discussion of type, degree and configuration of hearing loss, including frequency and intensity
  • Description of any audiological technologies currently used (e.g., hearing aids, assistive listening devices, cochlear implant, sign language interpreters, real-time captioning (please include specific brand names, model #, etc. if applicable)
  • Information regarding academic achievement including reading, writing, math, oral language and discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information regarding information processing/cognitive abilities including speed of processing, cognitive efficiency, visual-auditory processing, perceptual-motor processing, etc. and discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information regarding executive functioning including memory, concentration, attention and discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information regarding language abilities including expressive-receptive language, speech, and discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information regarding the impact of the condition(s) in the postsecondary environment, including academic and/or residential implications
  • Discussion of co-morbid conditions and their impact in the postsecondary environment (if applicable)
  • Information on the type of acquired/traumatic head injury
  • Information on intellectual and cognitive competence including discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information on motor, visual, auditory and tactile functioning including discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information on speech, language and communication ability including discussion of strengths and weaknesses
  • Information on executive functioning including memory, concentration, attention and discussion of strengths and impact of condition(s) in the postsecondary environment
  • Information on academic achievement including reading, writing, math, oral language and discussion of strengths and impact of condition(s) in the postsecondary environment
  • Discussion of visual acuity
  • Description of any visual aids currently used (e.g., glasses, large print, etc.) including visual acuity with these aids

If you feel your medication or medical treatment has an impact on your academic performance, you may provide the following information:

  • Information regarding the student’s current medication(s) including dosage(s) and frequency (if applicable)
  • Discussion of any known adverse side effects due to medications (if applicable)
  • Description of the student’s current treatments or other interventions including frequency (e.g., psychotherapy, medication management, allergy injections, chemotherapy, etc.)
  • Description of any auxiliary aids used by the student (e.g., hearing aids, assistive listening devices, visual aids, etc.)

Recommendations and Evaluator Qualifications

  • Specific recommendations regarding academic and/or residential accommodations, auxiliary aids and/or services based on the impact of the condition(s) in the postsecondary environment
  • Name and title, license number with state (if applicable), address, phone number, fax number, e-mail address and signature of evaluator or medical professional