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Identification of Students with Disabilities

Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, individuals with disabilities are protected from discrimination and may be entitled to reasonable accommodations and equal access to programs and services.

It is the responsibility of a student who experiences a disability to initiate contact with and provide appropriate documentation to DS.

Dissemination of Information

Disability Services notifies and informs students of its existence in the following ways:

  1. DS general contact information is available in a variety of campus  resources including the campus telephone directory, student handbook,  catalogue, course schedule booklets, and admissions materials.
  2. Written materials outlining services are available from the DS office, on the DS website and other locations on campus. Copies of DS Policies and Procedures and the University of Alaska Board of Regents’ Policy and Regulation on “Services for Students with Disabilities” are available on line and upon request from the DS office.
  3. Faculty are informed of the services provided by DS on a regular basis (convocation, departmental meetings).
  4. Students who experience a disability and have requested services are informed verbally and by written materials of DS services.

Procedures for Disclosure and Documentation of Disability

In order to receive academic services from DS, a student with a disability must meet with the Coordinator of Disability Services to discuss his/her individual needs.  The following procedures are required to ensure appropriate academic accommodations are provided.

  1. Students must meet with Disability Services coordinator or staff to request services.
  2. Specific guidelines have been developed for the documentation of learning disabilities and Attention-Deficit/Activity Disorder (ADHD).  Copies of these guidelines are available on line at the DS website and upon request.
  3. Services provided are dependent on the functional limitations experienced as a result of the disability. The documentation must demonstrate a need for the services requested.
  4. Disability Services does not provide documentation evaluation/assessment, however we can make referrals for you to local resources.
  5. Disability Services will provide reasonable, appropriate, and effective academic support services/accommodations that allow the student to have equal access to the academic environment.  While consumer preference will be discussed and considered in determining appropriate services. The type of services will strive to be the type preferred by the student to provide access.
  6. Disability Services does not provide services of a personal nature (e.g., home work support, typing services, tutorial supports, personal care attendants, or individually prescribed devices), however we will connect you to local resources.

Resolution of Complaints

A student who claims to have been subjected to discrimination based upon a disability, is dissatisfied with the recommended academic adjustments, and/or objects to the denial of services may initiate a formal complaint following the steps outlined in University Regulation 09.06.05.  The student may contact the Director of the Student Resource Center for a copy of the Regulation.

Additional Procedures

  1. Disability Services will investigate reports of service providers (e.g., readers, note takers) not performing their duties adequately and steps will be taken to rectify any problems.
  2. In the absence of the Coordinator of DS, primary responsibility for coordinating services will be reassigned to an appropriate staff person.
  3. Advance notice of the accommodations needed is required to give DS time to coordinate services.  If DS does not receive advance notice, there will be a delay in the provision of services.

Chapter VI

Services for Students with Disabilities

Prohibition Against Discrimination on the Basis of Disability  (PO9.06.01)

The University of Alaska will provide a learning environment in which no student will be subjected to unlawful discrimination based on disability.  No otherwise qualified individual will be denied reasonable access to, participation in, or the benefits of, any program or activity operated by the University of Alaska because of disability.  Each qualified student with a disability will be eligible to receive appropriate academic adjustments and programmatic accommodations necessary for the student to access educational opportunities, programs, activities, or services in the most integrated setting possible.

For the full polcy please visit the Regents' Policy & University Regulation website.

Self Advocacy

Visit the University of Kansas Center for Research on Learning to view and download original copies of the brochure used to create this page.

In college YOU are responsible for getting the help you need. You must be able to advocate for yourself.

Advocates are persons who know what they want and will stand up for their rights. Making each of the following four (4) steps a habit will help you to be a good self-advocate and a successful student.

Step 1 : Know Yourself and Your Disability

  • Before you can advocate for yourself, you need to identify your:
  • Strengths - the skills you do well right now
  • Areas to improve - the skills you need to improve that will help you realize success
  • Interests - the career areas you may want to explore
  • Preferences - the ways you like to learn and the ways you learn best
  • You also need to know how to talk about your disability in a way that other people will understand. Are you able to answer the following questions?
  • What is my disability? How does it impact my learning? What accommodations in the past have been helpful to me ?
  • Where is my official documentation or paper work that explains what my disability is?
  • Does the college or school (UAS) have my documentation so that I can get the accommodations that will help me succeed?

Step 2 : Know your Rights and Responsibilities

  • Colleges cannot close their doors to you because you have a disability. Your school must provide services that will allow you an equal opportunity to succeed in school.
  • The online brochure "Rights and Responsibilities for Students with Disabilities" and the UAS Disability Services website both provide more information on this topic.
  • Are you able to answer the following questions?
  • What are my responsibilities?
  • What are my rights?

Step 3 : Know Where to Go for Help

A very important part of being a successful student is the ability to know when you need help or when you don't need help. Writing down the names and phone numbers of the people on campus who will help you, including staff at the Disability Services office is a good idea.

At the University of Alaska Southeast two valuable resources are: Disability Services and Student Resource Center. You can visit our website at

Juneau CampusSitka CampusKetchikan Campus
(907) 796-6000(907) 747-7707(907) 228-4508




Step 4 : Take Action

Once you know who you are and what you need, you can work on reaching your goals. You should also work on communicating your needs. This means that you should practice talking with your instructors. You might practice on a counselor or a trusted friend. Practice explaining your disability and the accommodations or modifications you will need to help you be successful. Realize that you will not be the first student to ever talk with the DSS Coordinator and other faculty about disabilities. Talking to these individuals might seem scary now, but as you become more aware of who you are, you will gain confidence.

The majority of content on this webpage was provided by the brochure "Self-Advocacy: Steps you can take to help you be a successful student." The original version of this and other helpful brochures can be viewed and downloaded at the University of Kansas Center for Research on Learning. This brochure was developed by Sean Lancaster and Daryl Mellard at the University of Kansas Center for Research on Learning, Division of Adult Studies in May 2000. It was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs.


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