How to Request Accommodations

For official accommodations to be approved, EFSC students must complete all forms that are part of the SAIL Application Packet.

First, students fill out a Student Accessibility Application Form [Download form for writable/savable capability]

You must also read and sign the SAIL Policies and Procedures.

All of the required PDF forms and documents are contained in the SAIL Application Packet PDF. In some cases, individual PDF links are provided in the steps on this page to make it easier to share a form when needed, such as with a medical provider.

The Application Packet forms can be filled in electronically on your computer, signed digitally, and then submitted through the Student Document Dropbox. Printed forms filled in by hand can be submitted electronically by scanning and submitting them to the Student Document Dropbox or they can be brought to a SAIL office on the Cocoa or Melbourne campus. (See Document Dropbox directions and campus SAIL locations in Step 3).

In order to provide reasonable, effective and appropriate academic accommodations to students at EFSC who have disabilities, Student Access for Improved Learning (SAIL) requires students to provide recent, relevant and comprehensive documentation of the disability and the disability’s impact on the student’s participation in a course, program, or activity.

The Americans with Disabilities Act, (Public Law 101-336, 1990) defines a disability as a physical or psychological impairment that substantially limits one or more major life activities, (i.e., learning, walking, talking, seeing, hearing, taking care of one’s self). The provision of reasonable accommodations is based on an assessment of the current impact of the student’s disability.

As the manifestations of a disability may vary over time and in different settings, in most cases evaluations should have been conducted within the past year (i.e., low vision or neuromuscular conditions are often subject to change and should be updated for current functioning). Documentation should validate the need for services based on the individual’s current level of functioning in the educational setting.

Students will also have the opportunity to discuss the impact of the disability on their academic performance, as well as if applicable, discuss what accommodation has worked and what has not been effective.

The guidelines below, for professionals and by disability category, are provided to help EFSC students submit documentation that is appropriate for verifying eligibility for disability services and which supports the students’ request for reasonable accommodations on the basis that their disability substantially limits one or more major life activities. Documentation should validate the need for services based on the student's current level of functioning in the educational setting. 

Option 1: You may give the Disability Documentation Form to your provider for them to complete following the documentation guidelines below and then return to the SAIL office. The form must be completed by a licensed professional and should preferably be typed rather than hand written. It may be faxed to the SAIL office directly from the physician's office. The SAIL fax number is 321-433-7643.

Option 2: You may provide the SAIL office with copies of medical records, evaluations or diagnostic reports that have been completed by a qualified professional and that meet the documentation guidelines below.

Documentation from Professionals

Documentation must be current (generally, within three (3) years) and must include the following:

• Documentation must be from the practitioner diagnosing the condition, and qualified to diagnose the condition.
• Specific diagnosis with current DSM code when applicable, patient history or report of diagnoses noted on documentation will not necessarily qualify.
• Degree of current functioning loss.
• Documentation reflects a specific diagnosis or condition and the current functional limitations or academic barriers presented by the disability; i.e., how does the disability create a barrier for the student academically?
• A recommendation for the types of accommodations needed.
• If medications are taken, these should be clearly stated, as well as any potential side effects the medications may cause.
• If the SAIL Disability Documentation Form is not used, typed letters on official letterhead, psycho-educational evaluation reports (with scores), or neuro-psychological evaluation reports (with scores) are preferred. Letters must be signed by an evaluator qualified to make the diagnosis, and in addition to meeting all criteria above, must include information about license or certification, background and area of specialization.

Guidelines for Documenting a Disability by Category

Attention Deficit/Hyperactive Disorder (ADHD) or Attention Deficit Disorder (ADD)

• Summary of assessment procedures and evaluation instruments used to determine the diagnosis. A summary from a physician who has been treating the student for ADHD is also acceptable.
• Information regarding medications prescribed and possible side effects that may impact academic performance.
• Information regarding functional limitations or barriers connected to the ADHD or ADD in the academic environment is crucial; i.e. “How does ADHD or ADD impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Autism Spectrum Disorder

• Summary of assessment procedures and evaluation instruments used to determine the diagnosis. A summary from a professional practitioner who has been treating the student is also acceptable.
• Information regarding medications prescribed and possible side effects that may impact academic performance.
• Information regarding functional limitations or barriers connected to Asperger’s Syndrome or Autism Spectrum Disorder in the academic environment is crucial; i.e. “How does the Asperger’s or Autism Spectrum disorder impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Blind or Low Vision

• Letter or report from an ophthalmologist or optometrist.
• Letter or documentation from an agency specializing is working with and assisting individual who are blind or have low vision, i.e. Division of Blind Services. Information regarding functional limitations or barriers connected to the student’s vision loss in the academic environment is crucial; i.e. “How does vision loss or blindness impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.
• A visual impairment is defined by the State of Florida as disorders in the structure and function of the eye as manifested by at least one of the following: visual acuity of 20/70 or less in the better eye after the best possible correction, a peripheral field so constricted that it affects one’s ability to function in an educational setting, or a progressive loss of vision which may affect one’s ability to function in an educational setting. Examples include, but are not limited to, cataracts, glaucoma, nystagmus, retinal detachment, retinitis pigmentosa, and strabismus.

Deaf or Hard of Hearing

• Letter or report from an audiologist or otolaryngologist.
• Information regarding functional limitations or barriers connected to the student’s hearing loss in the academic environment is crucial; i.e. “How does the deafness or loss of hearing impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program (sign language interpreter, real time captioning, note takers, etc.).
• A hearing loss is defined by the State of Florida as a loss of thirty (30) decibels or greater, pure tone average of 500, 1000, and 4000 (Hz), unaided, in the better ear. Examples include, but are not limited to, conductive hearing impairment or deafness, sensorineural hearing impairment or deafness, and high or low tone hearing loss or deafness, and acoustic trauma hearing loss or deafness.

Orthopedic/ Physical Impairment 

• Letter from a physician qualified to diagnose and treat the condition.
• Identifying the specific orthopedic condition is preferred.
• Information about side effects of medications prescribed for treatment
• Information regarding functional limitations or barriers connected to the student’s medical disability in the academic environment is crucial; i.e. “How does the disability impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Other Health Disabilities

• Letter from a physician qualified to diagnose and treat the condition.
• Identifying the specific medical condition is preferred.
• Information about side effects of medications prescribed for the treatment.
• Information regarding functional limitations or barriers connected to the student’s medical disability in the academic environment is crucial; i.e. “How does the disability impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Psychological/Emotional/Behavioral

• Letter from a physician, psychologist, psychiatrist, licensed social worker, or licensed mental health counselor, qualified to diagnose and treat the condition.
• Identifying the specific psychological/emotional/behavioral disability is preferred. ·
• Information about side effects of medications prescribed for treatment.
• Information regarding functional limitations or barriers connected to the student’s psychological/emotional/behavioral disability in the academic environment is
  crucial; i.e. “How does the disability impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Specific Learning Disability

• Psycho-educational evaluation or neuro-psychological evaluation.
• Evaluations based on adult norms are preferred.
• If evaluations are more than 5 years old or based on children’s norms, an addendum may be requested. This is to confirm academic barriers are still present and/or if additional academic barriers are presented.
• IQ evaluation narrative, scores, and sub-test scores are helpful in determining reasonable accommodations. Recommended IQ evaluation:
  • Weschler Adult Intelligence Scale (WAIS-IV)
  • Reynolds (RAIS)
• Academic Achievement evaluation narrative, scores, and sub-test scores are required in determining reasonable accommodations.
  • Recommended Test for Achievement:
    • Woodcock-Johnson WJ-lll (Achievement Test)
    • Cognitive Processing narrative, scores, and sub-test scores are helpful in determining reasonable accommodations.
  • Recommended Test for cognitive processing:
    • Woodcock-Johnson WJ-lll – Cognitive Battery
    • Brief screening measurements are not sufficient.
• Information regarding functional limitations or barriers connected to the student’s learning disability in the academic environment is crucial; i.e. “How does the specific learning disability impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Speech/Language

• Letter from a physician or practitioner qualified to diagnose and treat the disorder.
• Identifying the specific speech/language disorder is preferred.
• Information regarding functional limitations or barriers connected to the student’s speech/ language disability in the academic environment is crucial; i.e. “How does the disability impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Traumatic Brain Injury

• Psycho-educational evaluation or neuro-psychological evaluation is helpful in determining reasonable accommodations.
• IQ evaluation narrative, scores, and sub-test scores are helpful in determining reasonable accommodations.
• Academic Achievement evaluation narrative, scores, and sub-test scores are helpful in determining reasonable accommodations.
• Cognitive Processing narrative, scores, and sub-test scores are helpful in determining reasonable accommodations.
• Evaluations based on adult norms are preferred.
• If the above evaluations are not available, a letter from a physician or practitioner qualified to diagnose and treat a TBI.
• Information regarding functional limitations or barriers connected to the student’s TBI in the academic environment is crucial; i.e. “How does the TBI impair the student’s ability to learn?”
• Recommended reasonable accommodations that will provide effective access to the student’s academic program.

Incomplete or Insufficient Documentation of Disability

• Handwritten notes on prescription (Rx) pads are not sufficient.
• Individualized Educational Plans (IEP) and 504 Plans, although providing historical evidence of services and accommodations, are generally not considered sufficient documentation, unless they contain required information. However, may be used as a supplement to more current documentation.
• Documentation written by family members is not sufficient.
• If it is determined that a student has incomplete or insufficient documentation, EFSC staff will communicate this to the student and provide guidance on what additional information is needed.
   

All of the completed forms that together make up the SAIL Application Packet can be submitted electronically via the Student Document Dropbox (see instructions below) or they can be dropped off at a SAIL office location.

Student Document Dropbox Instructions:

*This is the preferred method for submitting the SAIL application and documentation. Use the steps below. Click for additional dropbox tips, including a how-to video.
1. Log in to the myEFSC Portal with your college email address and password
2. Once logged in, find the section labeled Student Document Dropbox.
3. Click “Choose File” and select the completed SAIL application packet from your computer and then click “Open.”
4. Choose “SAIL” in the “Select Office” dropdown menu.
5. Click Upload.
6. Once uploaded, the document and its status will appear in the Student Document Dropbox section. When an Access Specialist has received your application packet, the status will change from “Uploaded” to “In-Progress."

SAIL Office Locations for Packet Drop-off:

Cocoa Campus: Building 11, Room 147
Melbourne Campus: Building 10, Room 118

Intake Interviews are by appointment only and are a crucial part of the accommodation approval process. They can be conducted in person, over the phone, or by virtual video conference.

Access Specialists will discuss the student’s application packet, barriers the student faces in their academic environment, and any previous accommodations that were helpful. Students will be expected to explain how their disability impacts their life and daily functions.

Parents are welcome to come with the student, with the student’s permission.

You can also discuss possible testing accommodations with the SAIL advisor and  learn more about that process through the testing and exam accommodations webpage.

Once all intake information and forms have been submitted, please allow at least two weeks for processing. Therefore, it is highly advisable to submit all required documents early during the term. Please note that if you submit documentation/forms within 3 weeks of final exam week, any approved accommodations will not be available until the beginning of the next term.

If accommodations are approved, you and the SAIL access specialist will schedule a Welcome Meeting so that the access specialist can:

• Review and explain the approved accommodations

• Provide instructions for When and How to electronically submit Teacher Notification (TN) Forms to instructors. These are emailed notices that are sent to EFSC instructors to alert the instructor of the accommodation(s) the student has been approved to receive. These notices allow the instructor to prepare for any accommodation(s) that may require a change to what they usually do.

PLEASE NOTE: You MUST submit your Teacher Notifications (TNs) online through the myEFSC Portal EVERY SEMESTER for your instructors to receive notice of your approved accommodations. They are not done automatically as the College needs your permission to send TNs each term. Get more details about how to submit the Teacher Notifications online through myEFSC. Also remember that even though you (the student) may give permission for a Teacher Notification to be sent to your instructor(s), it is still your responsibility to discuss the accommodation(s) with your instructor prior to or on the first day of class.

• Share information on resources and supports  that may be beneficial to you, such as the EFSC Academic Success Centers, Writing Centers, Testing Centers & procedures, etc.

While Eastern Florida students are not required to update your accommodations every semester you may find that some are working well and others are not. We encourage you to interact with your SAIL access specialist at least once per semester to review your progress, see if alternate accommodations are warranted, and plan for the next semester. This is especially important if you require specific accommodations such as sign language interpreters or auxiliary aids.