Navigating Student Accessibility Services at UNH: A Comprehensive Guide to Accommodations

The journey toward equitable and accessible education at the University of New Hampshire (UNH) is a collaborative endeavor, with Student Accessibility Services (SAS) playing a pivotal role in ensuring that all students, regardless of ability, have the opportunity to thrive. SAS is dedicated to fostering an environment where disability is recognized as a natural aspect of human diversity, and where students are empowered to achieve their full potential. This guide delves into the services offered by SAS, the process for obtaining accommodations, and the underlying philosophy that drives their mission.

Understanding Student Accessibility Services (SAS) at UNH

Student Accessibility Services (SAS) is an integral department within UNH's Student Life division. Its core mission is to guarantee that students with disabilities have equitable, effective, and meaningful access to all campus programs, resources, and services. SAS acts as a crucial support system, guiding students through an interactive accommodation process designed to address their unique needs.

The philosophy at SAS is rooted in the belief that disability is a naturally occurring aspect of humanity's diversity and is an integral part of society and the university community. This perspective informs their approach, emphasizing collaboration with students, faculty, and staff to create an inclusive and accessible campus experience. SAS recognizes the diversity of abilities as a source of excellence, enrichment, and strength for all members of the university community. They are committed to facilitating and supporting student growth and development towards empowerment, self-advocacy, and personal responsibility. These essential skills enable students to make informed decisions toward meeting or exceeding the standards and expectations both at UNH and beyond.

SAS works diligently with individuals with disabilities to determine appropriate accommodations that enhance both their academic and campus experiences, as well as their University Housing & Dining environments. Students with disabilities are strongly encouraged to connect with SAS early in their academic careers to initiate the individualized process of determining reasonable accommodations. This process is carefully tailored, taking into account the nature of the disability and the specific academic or living environment.

The Interactive Accommodation Process: A Step-by-Step Approach

The process of securing accommodations through SAS is designed to be interactive and individualized, ensuring that each student's needs are thoroughly understood and addressed. This process is initiated by the student and involves several key steps.

Step 1: Register with SAS

The foundational step in the interactive accommodation process is for the student to officially register with SAS. This is accomplished by completing the online Student Accommodation Request Form. This comprehensive form serves as the initial point of contact, allowing students to share crucial information about their condition, the impact it has on their academic and daily lives, and the types of accommodations they are seeking. It is important to note that completing this form is merely the first stage of the accommodation process.

The online intake form is designed to gather essential information to begin the interactive accommodations process. It is expected to take approximately 5-10 minutes to complete, though the exact time may vary depending on the level of detail a student chooses to share. Students are prompted to consider how their disability impacts their classroom and/or exam experiences, as well as their experiences outside of the classroom, such as in housing, dining, and transportation. They are also asked to specify the types of accommodations they are requesting, including any specific accommodations they have utilized in the past and how those accommodations were helpful. Finally, there is an open-ended question inviting students to share anything else they believe SAS should know.

Crucially, this form is intended solely for UNH students. While other UNH departments, advocates, and parents may offer assistance, the ultimate responsibility for completing the form accurately and ensuring the information shared is correct rests with the student. Students are urged to complete all fields to the best of their ability.

Step 2: Submit Documentation

Following the initial registration, the next critical step is for students to submit supporting documentation. This documentation serves as external confirmation of a student's disability, as defined within the ADA Amendments Act, and provides SAS with a deeper understanding of the current impacts of the disability.

There are various potential sources of documentation that SAS will consider. These include, but are not limited to:

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Student self-report: While valuable, self-report alone is generally not sufficient.
Provider support letters: Detailed letters from current healthcare providers are highly regarded.
Individualized Education Programs (IEPs) and 504 Plans: These can be helpful in understanding past supports but are not automatically sufficient for postsecondary accommodations.
Previous accommodation letters: Documentation from prior institutions or settings can offer context.
Recent assessments: This can include audiology reports, neuropsychological evaluations, and other relevant assessments.
Provider Verification Form: Students can have their provider complete a specific form provided by SAS.

It is important to understand that IEPs and 504 Plans, while valuable in K-12 settings, do not directly transfer to higher education. Students must engage in the interactive accommodation process with SAS for accommodations to be approved at the university level. While these documents can be helpful in understanding past supports, SAS requires information about the specific condition(s) and their functional impact. If an IEP or 504 Plan does not contain this detailed information, it may not be considered sufficient documentation on its own.

Documentation Standards and Considerations:

SAS adheres to specific documentation standards to ensure that accommodations are appropriate and effective. Documentation should be recent and accurately reflect the current impact of the student's condition.

For Academic and Campus Experience Accommodations: SAS generally requires documentation that includes recent assessments of the condition or a detailed letter from a current provider. Having a provider complete the SAS Provider Verification Form is also a recommended approach.
For University Housing & Dining Accommodations: Documentation standards can differ, particularly when considering requests for emotional support animals (ESAs). Within their assistance animal guidance, HUD provides a list of qualifying documentation sources:
- A determination of disability from a federal, state, or local government agency.
- Receipt of disability benefits or services (e.g., Social Security Disability Income (SSDI), Medicare, Supplemental Security Income (SSI) for individuals under age 65, veterans’ disability benefits, services from a vocational rehabilitation agency, or disability benefits or services from another federal, state, or local agency).
- Eligibility for housing assistance or a housing voucher received because of disability.
- Information confirming disability from a licensed healthcare professional (e.g., physician, optometrist, psychiatrist, psychologist, physician’s assistant, nurse practitioner, or nurse) with whom the student has an existing relationship.

Recency of Documentation:

The recency of documentation is a critical factor, and it can vary depending on the nature of the condition:

ADHD, Learning Disabilities (LD), Autism Spectrum Disorder (ASD), Intellectual Disabilities (ID): Generally within the past 5 years.
Psychological conditions, Traumatic Brain Injury (TBI): Generally within the past 1 year.
Health and Sensory conditions: The recency requirement is variable, depending on the permanence of the condition.

A Note on Purchased Documentation:

SAS strongly advises against relying on documentation purchased online from individuals or organizations that sell service animal certifications or registration documents. These documents do not confer any rights under the Americans with Disabilities Act (ADA), and the Department of Justice (DOJ) does not recognize them as proof of a service animal. Similarly, under the Fair Housing Act (FHA), while a housing provider may request reliable documentation for a disability-related need for an accommodation that is not obvious, documentation purchased from the internet is generally not considered sufficient by itself to reliably establish a non-observable disability or a disability-related need for an assistance animal. It is important to distinguish these from legitimate, licensed healthcare professionals who may deliver services remotely, including over the internet. A note from a healthcare professional who has personal knowledge of the individual and can confirm their disability and/or need for an animal is a reliable form of documentation.

Working with a Provider:

If a student is working with a current provider to obtain documentation, SAS recommends providing them with the Provider Guidance document. This resource offers detailed information about what SAS looks for when reviewing documentation and outlines their specific documentation guidelines.

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Submitting Documentation:

Once documentation is obtained, students can submit their documents directly through their Accommodate Portal. SAS encourages students to upload any documentation they feel is relevant to their request. If a student's provider has completed the Provider Verification Form, that will be submitted directly to SAS.

The accommodation management system that SAS utilizes is called Accommodate.

Step 3: Meet with SAS

The final step in initiating the accommodation process is for the student to schedule and attend an appointment with SAS. This meeting is scheduled after the student has completed the registration form and submitted their documentation. During this appointment, SAS staff will engage in a detailed discussion with the student about their condition, their specific accommodation requests, and the possible accommodations that can be implemented. These appointments are typically scheduled for approximately 30 minutes, providing ample time for a thorough conversation.

Accommodations for Academic and Campus Life

SAS is dedicated to ensuring that students have equitable access to their academic pursuits and the broader campus experience. Accommodations are determined on an individual basis through the interactive process, considering the student's specific disability and the environment in which they are learning and engaging.

Types of Academic Accommodations

While the specific accommodations are tailored to each student, common examples of academic support services include:

Extended time for exams and assignments: This allows students to demonstrate their knowledge without the undue pressure of time constraints.
Note-taking assistance: This can involve providing access to peer notes or utilizing technology to support note-taking.
Alternative testing environments: This might include a quiet testing room or other settings that minimize distractions.
Accessible course materials: Ensuring that textbooks, syllabi, and other course materials are available in formats that are accessible to the student (e.g., digital text, large print).
Use of assistive technology: Facilitating the use of specialized software or hardware that aids in learning and engagement.
Priority seating in classrooms: To ensure better visibility or audibility.
Reduced distraction environments: For students who are sensitive to sensory input or easily distracted.

Accommodations for Campus Life

Beyond academics, SAS also addresses accommodation needs related to the broader campus experience, including housing, dining, and transportation.

Housing Accommodations: This can include requests for single rooms, accessible room layouts, or proximity to specific campus resources. For housing requests, SAS may require documentation to help confirm the student’s condition, especially when ESAs are involved.
Dining Accommodations: SAS works with Dining Services to address dietary needs and ensure accessible dining experiences for students with specific requirements.
Transportation: Accommodations related to campus transportation can be discussed and facilitated to ensure students can navigate the campus effectively.

Welcome Back and Ongoing Support

SAS is committed to providing continuous support to students throughout their academic journey at UNH. The "Welcome Back!" message signifies their enthusiasm for students returning to campus and their readiness to assist with both new and updated accommodation needs. For the Spring 2026 semester, SAS offered drop-in hours specifically to help students initiate the accommodations process or update existing accommodations for both University Housing & Dining and/or the Academic and Campus Experience. This proactive approach ensures that students have timely access to the support they need as they transition into new semesters.

Hours and Location

Student Accessibility Services is accessible to students during standard business hours.

Hours of Operation: Monday through Friday, 8:00 AM to 4:30 PM.
Location: Smith Hall, 2nd Floor - Room 2273, 4 Garrison Avenue, Durham, NH 03824.

Smith Hall is designed with accessibility in mind, featuring accessible entrances at both the front and back of the building, as well as elevator access to all floors.

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