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Salisbury University BW
A Maryland University of National Distinction
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Disability Resource Center
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Disability Resource Center


Step 1: Students should submit documentation of their disability to us via fax, email, or in-person.

Step 2: Once the DRC has evaluated the submitted disability documentation, has confirmed that the student’s documentation meets the necessary criteria for receiving reasonable accommodations, and has received the students completed intake form, the student will be invited to schedule an intake. At this meeting, the student and DRC staff member will discuss the students accommodation plans, strategies for a successful academic career, and campus resources and services, among other topics

The Disability Resource Center is located on the second floor of Guerrieri Student Union Building, room 229 at Salisbury University. If you have an appointment, please check-in at the Counseling Center (GC room 263).

The DRC offers one-on-one resource counseling to assist students in dealing with academic concerns including time-management, study skills, test-taking strategies, and organizational methods, among other things. OSDSS also offers intake sessions, consultations, outreach programs and initiatives, and a Socialsicing skills group.

If you are not a registered student with the DRC, you may schedule a consultation appointment via phone (410-543-6070) or in-person in the Counseling Center (GUC room 263)

Any SU student with a documented disability and sufficient documentation from a professional are eligible to register for services. (See FAQ 12 for sufficient documentation criteria)

No. While the DRC may consider these types of documents as sufficient documentation in some cases, it is not guaranteed that a student will receive accommodations in college because they had them in high school.

All client contacts and information is confidential. The student must sign a release of information for their parents if they would like any information to be relayed to them.

No. Students with disabilities have the right to confidentiality regarding their disability(ies) and disclosure of information, except when required or permitted by law.

Students are able to request accommodations after they have completed an intake with a DRC staff member. At the end of the intake session, the student and staff member discuss requested accommodations.

Yes. Students registered with the DRC are able to request different and/or new accommodations at any time. Students wanting to request different and/or new accommodations should schedule a consultation appointment with the DRC.

It is the student’s responsibility to inform professors of their accommodations. Student’s should provide each of their faculty a copy of their memorandum and schedule an in-person meeting with each faculty to discuss how the professor and student will work together to implement the accommodations.

  • All documentation should contain the date of the student’s evaluation. This date of evaluation should be no more than five years prior to the date which it is presented to the DRC;
  • All documentation submitted should contain a comprehensive written evaluation, prepared by a qualified professional. Generally, assuming that the presented documentation meets all criteria stated in this brochure, testing results and interpretive summaries from psycho-educational evaluations are appropriate for documenting learning and cognitive disabilities, a report prepared by a psychiatrist or psychologist is appropriate for documenting ADD/ADHD and psychological disabilities, and a physician’s report is appropriate for documenting medical and physical disabilities;
  • Documentation should include a statement of diagnosis of a disability, a description of that disability and a description of the nature and severity of the students disability;
  • Assessment information, on which the professional made their diagnosis of the students disability should be featured in the documentation;
  • For diagnoses of learning disabilities only, an interpretative summary of the students disability which addresses how patterns in their cognitive ability, achievement, and information processing are impacted by their disability should be included;
  • For all diagnoses, a statement of how the students disability impacts them in an academic setting should be included;
  • Recommendations for reasonable accommodations, supported by specific test results and/or clinical observations should be included; and
  • The documentation should be typed on appropriate letterhead and include the name, title, address, phone number, and signature of the professional who prepared the documentation.

Yes, parents are permitted to submit documentation on their child's behalf. However, if additional information is needed the student will be the primary point of contact.

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