Services + Resources — Accessibility Office — Registering for Accommodations

Registering for Accommodations

In the post-secondary college setting, students must make the initial contact to request accommodations with the Accessibility Office.

Steps to Register for Reasonable Accommodations

Step 1: Complete a Pre-Intake Form

Step 2: Submit documentation. Students can upload documentation to the Pre-Intake Form or send it directly to accessibility@bucks.edu from their Bucks email.

Step 3: Set up an Intake Meeting. Once a Pre-Intake Form is completed, a staff member from our office will be in contact (via your Bucks email) to set up a Zoom intake meeting. During the intake meeting, we will discuss the student's educational history, academic needs, and accommodations and support.

Accommodations will be approved on a case-by-case basis. All approved accommodations are provided according to the documentation provided, specific diagnosis and reasonable needs of the student.
The student will receive additional appointments for follow-up or Assistive Technology (AT) training as needed.
The student will then be provided with the instructions on how to request their accommodations for each semester.

Documentation

Documentation must show a direct link between the diagnosis and the recommendations for support or accommodations needed.

Documentation can be in the form of: (preferred method is in PDF)

IEP and RR (Reevaluation Report) dated within five years
504 Plan dated within five years
Verification Form for a medical diagnosis
Letter from your medical provider that states your diagnosis and recommendations for support

Guest Students (Registering with TAO)

As a guest student, Bucks County Community College will honor the accommodations that have been put into place and approved by the student’s home institution. The student is required to make the initial contact and request accommodations with TAO by completing a Pre-Intake Form.

A TAO staff member will reach out to coordinate and intake meeting to discuss accommodations.

For questions, please contact us:

Rollins Center Room 59 | (215) 968-8182 | accessibility@bucks.edu

Documentation of Disability

Accepted Documentation

Documentation of a student’s disability is required to determine reasonable accommodations. Documentation must show a direct link between the disability and the requested accommodation.

Appropriate documentation includes:

An Evaluation or Reevaluation Report (ER or RR), including diagnostic and testing information from the student’s school district
An Individualized Education Plan (IEP) or 504 Plan, including a history of accommodations provided by the school district to the student. Please note that not all existing accommodations or modifications from K-12 education settings may apply to the higher education setting
A Neuro-psychoeducational Evaluation or Psychoeducational Evaluation Report from a licensed Psychiatrist, Neuropsychologist or neurologist
A letter provided by a licensed and credentialed provider, unrelated to the student, on the practitioner's letterhead that states the 1) diagnosis 2) functional limitations, and 3) recommendations for support.
A Verification Form (see below) completed by a licensed and credentialed professional

Medical Verification Forms

ADD-ADHD Verification Form
ASD Verification Form‌
Deaf & Hard of Hearing Verification Form
Cognitive Impairments Verification Form
Mobility & Upper Extremity Verification Form
Neurological Disorders Verification Form
Physical Health Disorders Verification Form
‌Psychological Disorders Verification Form‌
Vision Impairments Verification Form

Adobe Acrobat Reader DC is needed to fill out the forms online.

If you use screen reader software and have trouble viewing any of the forms on this website, please email accessibility@bucks.edu for compatible formats.

About IEPs

Additional IEP Information Video 2024

Documentation Not Accepted

Above are the listed acceptable forms of documentation. Below are some examples of documentation that students provide to TAO that will not be accepted.

Verification of Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) or hospital discharge forms are not considered appropriate documentation to receive accommodations for credit and noncredit courses at Bucks County Community College.
Any note or letter that is presented by a student on a prescription pad from a doctor’s office will not be accepted by TAO as documentation.
Letters from medical professionals that do not provide a specific diagnosis or recommendation for specific accommodations
Letters from medical professionals that are not on letter head and do not have the licensure information of the medical provider

[Return to Contents]

Diagnosis of “Other Health Impairment”

In the K-12 system, the term “other health impairment” is used to cover a variety of diagnoses. TAO requires that a student’s disabilities be specific. The student can provide a verification form or a letter from their medical provider that gives the specific diagnosis. The student is encouraged to call (215) 968-8182, or email accessibility@bucks.edu if they have any questions about a diagnosis of “other health impairment” and documentation.

Diagnosis of Emotional Disturbance or Conduct Disorder

If a student has an Individualized Education Plan (IEP) or 504 Plan that does not support academics and only supports behavioral needs in the school, TAO cannot provide support. All students are expected to abide by the College’s Code of Conduct and be abl e to self-regulate. TAO would encourage these students to work with their medical provider for specific diagnosis and determination of needs in the classroom. Staff may be able to provide referrals to sources outside the College for appropriate evaluations. These entities have no affiliation with the college. The student is encouraged to call (215) 968-8182, or email accessibility@bucks.edu if they have any questions about a diagnosis of “emotional disturbance,” “conduct disorder,” and documentation.

Psychoeducational Evaluation Resources

All documentation is kept confidential in the Accessibility Office and will not be shown to anyone without the student’s written permission or when it is otherwise permitted as listed in the section for the CARES Team. Please see the above section for the process of registering with TAO for accommodations.

Questions about documentation are invited and should be directed to the TAO staff. Referral information for Psychoeducational Evaluations is listed below. These entities have no affiliation with Bucks County Community College. It is the responsibility of the adult student to obtain updated testing for all disabilities. Evaluations are not done by Bucks County Community College. All assessment information must be within three years for students under the age of twenty-one and within five years over the age of twenty-one. The documentation must also reflect the true needs, functional limitations, and recommendations for accommodations.

Chestnut Hill College Psychological Services Clinic (CHC-PSC)
Drexel Psychological Services Center
Indiana University of Pennsylvania (IUP) • The Center for Applied Psychology (CAP)
Philadelphia College of Osteopathic Medicine (PCOM) • The Center for Brief Therapy
Temple University Psychological Services Center
The La Salle Community Center for Counseling and Psychological Services
The University of Pennsylvania Counseling & Psychological Services Training Programs (CAPS)
Widener University Child Therapy Clinic

*All service providers have waiting lists. It is important to reach out and make an appointment as soon as possible for an assessment.

Students may use private clinics or practitioners to have Psychological, Psychoeducational, or Neuropsychological Evaluations completed. TAO does not make recommendations for private practitioners. Instead, a student should work with their insurance company or medical provider to make determinations or receive referrals for a private provider.

All assessments used to complete a Psychological, Psychoeducational, or Neuropsychological Evaluations will be determined by the clinic or service provider and are done on a case-by-case basis. TAO does not have a requirement on what the appropriate assessments should be and relies on the expertise of the evaluator. TAO only recommends that adult assessments are used so that the student has clear scores and results that apply to adult educational programming and for workplace documentation.

[Return to Contents]

Documentation Guidelines

Students should be prepared to provide appropriate documentation in order to determine eligibility for services through TAO. A history and the specific diagnosis need to be provided to TAO for the approval of accommodations. Specific documentation guidelines are available here:

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)
- A clinical history of ADD or ADHD
- Symptoms of inattentiveness and/or impulsivity and hyperactivity determined through the administration of objective measurements
- Functional impairment in one or more settings, including educational
- Functional limitations affecting some important life skills, including academic functioning
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) can be found at (Form Page) under the Verification Form Section.
Autism Spectrum Disorder (ASD)
- A clinical history of ASD
- Symptoms involving social interaction and nonverbal communication, sensitivity to sensory input, fixated interests, and/or repetitive behaviors and adherence to routines determined through the administration of autism-specific behavioral evaluations
- Functional limitations affecting an important life skill (academic, social, or occupational)
- Assessment of global intellectual functioning and current academic functioning as measured by aptitude and achievement tests, respectively
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Autism Spectrum Disorder (ASD) can be found at (Form Page) under the Verification Form Section.
Cognitive Impairments
- Persistent learning difficulties, memory challenges, inability to maintain attention, deficits of self-regulation, inability to process information verbally and visually, low IQ score, and academic performance below expectations as measured by objective and statistically sound assessments of aptitude and achievement
- History of learning difficulties, memory challenges, inability to maintain attention, deficits of self-regulation, inability to process information verbally and visually, low IQ score, and academic performance
- Functional limitations affecting an important life skill, including academic functioning
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed medical practitioner, psychologist, psychiatrist, neuropsychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Cognitive Impairments can be found at (Form Page) under the Verification Form Section.
Deaf and Hard of Hearing Impairments
- Evidence of current deaf and hard of hearing impairment
- Functional impairment affecting an important life skill, including academic functioning
- History of use of hearing devices or assistive technology related to deaf and hard of hearing impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., audiologist, otolaryngologist [ear , nose, and throat physician], otologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Deaf and Hard of Hearing Impairments can be found at (Form Page) under the Verification Form Section.
Specific Learning Disabilities
- Persistent learning difficulties and academic performance below expectations as measured by objective and statistically sound assessments of aptitude and achievement within three years for students under the age of twenty-one and within five years over the age of twenty-one.
- An educational history of learning difficulties
- Functional limitations affecting an important life skill, including academic functioning
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the a sessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Specific Learning Disabilities can be found at (Form Page) under the Verification Form Section.
Mobility and Upper Extremity Impairments
- Evidence of current mobility or upper extremity impairment
- Functional impairment affecting an important life skill, including academic functioning
- History relevant to current mobility or upper extremity impairment, including use of assistive or adaptive technology
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Mobility and Upper Extremity Impairments can be found at (Form Page) under the Verification Form Section.
Neurological Disorders
- Evidence of current neurological impairment
- Functional impairment affecting an important life skill, including academic functioning
- Symptoms and functional impairment attributed to neurological disorder determined through the administration of a neurological diagnostic test and/or a neuropsychological evaluation
- History relevant to current neurological impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendati ons for accommodati ons made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, neurologist, clinical psychologist, or neuropsychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Neurological Disorders can be found at (Form Page) under the Verification Form Section.
Physical Health Disorders
- Evidence of current physical health impairment
- Functional impairment affecting an important life skill, including academic functioning
- History relevant to current physical health impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodati ons must be qualified to do so (e.g., licensed physician or licensed medical practitioner). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Physical Health Disorders can be found at (Form Page) under the Verification Form Section.
Psychological Disorders
- Evidence of current psychological disorder
- Functional limitations affecting an important life skill, including academic functioning
- History relevant to a current psychological disorder
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist, or neuropsychologist).The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Psychological Disorders can be found at (Form Page) under the Verification Form Section.
Vision Impairments
- Evidence of current vision impairment
- Functional impairment affecting an important life skill, including academic functioning
- History of use of visual aids or assistive technology related to vision impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, optometrist, or ophthalmologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of atorney over the student.) The verification form for Vision Impairments can be found at (Form Page) under the Verification Form Section.