Get Started with the CFSA

Connect With the CFSA

Start Here

Getting started with the CFSA involves completing our online form. Students can access a paper copy or request assistance in completing the form with the CFSA office (University Center 352, 423-425-4006, [email protected]). Once the form has been completed, the student will receive an automated email about scheduling to meet with one of our access coordinators to further discuss accommodation needs, history, etc.
Connect with the CFSA→

Interactive Process

During the individualized meeting with an Access Coordinator to discuss any barriers student are experiencing, the history of accommodations if applicable and any reasonable accommodations we can apply in the college setting. Not all accommodations translate to college, so we may need to discuss alternative accommodations for what students have received in the past. Through this process, the Access Coordinator will determine the accommodations that can be considered reasonable.
If a student is dissatisfied with the decision of the Access Coordinator of the Center for Student Accessibility, students may appeal the decision in writing to the Executive Director of the CFSA at [email protected]. If the Executive Director upholds the decision of the Access Coordinator, student may appeal that decision to the ADA Coordinator of UTC at [email protected].

Documentation Guidelines

Federal law requires students' requests for academic adjustments, auxiliary aids, and other accommodations be determined on a case-by-case basis. The guidelines below were created to facilitate the individualized review of each students' request and to assist the Center for Student Accessibility (CFSA) in developing an appropriate accommodation plan together with the student.

Definition of a Disability

Disability documentation is needed along with a completed Connect with the CFSA Form to determine appropriate academic services, modifications, and reasonable accommodations.
The individual is a primary source of information regarding institutional barriers they may experience on the basic of a disability.
Documentation guidelines vary from one institution to another. If attending a different institution or taking a standardized test administered by an outside agency, students are responsible for researching those documentation policies/guidelines and requirements. Due to varying documentation guidelines, it may not be appropriate for the CFSA to complete paperwork certifying eligibility for standardized tests.

Disability Documentation

The CFSA has created guidelines to assist us in understanding specific disability related impacts. The CFSA utilizes individualized information to determine what documentation we may need to understand individual impacts of disability and what reasonable accommodations could help alleviate barriers to an equitable experience.
Generally, sufficient documentation includes but is not limited to a psychological/psycho-educational evaluation or a letter from a medical/mental health provider such as:
- Qualifications of Clinician/Provider: documentation should be typed on office or practice letterhead, dated and signed by a professional who is licensed or certified in the area for which the diagnosis is made. Name, title, and license/certification credentials should be stated and shall not be family members or others with a close personal relationship with the individual.
- Diagnosis and History: a diagnostic statement identifying the disability including ICD or DSM classification along with any relevant personal, psychosocial, medical, developmental and/or educational history.
- Current Impact and Functional Limitations: a clear description of the level of severity along with the current impact and functional limitations of the condition pertaining to the academic and/or residential settings. Information regarding if symptoms are constant or episodic, and the frequency and/or duration should be addressed. The information provided should reflect the condition substantially limits a major life activity or major bodily function.
  - Any treatments, medication, and/or assistive devices/services currently prescribed or in use should include a description of the mediating effects and potential side effects from such treatments.
- Please note that Emotional Support Animal (ESA) documentation must speak to an existing and continuing therapeutic or clinical relationship with the student and include the diagnosis/es. The provider's letter should confirm that the ESA has been recommended for treatment purposes and is necessary to help alleviate symptoms associated with the person's condition and/or to help the person use and enjoy university housing services. Furthermore, documentation should include a clear description of how the animal will mitigate functional limitations.

Provisional Accommodations

The CFSA will offer provisional accommodations for a limited one-semester basis. Situations where provisional accommodations may be appropriate may include, but are not limited to:
When a student is undergoing an evaluation from a medical provider and more time is needed to complete a diagnosis;
When time is needed to research a permanent accommodation solution, to acquire equipment, arrange a service, or identify an alternative reasonable accommodation;
When it is necessary to test an accommodation to determine if it is effective;
When the medical impairment is temporary but sufficiently severe enough to entitle the student to an accommodation;
When it is necessary to avoid temporary adverse conditions in the academic environment; or
When an accommodation can currently be provided, but may eventually pose an undue hardship if provided long-term.

Submitting Documentation

Materials may be uploaded via your Accommodate portal. This can be done when you initially complete your Connect with the CFSA form or at a later date.
Fax 423-425-2288
Hand delivery to the CFSA main office, located at University Center 203.
Digitally through the UT Vault, located here. (Must be sent to a staff member's email address)
US Mail. Please note that time sensitive material are recommended to be sent via fax, hand delivery, or the Accommodate portal.
- University of Tennessee at Chattanooga
  Center for Student Accessibility, Dept 2953
  615 McCallie Avenue
  Chattanooga, TN 37403
All materials received are scanned and uploaded to a CFSA maintained secure electronic database before paper copies are shredded. Individuals are encouraged to keep originals and a copy of all disability documentation submitted for a personal record and future use.

Transitioning from K12 to College

Laws

The focus of laws can shift once you leave high school and start attending higher education.

High School	College
You're covered by the Individuals with Disabilities Act (IDEA) and Section 504.	You're covered by the Americans with Disabilities Act (ADA) and Section 504.
Entitlement: You have the right to a free and appropriate public education.	Eligibility: You must be eligible to receive reasonable accommodations.
Success is the focus.	Access is the focus.
Standards are modified using an Individualized Education Program (IEP).	Standards are not modified. Reasonable accommodations are made to provide access.
Public schools pay for textbooks; you must return the textbooks at the end of the term.	You buy your own textbooks, which can cost several hundred dollars per term. You can keep the textbook at the end of the term or sell them back for a small percentage of what you paid.

Social Environment

Starting college means you have to be more focused and disciplined.

High School	College
Your time is managed by teachers and parents/guardians.	You must manage your own time wisely to balance classes, studies, work, living arrangements, family and friends.
Teachers and parents/guardians monitor your student activities.	You get to choose from many student activities.
Support is centralized by school staff, family, and friends.	Support is available but decentralized. You must seek out your own support.
Fewer social distractions.	More social distractions.

Academic Environment

One of the most important shifts from high school to college takes place in the classroom.

High School	College
You're in class daily approximately 6 hours. Teacher contact could possibly be 4 to 5 times a week.	You may only meet once or twice a week. The opportunities for direct teacher contact are much more limited. Limited teacher office hours can make it difficult to find face time with your teacher.
Teacher gives frequent opportunities to relearn material in class.	You're expected to learn material and ask for help on your own.
Exams and assignments are frequent. Teacher gives many chances to fix your grade and prepares you more thoroughly for exams.	Exams and assignments may be infrequent. Faculty may base your grade on a limited number of exams. You are left largely to your own devices for exam preparation.
Exams tend to be objective (for example, multiple choice).	Exams tend to require more writing.
Study time and working on assignments is done during class time/study hall/resource room, and a limited amount of time is done at home.	As a general rule, studying times for success may be substantial for every hour of class time. You need to spend 3 hours out of class time preparing assignments.
Teachers are usually readily available and willing to help you before, during, and after school.	You have to make the effort to contact faculty, usually during faculty office hours.
Materials are presented in a variety of ways. Usually all materials on exams are covered in class. Instruction is more experimental. The teacher may change styles if you do not understand.	More reliance on your personal note taking and reading comprehension. Not all material will be covered in class. You may have to read independently to prepare for the exam. Instruction is more often provided via lecture.
Most learning is done in the classroom with the teacher's guidance. Learning is primarily the teacher's responsibility.	Most learning is done at home using textbooks, handouts, and lecture notes. You are responsible for your own learning.
Classes are more structured; step-by-step instructions given.	Tasks are less structured and you are held responsible for developing a method to complete your assignments.
Similar workload and slower pace leads to reduced stress.	Increased workload and faster pace leads to more stress.
Grades are based on a variety of activities.	Grades are often based on fewer tasks or larger projects.
Attendance and progress are well monitored.	Attendance and progress may not be monitored. Time management and organizational skills are critical.

Responsibilities

The biggest difference between high school and college is your personal responsibilities.

High School	College
The school district is responsible for finding students with disabilities and verifying the student's disability.	You are responsible for self-identifying as a person with a disability and for providing verification of your disability.
Special Education office informs teachers of modifications using the IEP.	You are responsible for communicating your accommodation needs with faculty using a letter from the Student Accessibility Resources Office (SAR) Office.
School district monitors class attendance. Class attendance is mandatory.	You monitor your own class attendance. Class attendance will impact your performance.
You are required to go to high-school, so you will stay in school even with low grades and poor attendance.	College is not required. You can be put on probation or dismissed from the college for poor grades and inappropriate behavior.
Teachers and parents/guardians remind you of missed assignments and assign homework.	You are expected to monitor your own class work.
Parents/guardians and Special Education Office/counselors advocate for you. Special Education teachers act as liaisons between other teachers.	You must self-advocate with help from the Student Accessibility Services Office (SAR) Office.
Help is readily available; you do not have to seek it out.	You must independently seek help using effective communication skills.
You generally have fewer responsibilities.	You generally have more responsibilities (personal concerns, jobs, etc.).
You have help making decisions or decisions are made for you	You are expected to make more independent decisions.
Career decisions are not expected.	You are expected to know what you want to do with your life.

Student FAQs

Q: Will I be able to have all the accommodations I had in high school?

A: Accommodations can differ in the college environment from the K-12 environment. In your access appointment, the access coordinator will be able to walk you through which accommodations seem reasonable for your individual circumstances and which accommodations may not.

Q: What if I am requesting accommodations for housing?

A: The CFSA connect form has a place where you can tell us about your housing accommodation requests. These are reviewed by our CFSA committee, and all approved housing accommodations are then sent to the Housing Department.

*Please note that although we do our absolute best to meet all approved accommodations, we are limited based on availability of housing resources. If you are requesting housing accommodations, we recommend reaching out to connect to the CFSA as soon as possible.

Please note you will still need to apply for housing through the housing department here.
For more information specific to housing at UTC, please click here.

Q: What if I am requesting meal plan accommodations?

A: The CFSA connect form has a place where you can tell us about your meal plan accommodation request. If you are requesting meal plan accommodations based on an allergy, medical impacts, etc., please include any documentation you have regarding the diagnosis and the impacts the diagnosis has on your dietary needs, The CFSA will connect you with the campus dietician to further discuss what options are available to you on campus. If a meal plan accommodation is approved, Aramark will make the changes in their system regarding your meal plan status.

*For more information specific to meal plans at UTC, please click here.

Q: What if requesting an emotional support animal (ESA)?

A: Please note that this is a process and can take some time. All ESAs allowed in campus housing must be approved through the CFSA before they can be allowed on campus. In your access appointment, the access coordinator will review the process with you and answer any questions you have. You will complete our ESA forms and submit required information on you and your animal. Once the CFSA has all the needed information, the CFSA committee will review to determine if the ESA request is reasonable. If approved, CFSA will notify both the student and housing for next steps.

Q: What if I have a service animal?

A: Service animals do not need to be disclosed to the CFSA. However, there are benefits in the working with the CFSA if you have a service animal. The CFSA can serve as a resource and advocate for you and your service animal while you are on campus navigating your higher education experience.

Q: What if I do not have documentation regarding my disability or impacts?

A: Please connect with our office even if you do not have documentation. The CFSA offers non-accommodation resources and makes referrals to other supports on campus that could be helpful. The CFSA can also advise on obtaining the necessary documentation.

For any additional questions, please contact the CFSA:
University Center 352, 423-425-4006, [email protected].