We welcome the opportunity to engage in a discussion about your individual access needs. To begin the process, we ask that you complete a short form that includes demographic and program information, as well as a short section on your disability and prior experiences with utilizing accommodations.

This information comes directly to our office and no one outside of the ODAI office will see this request. As well, submitting this form is only 1 step in the process. You can discontinue the process at any time and completing this form does not automatically enroll you in our office or necessitate the use of accommodations.

Documentation guidelines are delineated by category of disability In the context of post-secondary education, documentation should provide ODAI with a basic understanding of your disability with sufficient information to identify barriers and formulate potential accommodations for didactic courses, clinical assessment, and other professional requirements like board exams.

If you suspect you have a disability but do not have documentation, we encourage you to continue with the process and make an appointment to discuss your concerns with the access coordinator.

• Schedule a meeting with ODAI

• Documentation Guidelines

I. A qualified professional must conduct the evaluation

Name, title, professional credentials, licensure/certification information, and location of practice must be included on any reports submitted. Evaluators must have professional training in, and experience with, evaluating learning disabilities in adolescents and/or adults. Evaluations performed by members of the student’s family are not acceptable. All reports must be on letterhead.

II. Documentation must be current.

Reports should reflect the current functional limitations of the student.  In general, evaluations conducted in the last three years will be considered timely, however, older documentation may suffice if diagnosis and impact are consistent. *Please note many testing agencies will not accept documentation greater than three years old. Documentation should describe the current impact of the diagnosed condition in the academic and clinical domains. If able, the evaluator should make recommendations appropriate to a professional health science program setting.

III. Documentation must be comprehensive.

Reports should include a full history of the student (medical, developmental, academic, familial), and indicate any evidence of early impairment, even if not formally diagnosed in childhood or early adolescence. Reports should indicate evidence of current impairment, including the results of a diagnostic interview and a battery of psychoeducational tests designed to identify learning disabilities. Minimally, testing must include a) assessment of cognitive ability/intellectual functioning, b) measurement of academic achievement, c) instruments that measure various domains of information processing, d) other instruments to help confirm or rule out the diagnosis of learning disability.
A specific diagnosis must be included if indicated. If the evaluation does not clearly indicate the existence of a learning disability, the examiner must state that fact. All test scores should be included, along with an interpretation of each and a summary.

Documentation should rule out alternative explanations for learning problems (i.e. difficulties that are motivational, emotional, attentional, or related to limited fluency in the English language.)
Documentation should address any coexisting disorders or suspected coexisting disorders.
Documentation must indicate whether or not the evaluator believes the diagnosed condition rises to the level of a disability as defined in the Americans with Disabilities Act (ADA). A clear indication of the student’s functional limitations must be included. Documentation should tie recommendations for accommodation directly to the designated functional limitations. A rationale, explaining why each recommendation for accommodation is appropriate, should be given.

I. A qualified professional must conduct the evaluation.

Name, title, professional credentials, licensure/certification information, and location of

practice must be included on any reports submitted. Evaluators must have professional training in, and experience with evaluating the diagnosis of like or similar conditions in adult populations. Evaluations performed by members of the student’s family are not acceptable. All reports must be signed by the primary evaluator and presented on letterhead.

II. Documentation must be current.

Reports should be based on evaluations performed within a reasonable time frame, depending on the degree of change associated with the diagnosed condition(s). Generally, a reasonable time frame is within three years but may vary depending on the disability.

Reports should accurately describe the current impact of the diagnosed condition and should indicate the currently anticipated course of the condition.

III. Documentation must be comprehensive.

Reports should include both a description of and evidence of impairment. They should briefly describe any current treatment plan. A specific diagnosis (or more than one) must be included. Documentation should address any coexisting conditions, suspected coexisting conditions, or other confounding factors. Documentation must indicate whether or not the diagnosed condition(s) rises to the level of a disability as defined by the Americans with Disabilities Act (ADA). This professional opinion should then be explained. There must be a clear indication of the individual student’s functional limitations. Documentation should include recommendations for accommodations that are directly related to the functional limitations (and relevant to a professional school environment if possible.) A rationale, explaining why each recommendation for accommodation is appropriate, should be provided.

I. A qualified professional must conduct the evaluation.

Name, title, professional credentials, licensure/certification information, and location of practice must be included on any reports submitted. Evaluators must have training in, and experience with, the differential diagnosis of psychiatric disorders in adolescents and/or adults.

All reports must be signed by the evaluator and should be typed on letterhead.

II. Documentation must be current.

Reports should, in general, be based on evaluations performed within six months. If a report is older than six months, and the student has remained in clinical contact with his or her evaluator, that professional may supplement the original report with a letter (on letterhead) describing any and all changes since the previous report. [The supplement would be in lieu of another complete report.] Documentation, including any supplements, should describe the current impact of the diagnosed condition(s). Documentation should describe any currently mitigating factors, such as medication or other treatment that further impact the students functioning, contributing to functional limitation (i.e., cognitive fogging or slowing due to side effects of medication). Documentation should make recommendations appropriate to a professional school environment.

III. Documentation must be comprehensive.

Reports should include a brief history of the student’s disorder. A specific diagnosis, or more than one, must be included. Reports must indicate that DSM-IV criteria have been met for each condition. Other potential diagnoses must be ruled out in the report. Documentation must indicate whether or not the evaluator believes the diagnosed condition(s) rise(s) to the level of a disability as defined in the Americans with Disabilities Act (ADA). There must be a clear indication of the individual student’s functional limitations, in a professional school environment and across other life domains. Documentation should include recommendations for accommodations that are directly related to the functional limitations. A rationale, explaining why each recommendation for accommodation is appropriate, should be given. A clinical summary is helpful.

Testing accommodations for otherwise qualified candidates can be provided only with the authorization of your nursing regulatory body (NRB). Request information from your NRB concerning its requirements for receiving testing accommodations. This should be done before submitting your NCLEX registration to Pearson VUE.

• Make a written request for accommodations to your NRB. Your request must comply with requirements established by your NRB for candidates requesting testing accommodations.
• Send your request to your NRB as early as possible so that, if approved, the testing accommodations can be made in a timely manner

1. Board of Nursing LPN application
2. Request for Test AccommodationsNursing
3. Nursing Board Exam Accommodations

• Medicine Board Exam Accommodations

• Anesthesiology Board

• Physician Assistant, CHAPA Board Exam Accommodations

• Pharmacy Board

• Dental Medicine Board Exam Accommodations

• PT Board Exam Accommodations

• Public Health Board certification

• UCSF, videos & Webinars

• Meeks Research Group

• Docs with Disabilities podcast

• aamc

• Coalition for Disability Access in Health Science Education

The Director of The Office of Disability, Access, & Inclusion (ODAI) automatically reconsiders all denied requests for accommodation. These decisions are documented in the student’s file and made available to the student However, students are entitled to appeal ODAI's decisions regarding their disability eligibility and any denial of accommodation beyond the Director’s review in accordance with the below process.

If a student believes that they have been denied equal access in the form of accommodations, auxiliary aids, or other modifications, they may pursue an appeal by completing this form. The student should initiate a formal appeal by the deadline outlined in the denial decision letter.

The Associate Vice Chancellor for Student Affairs will review the request, including any new or updated documentation, and provide the student with a final written determination within 7-10 business days. 

Concerns related to currently approved accommodation should be addressed with the Director for The Office of Disability, Access, & Inclusion.

The University of Colorado-Anschutz Medical Campus recognizes that disagreements may occur about the reasonable nature of or implementing an accommodation.

To this end, we recommend a range of options to resolve concerns about implementing accommodations and treatment by university staff and faculty. Throughout any of these procedures, students can expect to be treated with respect, receive a timely response, remain free of retaliation, and have their concerns addressed privately to the greatest extent possible.

When issues arise, they are often the result of misunderstandings, miscommunication, or lack of education around disability. In these instances, clarification and effective communication can lead to a quick and effective solution. Consequently, the University of Colorado Anschutz welcomes the opportunity to resolve issues through an internal process. Early notification of any concerns is helpful. Students can begin the informal process by contacting the Director of The Office of Disability, Access, & Inclusion, in writing, with clear and detailed information.

Addressing these concerns proactively allows the greatest opportunity for intervention through education and opportunities for an early resolution. 

Grievances regarding accommodations or experiences with ODAI: 

• Please submit the grievance in writing to the Associate Vice Chancellor for Student Affairs.

Grievances regarding discrimination:

• Individuals who believe they have been discriminated against based on disability are encouraged to avail themselves of the University of Colorado Anschutz Medical Campus formal grievance processes or through the Office of Equity.

• View the Student Handbook