Strategies for applying for and getting college academic accommodations approved
No one can guarantee what accommodations a college's Disabled Students’ Program (DSP or DSC or ARC or whatever your student’s college calls it) will approve, there are some strong strategies that can improve the chances of having priority registration approved as an academic accommodation.
One note to remember:
This is now YOUR STUDENT’S task. You, the parents, are not longer the “arranger of all things”. You are now the adult’ing consultant and advocate. So, support your student by all means, but you cannot and should complete these tasks for them. Have your student be involved in every behind the scenes action step and ensure they are front and center for any “front of the house” tasks (like calling to make appointments, turning in paperwork, and attending meetings) so they learn how to do this by themselves, because they will have to do this by themselves.
Also remember, even if you have a FERPA signed that allows you to help, the DSP office personnel will generally not want to talk to you, and rightly so since your student must learn how to adult. (BTW - A FERPA only allows the college personnel to talk to you, it does not compel them to do so 😉).
Here are some strategies and a Step-by-Step Guide for improving your chances of getting an academic accommodation approved:
1. Start Early
Starting early will allow you time and space to gather documents and address unanticipated issues
Start the process as soon as your student has committed to the college of their choice.
Have your student call or schedule online for an intake appointment.
2. Gather Thorough, Up-to-Date Documentation
To help your student get their academic accommodations approved, start by gathering current documentation from qualified professional(s) who work or have worked with your student that clearly explains their student’s diagnosis and how it affects their ability to learn.
Get documentation from a qualified healthcare provider (doctor, psychologist, therapist, etc.).
It should include:
Their diagnosis (if you're comfortable disclosing it)
How their condition functionally impacts their academic life (e.g., focus, mobility, energy, attendance, processing speed)
Specific recommendations for accommodations that can help address or mitigate those impacts
3. Research the Process at Your School’s Disability Services Office
You and your student should familiarize yourselves with your student’s school’s Disability Services procedures, including any forms or steps required for an intake.
Check their website for:
Intake forms
Required documentation guidelines
Instructions on how to schedule a meeting or submit a request
Make sure you and your student understand the timeline - it can take a weeks to get accommodations officially approved (hence step #1).
4. Be Prepared for the Intake or Initial Meeting
During your student’s meeting, help them clearly explain how their disability creates challenges in the academic environment, using specific examples to illustrate your needs.
Whether it’s in person or online, this is their chance to:
Explain their needs clearly
Describe the barriers they face in school due to your disability
Make a case for how specific accommodations will help level the playing field and support access to the curriculum.
5. Use Clear, Specific Examples
Real-life examples make your case stronger.
Help them by scripting or role playing if necessary.
Your student might share things like:
“I miss information when lectures move too quickly due to my processing speed.”
“I need flexibility with deadlines because of flare-ups of my symptoms or executive dysfunction.”
“Back-to-back classes make it difficult to manage fatigue and medication schedules.”
It’s hard for me to process information and answer questions quickly, and I get distracted and derailed easily with noises or visual movement.
6. Ask Your Provider for a Supportive Letter (if needed)
It’s helpful to have a letter from your student’s healthcare provider recommending particular accommodations and explaining why they’re necessary. It’s also helpful if they reference supporting documentation (if outside documents have been made part of the medical record) or the source of their information.
A good letter should:
Be on official letterhead
Describe your student’s condition and how it affects their ability to learn
Recommend specific accommodations (e.g., extended time, notetaking support, flexible attendance, etc.)
Tie the recommendation directly to their disability related challenges and their academic needs
7. Frame Your Request in Terms of Equity and Access
Help your student frame their request in terms of equal access to education, not special treatment.
Accommodation requests are about equal access, not special treatment.
Help them by scripting or role playing if necessary.
Your student can use phrases like:
“I’m requesting this to have equal access to learning.”
“This accommodation helps address the disability-related barriers I face in class.”
8. Follow Up Respectfully
If your student doesn’t hear back, follow up politely, and if any accommodations are denied, ask for an explanation and consider appealing with additional information or documentation.
If you haven’t heard back, it’s okay to check in politely after a reasonable amount of time.
You can also ask for a written summary of what was approved or denied.
9. If Denied, Ask Why and Consider an Appeal
You have the right to know the reason for a denial.
If you’re comfortable, ask what additional documentation would help.
Many schools allow you to appeal or request a re-evaluation.
Helping your student get academic accommodations in place can feel overwhelming, but your student has every right to advocate for the support they need to succeed (or that they reasonably feel they might need, and they can decide whether to use them once approved). With clear communication, solid documentation, and persistence when necessary, they can get the accommodations that help create a more accessible and manageable learning experience.
Remember, and remind your student - asking for support is a strength, not a weakness. Asking for accommodations is about ensuring the college is teaching everybody in the way they learn best. Your student deserves to learn in an environment that works for you, and you are fully capable of navigating this process and making it happen. You've got this!