Frequently Asked Questions

Disability resources are available to students with a documented disability that limits them in one or more of life's major activities. Students with learning and psychological disabilities, attention deficit disorder, mobility, hearing, visual, and speech impairments are eligible for services. Please see our Documentation Guidelines to clarify what needs to be submitted.

All students requesting accommodations will be asked to provide evidence regarding their condition(s) to OAAR, which explains the need for accommodations. Evidence includes the student’s self-report, which is provided by the student during the intake process. Evidence may also include documentation from a third party.

Documentation needs to contain information on the current impact and functional limitations of the condition in a postsecondary environment (how does the condition impact you in a learning and/or living environment). Documentation may include assessments; reports; letters from qualified evaluators, professionals, or institutions; high school documentation (IEP (Individualized Education Programs), 504 Plan, Summary of Performance, etc.).

While we offer peer tutors for many subjects and courses at Chatham, tutoring is never guaranteed. Students are encouraged to utilize our online tutoring services free of charge, which provides access to many more subjects.

No. Students are encouraged to meet with their individual instructors regarding attendance policies and late work/exams. If you are experiencing a temporary disability such as a concussion or need to have surgery, you may speak to an OAAR staff member to arrange for temporary accommodation (documentation will be required).

Yes. OAAR staff can help with many common challenges, such as time management, test-taking strategies, study strategies, and more.

Our Writing Center staff is available to help with many aspects of the writing process. Staff can help with brainstorming topics, reviewing rough drafts, and interpreting instructor feedback. However, the writing center does not provide proofreading services and instead works with students to help them correct their own work.

Disability services are always confidential. Students' diagnoses will never be disclosed to anyone outside the OAAR professional staff without the students' written consent. We do not discuss tutoring, writing support, or academic coaching with faculty or anyone else outside necessary staff and peer educators without students' permission.

Once your student enrolls in a post-secondary institution, whether they are 18 years old or not, the student becomes the sole guardian of all records maintained by that institution. Under the Family Educational Rights and Privacy Act of 1976 (FERPA (Family Education Rights and Privacy Act)), the student has the right to access their own records upon written request. The parent or guardian does not share that right. This means that parents do not have legal access to their student's grades, transcripts, or any information concerning the services the student is being provided through OAAR.

The only time a student's record may be disclosed without written consent would be to comply with a subpoena, or in an emergency where the health and safety of the student or another individual is threatened.

It is the student's choice, and there may be many reasons why they do not wish to register their disability. Whatever experiences students may or may not have had in high school or other institutions, they often come away with these feelings, which may be part of what motivates a student to avoid seeking disability support in college. The student may simply be trying to preserve a "positive" sense of self.

Students often tell us, "I just want to try to make it on my own without any help or accommodations." At OAAR, we try to normalize the college experience. We help students understand the true purpose of academic accommodations. We let them know that we do not look over students' shoulders to ensure that they are getting their homework done and going to class. They are adults and fully in charge of their academic journey. OAAR is here to help level the playing field and reduce or eliminate access barriers.

The best thing you can do for your student is to encourage them to advocate for their needs. Help-seeking behavior is not a weakness—it is a strength. Reaching out to University resources is their right as a student. Keep sending your student the message that it is up to them, that you have faith in them, and they have nothing to be ashamed of. Let your student know that a visit to OAAR does not mean a commitment and that they are in control of their academic journey.

The student is responsible for managing their own education, understanding their functional limitations, and requesting necessary accommodations for a disability.

As adults, all students go through a process of learning about themselves. They develop the skill of self-determination, gaining the confidence to advocate for the things they need to thrive and achieve. In the case of a disability, that includes advocating for equality—their civil right.

OAAR endeavors to promote this kind of self-knowledge. With respect to disability, each student must be able to explain their functional limitations; that is, how their disability affects them or limits the ways in which tasks are performed. Students must also understand how those limitations can be effectively accommodated to create equal access for them in college. A student will need to be prepared to insist and be firm in their conviction that the accommodations for which they are asking are reasonable and feasible.