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Center for Accessibility and Learning Equity

web resource for Spalding University accessiblity office


How To Apply 

Please know that services through the Center for Accessibility and Learning Equity are voluntary and provided only upon student request. 

Students who have a documented or suspected physical or mental health concern that may warrant reasonable accommodations should utilize the following process:

  1. Student emails The Center for Accessibility and Learning Equity (CALE) at [email protected] to request an intake appointment. Student and Center staff will review student’s history and any existing documentation.    This meeting will also cover:
    • Any disability-related barriers  experienced in the past,
    • Any related barriers currently faced, or
    • Any related barriers expected for the future at Spalding University
    • The student and the Center for Accessibility and Learning Equity staff will discuss appropriate and reasonable accommodations as it relates to the disability.
  2. If student proceeds with accommodation request, student will complete the application for accommodations:
  3. Student reviews guidelines for proper documentation for documentation verification forms and submits documentation accordingly.
    • Students who lack a psychological evaluation/assessment (and are seeking accommodation for such conditions): 
      • Student emails the Counseling and Psychological Services (CaPS) at [email protected] and requests a psychological assessment for Covid concern housing accommodation. Assessment via CaPS is provided at no additional cost to the student.
      • Students may opt to use a mental health provider of their choice in the community. Student is responsible for associated costs. 
    • Students with current (psychological evaluation less than 3-years old, documentation for other medical condition) documentation that meets the documentation requirements outlined at may submit documentation as per the process outlined by the Center for Accessibility and Learning Equity.       
    • Students with physical disabilities for which reasonable accommodations should be made should plan to have their provider(s) fill out the Disability Documentation Form. 

If accommodations are approved, student receives accommodation letter from CALE outlining accommodations. Student is responsible for presenting letter to faculty. Accommodations are not retroactive. 

If accommodations are denied, student is informed by the Director of the Center for Accessibility and Learning Equity. Director will inform student of the reason for denial, students are welcome to reapply with additional/new information. 


If you are unable to provide current (no more than three years old) documentation from a psychiatrist, psychologist or certified mental health professional, please reach out to Spalding University’s Counseling and Psychological Services for a full battery of assessments at no additional cost (available to current Spalding University students). Please note that the assessment process may take one or more sessions and that the assessment process may be time-consuming. Students are encouraged to contact the Spalding Counseling Center as soon as possible to schedule an assessment. 


For first year students, an IEP or 504 plan from previous high school may be helpful information, but generally is not sufficient documentation. The IEP or 504 would need to be current and relevant to the student’s current needs (generally current within 3 years).

Please note that the application must be completed each academic year in order to access services. If the student has medical documentation on file that is current and relevant to the requested accommodations the renewal application is sufficient.  Students are always encouraged to schedule a meeting to discuss any desired adjustments to their accommodations. 

The student and/or the instructor should communicate any concerns about accommodations to the Director of Accessibility and Learning Equity.

Note: The Americans with Disabilities Act (1990) stipulates that post-secondary institutions are responsible for providing necessary accommodations when a student discloses a disability unless to do so would “fundamentally alter” the nature of the programs or result in an “undue burden.” Providing accommodations do not compromise the essential elements of a course or curriculum; nor do they weaken the academic standards or integrity of a course. Accommodations simply provide an alternative way to accomplish the course requirements by eliminating or reducing disability related barriers. They provide a level playing field, not an unfair advantage.

The Center for Accessibility and Learning Equity establishes the final determination of appropriate accommodations.

Please note that it is the responsibility of the STUDENT to follow the steps above in order to access services through the Center for Accessibility and Learning Equity.