Center for Disability Access and Resources (CeDAR)
500 Orr Drive
Tucker Hall, Room 310
Tallahassee, FL 32307
HOW TO BECOME A CeDAR PARTICIPANT
Steps to Receive CeDAR Services & Accommodations
Students should complete the steps listed below well in advance of the anticipated need for services and accommodations to allow for a reasonable period of time in which to evaluate those needs and requests.
1. Students must be admitted to and/or enrolled in the University to request accommodations.
3. All students should be prepared to provide documentation of disabilities and needs. Documentation is subject to verification by the University.
4. Requests that require special funding, such as a need for specific software, adaptive equipment, memberships to the RFB&D, etc., will be assessed for possible resources that might already provide for the request, such as Vocational Rehabilitation. If not duplicating an available resource, the University will provide reasonable accommodations for the documented request.
5. After receipt of required documentation, the CeDAR professionals will make a case–by–case determination of the student’s educational need for any requested auxiliary aids, accommodations, and/or other special services determined to be necessary.
6. When notified that the documentation provided supports the student’s disability claim and current need for accommodations, the student must do the following:
Meet with a coordinator to discuss accommodations and services.
Keep initial interview, provide information, sign rights and responsibilities form, and fashion accommodations.
7. Once accepted, the services and equipment (if deemed appropriate), will be provided at no cost to the student. However, to receive services from the CeDAR, the student is responsible for:
Request accommodations each semester. Documentation is not necessary at this time unless significant changes have happened since initiating services.
Delivering Accommodation Letters to all professors.
Following procedures and adhering to policies for specific accommodations and services.
Monitoring his/her own academic progress.
If an accommodation is not effective, students should consult with a coordinator for adjustments.
Why Do We Need Documentation?
To be eligible for disability-related services, students must have a documented disability as defined by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Under the ADA and Section 504, a person has a disability if he or she has a physical or mental impairment that substantially limits one or more of the major life activities.
Documentation must include the following:
Specific diagnosis of disability by a qualified professional
Functional impact of the disability on academic performance