Disability Services, within the Office of Student and Alumni Services (OSAS), supports the Institute’s mission and value of diversity by facilitating and supporting equal access to its programs and services for students who experience a disability.
To be eligible for disability-related services, individuals must have a documented disability as defined by section 504 of the Rehabilitation Act and/or the Americans With Disabilities Act (ADA) of 1990. Eligible disabilities include physical and mental impairments which may include but are not limited to vision, hearing, mobility, learning, systemic, psychiatric, and brain injury that substantially limit one or more major life activities.
Disability Services will request documentation from an appropriate professional to certify individuals as having a disability. The cost of obtaining documentation will be borne by the student.
If the initial documentation is incomplete or inadequate to determine the extent of the disability and appropriate accommodations, Disability Services has the discretion to require supplemental assessment. The cost of the supplemental assessment shall also be borne by the student.
Pending receipt of the eligibility documentation, Disability Services and/or the Institute reserves the right to deny services and accommodations.
Students with disabilities are encouraged to fill out the Disability Services Request form provided to all applicants following acceptance into their program of study.
Disability evaluations must have been performed within five years of the date of submission; otherwise students will be asked to submit a current evaluation at the student's own expense. (OSAS can provide assistance in locating appropriate, licensed evaluators.) All information provided will be kept confidential, except as required by law.
The OSAS suite is located on the second floor of Building 34, across the street from the Catherine Filene Shouse Building, our main academic building. Easily accessible to all, OSAS has a highly qualified staff of professionals who welcome students' questions, listen to their concerns and are responsive to their needs and situations.