The Center for Disability Access and Resources provides equitable access to University of Idaho programs for students with a permanent or temporary disability. CDAR works to create a culture which embraces the diversity of individuals with disabilities and provides seamless access and equity for all. We provide academic accommodations, advocacy, and training. If you're a new Vandal that needs accommodations, or a continuing student just learning you have a disability, the resources on this page will help you get started. If you have a question that isn't answered here, please call 208-885-6307 or email email@example.com
Registering with CDAR
The first step to receiving services from CDAR is to complete the CDAR Application. Before starting the application you will need:
- Your Vandal ID and username. You should receive this information in your welcome packet.
- Your DUO authentication device. The CDAR Application uses multi-factor authentication to protect your information, so you'll need your phone or key-fob.
For security, the application will time out after 30 minutes. CDAR just needs basic information to start the accommodation process, you will have the opportunity during a meeting with one of our access consultants to share more details. Once you submit your application, you will receive a confirmation email. If you do not receive a confirmation, your application was not submitted. If you need the application in an alternate format, or are not able to complete the application please email firstname.lastname@example.org or call 208-885-6307
Disability documentation must be provided by a physician, psychologist, audiologist, or other licensed professional appropriately qualified to diagnose your specific disability. A 504 or IEP is helpful in establishing previous accommodations, but not a substitute. If documentation is incomplete, or more information is needed to determine reasonable accommodations, CDAR may request additional documentation before moving forward with the accommodation process.
General Documentation Requirements:
- Be on official letterhead from the professional describing the disability
- Be dated and signed, including the name, title, and professional credentials of the evaluator, with information about license or certification.
- List and explain the diagnosis/description of the medical condition, the date of diagnosis, the likely duration of the medical condition, and the functional limitations that arise from the medical condition.
Contact CDAR if you have any questions or run into challenges with obtaining this information from your medical provider.
Once you've completed the CDAR Application, you will need to schedule a meeting with one of our access consultants. Appointments can be made by calling 208-885-6307 or emailing email@example.com. Initial appointments are scheduled for one hour. We are currently conducting appointments via Zoom to promote social distancing.
High School VS College Disability Support
- The Student's rights are primarily protected by the Individuals with Disabilities Education Act (IDEA) and The Rehabilitation Act, Section 504.
- The school is responsible for identifying students and initiating services.
- The school organize and provides updated testing.
- Teachers and Administrators use an IEP or 504 plan.
- Decisions about the student's education are made by the IEP team.
- The student's rights are primarily protected under the Americans with Disabilities Act and The Rehabilitation Act, Section 504
- The student is required to self-identify as having a disability and initiating services with CDAR.
- The student is responsible for obtaining documentation of disability.
- Decisions about the student's education are made by the student.
- High School accommodations are designed to ensure success.
- Accommodations may alter the class standards such as shortened or alternate assignments.
- The IEP team is responsible for evaluating effectiveness of accommodations and adjusting as needed.
- University accommodations are designed to ensure access.
- Accommodations may not fundamentally alter the course.
- The student is responsible for evaluating the effectiveness of accommodations and must consult with CDAR should they need to adjust accommodations.
- Parents are included in IEP / 504 plan meetings.
- Parents and teachers can openly speak about the student's progress in the classroom.
- Parents receive regular progress reports.
- Parents can request a meeting with teachers at any time.
- Parents are expected to advocate for their student.
- Students meet with CDAR to set up accommodations. Parents can attend the meeting with the student's permission.
- Instructors and University Staff cannot discuss the student's academic progress without written consent from the student.
- The University does not provide parents with progress or attendance reports.
- The student can request meetings with instructors.
- The student is expected to self-advocate.