Access and disAbility Alliance
The Access & disABILITY Alliance (AdA) is a relatively new organization on the Cal Poly Pomona campus. Formed on May 27, 2008, the AdA is comprised of faculty, staff and students whose goal is to promote awareness, sensitivity, and a cultural identity of those with disabilities.
Additional Admissions Consideration for Students with Disabilities
Applicants with disabilities must follow regular University admission procedures and application deadlines. Please visit the University's Admissions page for detailed application information and updates. Once a student is accepted to the University, it is recommended that they register with the DRC by scheduling an intake appointment to determine eligibility and services.
It is to the applicant’s advantage to submit disability documentation to our office as early as possible during the application process – even before any admissions decision is made.
Admissions Appeal Process
Students who are denied admissions to the University by may appeal such decisions through the Office of Admissions and Outreach Appeals Process. As part of this process, the Office of Admissions and Outreach requires applicants to submit an appeals package. Supporting documentation that verifies a disability should be sent to the Disability Resource Center and not to the Office of Admissions and Outreach.
Please note that, while DRC can verify disability status and submit recommendations in support of an applicant’s appeal, the final decision will be made by the University’s Admissions Appeal Committee.
General Guidelines for Disability Documentation
In order to assist students appealing an admissions decision based on a disability, the DRC provides the following guidelines regarding what constitutes appropriate and acceptable disability support documentation:
- Disability documentation must establish that the impairment meets the legal definition of a disability.
- Disability documentation must provide adequate information regarding the nature, severity, and history of the disability and its functional impact on academic achievement, including specific academic deficiencies and evidence of reasonable attempt to complete prerequisite course(s) or remediate problematic academic areas.
- Disability documentation must provide adequate information regarding current functional abilities as well as functional limitations of the disability, and how these are expected to interact with the University’s structure of courses, testing methods, program requirements, etc.
While an Individualized Education Plan (IEP) or 504 Accommodation Plan addresses student needs in the K-12 educational system and provides important background information, it alone is insufficient to meet postsecondary requirements for disability documentation. Likewise, test scores from learning disability testing at a community college may be inadequate to support an admissions appeal. Comprehensive and current diagnostic assessments, such as psychoeducational and neuropsychological evaluations that address and integrate the essential criteria described above, are strongly recommended.
Please note: Documentation of a Learning Disability should be within the last three (3) years if last tested as a child (prior to age 18) and within five (5) years if last tested as an adult, as cognitive functioning can be sensitive to developmental changes and age norms. Documentation of neurological and mental health conditions must not be older than one (1) year due to the changing nature of such conditions. If the diagnostic report is beyond what is considered current, the individual must submit a letter from a qualified professional that provides an update of the diagnosis and a description of the individual’s current level of functioning.For more detailed information regarding documentation guidelines for specific disabilities, please refer to our Documentation Standards.