Students New to Disability Services

Get Assistance

If you would like more information about SAS's services, have general questions, or need to modify or add to your current accomodations, you can schedule a virtual meeting, email us at, or call us at (206) 546-4545.

New Student Forms

  • Step 1: Ready to get started? Fill out a New Student Application
  • Step 2: Read, complete, and submit SAS's Students Rights and Responsibilities
  • Step 3: Submit Verification of Disability
    • Disability Evaluation Referrals This document lists providers who may be available to available to evaluate students for low- or no-cost, and subsequently will provide them with the appropriate documentation that they need to present to the SAS office.
  • Step 4: If applicable: Submit a Release of Information (If you would like any family member, friend, agency, etc. to have access to your SAS information or records, and/or join in meetings, you must submit a Release of Information [ROI], which will expire in 12 months.)

Transition from K-12 to College

There are four main differences between high school and college disability services.

  1. More independence from the student is expected.
    The student is regarded as the primary agent in their education process.  All communication flows through the student when it concerns their decisions.  The student may choose to include an advocate as they navigate their education planning process, but the advocate will not be used to substitute the student's involvement.  Any communication about the student should include the student.  This helps prepare the individual with a disability to advocate for themselves.  Additionally, the student gets to learn what will be expected of them later in life, as they develop their independence.

  2. Services are not automatic.
    When the student joins college, records of accommodations are not automatically transferred from previous schools, whether that be a previous K-12 school or a previous college.  The student must initiate the process to set up disability accommodations by contacting the Student Accessibility Services office.  In addition, disability accommodations are not automatically configured each quarter.  The student must authorize that each class receive notice of their accommodations, as new classes are selected each quarter.  Disability accommodations are the student's choice to use or not, each quarter, depending on which classes they deem warrant this service.

  3. Confidentiality.
    We respect the privacy of sensitive student information.  Therefore, additional parties are not automatically granted access to the student's disability information.  Students are given the option to authorize additional parties if necessary, but this remains the student's choice alone.  In this way, we also allow the student with a disability to exercise leadership over their decision-making process.  Parents are encouraged to communicate with the student and college inclusively, rather than excluding the student from partaking in the college planning process.
  4. Tools for Access.
    College accommodations do not generally alter the requirements of a course or assignment.  Learning outcomes remain the same for all students, with and without disabilities. Behavior expectations apply universally, as well. There is no category of college-level classes equivalent to "Special Ed". Instead, we can provide tools to assist with gaining access to the information, and demonstrating one's knowledge, in college courses. Our accommodations often assist with capturing information conveyed through lectures, providing technology to assist with reading/writing, and carefully planning to address the time needed for completing tests and assignments on-schedule

More Resources for Parents

Here is a helpful guide of what you can expect for students with disabilities during high school and college, from