Students requesting support services under laws pertaining to non-discrimination for individuals with disabilities such as the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act of 1973, as amended, are required to submit documentation to verify their eligibility for services and accommodations. This documentation must indicate evidence that the disability substantially limits a major life activity such as caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating and working. The provision of "all reasonable accommodations" is based on the current impact of the disability on academic performance. Thorough documentation is needed to help determine the reasonable and appropriate accommodations that the student is qualified to receive. Therefore, it is in the student's best interest to provide recent and appropriate documentation. Documentation of a psychiatric/emotional disability must be within the past three (3) to six (6) months. The Accessibility Resources Center (ARC) at the University of New Haven strives to ensure that qualified students with psychiatric/emotional disabilities are accommodated and, if possible, to see that these accommodations do not jeopardize successful therapeutic interventions. It should be noted that academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide reasonable accommodations does not extend to adjustments that would "fundamentally alter" the nature of the course, course components, or course requirements. To insure the provision of reasonable and appropriate services for students with psychiatric/emotional disorders, students are required to provide current documentation (within the last 3-6 months) of a disability. The ARC requires that the additional form (Qualified Professional Provider Form) be completed by a qualified professional who has first-hand knowledge of the student's condition and is an impartial individual not related to the student.