Kelly, (1) We generally don't do IEPs (Individualized Education Plans) at the postsecondary level. The IEP is seen as a way of maximizing success (not potential, but success) in the K-12 system. That's not our goal in higher ed. Our goal is to provide equal access to the CHANCE to be successful. Faculty generally do get a "letter of accommodation" from someone who has reviewed the files and determined the necessary accommodations. Those are the accommodations necessary to assure that access. It is NEVER inappropriate for faculty to meet with students and say "what can I do to help?" But that isn't done because the student has a disability. It is done because you are a good teacher! (2) I am not sure what kind of information you would ask about, so I am not sure what to tell you. If, as an instructor, you go to the disability services folks and say, "I have observed this, this and this behavior from John Doe. Is there something I should know or something I should be doing about it?" I would say go right ahead. But if the question is, "Does John Doe have a disability? He certainly seems to be behaving strangely" I would said no. As a service provider, I view each request for more information from the standpoint of whether sharing the information is going to provide a positive result for the student (in terms of changed behavior, response from others, etc.). If the faculty member just wants confirmation of their suspicions, I wouldn't be very forthcoming. Dr. Jane Jarrow