The process of adjusting from high school to college, although exciting, can be a very confusing time for students. As a student with a disability, this time of transition is noticeably different than what many grew accustomed to at the secondary level. This is a time when being well-informed will help you maximize your college experience while reducing confusion. It is essential that students with disabilities be aware of the policies and procedures outlined by Disability Services, as well as their rights and responsibilities while attending 抖阴pro.
Self-Disclosure and Self-Advocacy
The first part of the Disability Services eligibility process is to self-identify as a student with a disability and request accommodations. In order to evaluate your request for services and accommodations, Disability Services will need information about how your disability will likely impact you at 抖阴pro. Any information/documentation students can readily share during or prior to their first meeting is helpful and can save the need for follow up meetings with Disability Services. Students are strongly encouraged to contact Disability Services as soon as they are accepted into 抖阴pro, as some accommodations require additional time to secure.
Like all 抖阴pro students, students with disabilities are expected to take responsibility for their own education. A component of this expectation is the continuing process of learning how to make decisions and advocate for one鈥檚 self, particularly in regards to one鈥檚 disability and related accommodations. Although support and information is provided by Disability Services staff, as well as other faculty and staff with whom the student consults, the expectation is that the student obtain and use information, use appropriate resources, and follow 抖阴pro policies and procedures in a timely manner.
Providing Disability Information/Documentation
In order to evaluate requests for services and accommodations, Disability Services will need information about how your disability is likely to impact you here at 抖阴pro. Please complete and return the Request for Disability Services Application with the necessary supporting disability documentation as soon as you are admitted to 抖阴pro or as soon as you are requesting academic disability accommodations. Information presented on this application will help aid in providing you the necessary accommodations to support your academic success.
We want to understand the relevant impacts of your disability on tasks like communication, reading, writing, housing, technology, dining, the physical environment, classroom learning, and laboratory learning. Information on the impacts of physical (mobility, dexterity, etc.), perceptual, cognitive (attention, distractibility, communication, etc.), and behavioral abilities may be helpful as well. Disability Services may ask for additional documentation concerning your disability and/or the need for accommodations. If such documentation is necessary, it will be limited to the need for the accommodation requested. We will consider any information, including but not limited to, your description of your needs in relation to the barriers you may face at 抖阴pro; records of past accommodations and services from high school or another college; formal psychological or medical evaluation, and letters from past or current health providers.
Interactive Intake Interview Process
The Intake Interview is a critical step toward determining eligibility. Once a student has self-identified to Disability Services, the Disability Services Coordinator and the student will set up a mutually agreeable time to meet and complete the Intake Interview. The purpose of this interview is to learn first-hand, from the student, what functional limitations students are experiencing and what accommodations they will need to mitigate or address those limitations. This interactive process allows both the student and the Disability Services Coordinator to work together to determine the most appropriate accommodations for that student. Reasonable and appropriate accommodations are determined by examining the following items:
- The barriers resulting from the student鈥檚 involvement with the campus environment (courses, programs, services, etc.);
- The possible accommodation(s) that may eliminate the barrier;
- Whether or not the student has access to a service, program, course, activity, job or facility without accommodation(s); and
- Whether or not the essential elements of a service, program, course, activity, job or facility are compromised with the accommodation.
Occasionally, or in new, complex, or sensitive circumstances, it may be necessary for Disability Services staff to consult with other appropriate college personnel regarding accommodations.
Evaluation of Eligibility/Qualifying Disabilities
In accordance with the Americans with Disability Act, the term "disability" refers to an individual with a physical or mental impairment that substantially limits one or more major life activities of such individual. In order to be eligible for accommodations through Disability Services, an individual鈥檚 condition must limit a major life activity including, but not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. In addition to an individual鈥檚 condition limiting a major life activity, the student must have and provide current and appropriate information/documentation of such a disability, when necessary.
Qualifying disabilities may include but are not limited to:
- Learning Disabilities
- Dyslexia
- Attention Deficit Disorders (ADD/ ADHD)
- Psychiatric Disorders
- Physical Disabilities
- Hearing Impairments
- Visual Impairments
- Speech Impairments
- Autism Spectrum Disorders/Asperger鈥檚 Syndrome
- Temporary physical conditions