΢ÃÜȦ

Faculty members are encouraged to refer students to the Center for Disability Access if the student has disclosed that they have a disability.

According to the Americans with Disabilities Act (ADA), the term "disability" means a physical or mental impairment that substantially limits one or more major life activities.

Major Life Activities include, but are 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.

A Major Life Activity also includes the operation of a major bodily function, including but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.

A reasonable accommodation is any modification or adjustment to an environment that will enable a person with a disability to have rights and privileges equal to those of persons without disabilities. Reasonable accommodations may include, but are not limited to: making existing facilities readily accessible to individuals with disabilities; modifying equipment or devices including computer software and hardware; providing qualified readers and/or interpreters; and other similar accommodations.U.S. Department of Justice (DOJ), Justice Management Division, "Manual and Procedures for Providing Reasonable Accommodation," October 2002.

Additionally, according to the U.S. Department of Justice ADA Title III regulations, post-secondary institutions must offer exams and courses in a location and manner that is accessible to individuals with disabilities or offer alternative accessible arrangements. Examinations should be administered so that the results accurately reflect the individual's aptitude or achievement level, not the impairment.

The process of registering as a student with a disability includes three elements in order to be considered complete:

• Students are required to make an appointment to meet with the the Center for Disability Access. During this appointment, the Office staff and the student will discuss the college's Policies and Procedures Manual for Student's with Disabilities and the student's accommodation needs.
• Documentation of the disability must be provided from a qualified, licensed and impartial professional and must contain a comprehensive assessment including clearly identified recommendations for accommodations. (see Disability Verification Documentation for more information) Appropriate accommodations for each student are based upon the specific recommendations and justifications for reasonable accommodations provided in the disability documentation.
• A Release of Information form must be signed by the student allowing the Disability Services Center to verify registration and eligibility for accommodations. This Release allows the Center for Disability Access to confirm to ΢ÃÜȦ Faculty and Staff whether the student is registered with the Office and which relevant accommodations may be needed. In order to protect the rights and privacy of students with disabilities, the student's disability documentation will remain confidential and will not be released without the student's informed and written consent.

• Once Office staff have reviewed the student's disability documentation and determined that a student is qualified under the law, Request for Reasonable Accommodations letters are prepared by Office staff. Students and an Office staff member then both sign the letters.
• Students must hand-deliver the original copy of these letters to their professors as early in the semester as possible to inform the professor of the student's accommodation needs. Receipt of the letter is the faculty member's assurance that the student has a documented disability and is eligible for reasonable accommodations.
• Faculty members are asked to sign the original letter and return it to the student. It is then the student's responsibility to return the signed original to the Center for Disability Access. Faculty may make copies of the letters, as needed.
• Testing and classroom accommodations become effective on the date that the Request for Reasonable Accommodations letter is signed by the professor and are only valid from the date signed through the end of the semester.

If an accommodation request is something that you would feel comfortable providing for any student (for example, closing the door to reduce distractions or providing seating near a window for natural light), the accommodation may be provided without consulting with the Center for Disability Access. However, it is advisable to refer any accommodation request that is questionable to this office.

View our Student Rights & Responsibilities Information

Typical testing accommodations, including extra time and/or a separate location for testing, are provided by professors within their respective departments.

If faculty experience difficulty in providing these testing accommodations, the Chair or Dean of the appropriate department or program should be contacted for assistance. As a last resort, the Center for Disability Access may also be contacted for assistance.

In specialized cases, the Center for Disability Access will provide other testing accommodations, such as scribes, readers, assistive technology, or sign-language interpreters.

Please Note: Extended time for exams allows a student to have additional time to complete the exam, not the ability to take the exam at a later date. (Please visit Testing Policies for more information.)

• Faculty are encouraged to add a statement to their syllabi regarding ΢ÃÜȦ's commitment to assure reasonable access to academic programs, opportunities, and activities for students with documented disabilities.
• A similar announcement to the class at the beginning of the semester is suggested.
• Sample Syllabus Statement - â€œÎ¢ÃÜȦ is required by law to ensure that students with documented disabilities are provided with the reasonable accommodations necessary to effectively address their individual educational needs. Students seeking course accommodations for a disability must first register with the Center for Disability Access.

Please keep in mind the following tips about Disability Awareness:

• People with disabilities are people first. The correct wording is to state the person first and then the disability; thus, you would say "the person who is visually impaired" rather than "the blind man/women." This places the emphasis upon the person, not the disability.
• Do not use the word handicapped.
• Avoid labeling individuals as victims.
• Avoid terms such as wheelchair bound. Wheelchairs provide access and enable a person to get around independently. People are not bound to wheelchairs; they use a wheelchair to assist them.
• When it is appropriate to refer to an individual's disability, choose the correct terminology for the specific disability.
• Avoid stereotyping persons with disabilities into the same category. Disabilities vary greatly from one to another and even two people with the same disability may have greatly different experiences and capabilities.

If you have any questions or concerns regarding accommodating a student with a disability, please call the Center for Disability Access or email the Center for Disability Access. We also welcome you to visit our office at Gaige Hall, Room 320.​​