Requesting Academic Accommodations

Often called “invisible disabilities”, students with Learning Disabilities (LD’s) and/or Attention Deficit/Hyperactivity Disorder (ADHD) make up the majority of students registered with DRC. Examples of LD’s include Dyslexia, Dysgraphia, Math Disorders, and Nonverbal Learning Disorders. Students are diagnosed after a battery of testing with results that indicate lack of achievement at age and ability level and a severe discrepancy between achievement and intelligence.

Examples of academic limitations can include:

• Inability to change from one task to another
• Difficulty scheduling time to complete short and long-term assignments
• Difficulty completing tests without additional time
• Difficulty following directions
• Difficulty concentrating in lectures
• Problems with grammar
• Difficulty taking notes
• Slow reading rate
• Poor comprehension and retention of material read
• Difficulty with basic math operations
• Difficulty with reasoning

Commonly requested accommodations by students with LD’s are:

• Use of a computer for notes, in-class writing assignments, and written portions of tests/exams
• Writing on the test, rather than using Scantrons
• Use of a calculator, when calculating skills are not being assessed
• Copies of PowerPoints (or access)
• Readers for exams
• Preferential seating
• Books in alternative format

Commonly requested accommodations by students with ADHD are:

• Alternative testing environment
• Extended time on timed assessments
• Preferential seating

There are two categories of visual disabilities: blindness and low vision. Between 70 and 80 percent of all persons in the United States identified as “legally blind” actually have some measurable vision.  A person who is blind usually has adapted in individual ways to compensate for the lack of vision. Low vision can vary greatly due to individual situations. To be diagnosed with a visual disability, visual acuity has to be 20/70 or less in the better eye after the best possible correction.

Examples of academic limitations can include:

• Mobility around campus and in the classroom
• Ability to take notes in class
• Ability to see classroom visual aids, writing on chalkboard, etc.
• Reading
• Locating large-print materials
• Finding transportation
• Researching reports and short articles
• Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille)

Commonly requested accommodations by students who are Blind or Visually Impaired are:

• Large print or Braille handouts, signs, equipment labels
• Directions, notices, assignments in electronic format
• Computers with enlarged screen images
• Seating where the lighting is best
• Recording course lectures, Braille, electronic notes and handouts,
• Books in alternative format
• Extended time on timed assessments
• Use of a reader and/or scribe for exams

Communication is the most common barrier between students who are Deaf or Hard of Hearing and their hearing peers. Many of these students use American Sign Language and not spoken English. They often identify with other people of similar upbringing and prefer to be called Deaf with a capital D. People who become deaf later in life may call themselves deaf or hard-of-hearing based on the degree of hearing loss they experience.

Examples of academic limitations can include:

• Listening to and understanding lecture information
• Taking notes in class
• Working effectively in group projects or class discussions

Commonly requested accommodations by students who are Deaf or Hard of Hearing are:

• Interpreters, real-time captions, FM systems, note taking assistance
• Face student when speaking
• Written directions, assignments, lab instructions
• Visual aids, visual warning systems
• Repeat questions and statements from others
• Electronic mail for communicating
• Closed-captioned videos and transcripts of audio recordings

Chronic illnesses include conditions affecting one or more of the body’s functions. These conditions can include, but are not limited to, the respiratory, immunological, neurological and circulatory systems. There can be several different impairments and they can vary significantly in their effects and symptoms. In general, these conditions can vary in severity and length of time, and can be very unstable.

Examples of chronic medical conditions include:

• Cancer
• Chronic fatigue syndrome
• Diabetes
• Epilepsy/seizure disorder
• Multiple chemical sensitivities
• Multiple sclerosis
• Muscular dystrophy
• Crohn’s Disease/POTS/IBS

Examples of academic limitations can include:

• Mobility around campus and in the classroom
• Attendance
• Taking notes in class
• Concentration/attention
• Time management
• Breaks during class/during tests/exams

Most commonly requested accommodations by students with Health Impairments are:

• Housing related accommodations
• Recording course lectures
• Modified Attendance Policy
• Extended time on assessments
• Alternative testing environment
• Extensions on assignments, as reasonable
• Communication through electronic mail

Psychiatric disorders may not be apparent, but they can have a dramatic impact on interpersonal and school behavior that affects the learning process. These disorders cover a wide range of conditions that may be chronic or reoccurring. With appropriate treatment many disorders can be effectively cured or controlled. However treatment, which often combines medications and psychotherapy and may effectively stop acute symptoms or halt the downward spiral in some individuals, sometimes causes additional limitations as a result of prescribed medications.

Examples of mental health disabilities include:

• Major Depression
• Bipolar Disorder
• Anxiety Disorder
• Sleep Disorders
• Eating disorders

Examples of academic limitations can include:

• Concentration
• Cognitive (short term memory difficulties)
• Distractibility
• Time management
• Impulsiveness
• Fluctuating stamina causing class absences
• Irritability
• Feelings of fear and anxiety about exams

Commonly requested accommodations by students with Mental Health disabilities are: 

• Preferential seating
• Breaks during class/during tests/exams
• Audio recorder, note taking assistance
• Modified attendance policy
• Extensions on assignments, as reasonable
• Books in alternate format
• Use of a computer (software/hardware)
• Extended test on timed assessments
• Alternative testing environment

The phrase “physical disability” is used to describe a wide range of physical limitations and diagnoses, the most common of which would be someone that uses a wheelchair. Their limitations may be very severe and noticeable, or almost hidden.  The most common barrier to academic success for a person with a physical disability is access. Access takes many forms, from a class assigned in an inaccessible building to the person’s own limitations preventing them from taking class notes. As with all other disabilities and impairments, it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.

Examples of physical disabilities include:

• Wheelchair users
• Amputees
• Speech impairments
• Muscular Dystrophy
• Multiple Sclerosis

Examples of academic limitations can include:

• Difficulty writing, such as class notes and on exams
• Sitting in a standard desk
• Participating in labs where lab tables and equipment are hard to reach

Commonly requested accommodations by students with Physical disabilities are: 

• Recording course lectures
• Accessible seating or table in the classroom
• Test Scribe
• Writing on the test, rather than using Scantrons
• Extended time on timed assessments
• Use of a computer to complete written portions of assessments
• Extended time on assignments, as reasonable
• Modified Attendance Policy

College campuses are seeing an increase in the number of students who are diagnosed with Autism Spectrum or Asperger’s Syndrome. These individuals may be affected in their ability to understand and respond to the thoughts and feelings of others.

Examples of behaviors and interactions with students with Autism or Asperger’s are:

• They may not understand jokes, irony and metaphors.
• These individuals may talk “at” rather than “to” people, disregarding the listener’s interest.
• They may talk too loud, stand too close and maintain poor eye contact.
• The individual usually does not accurately convey the intensity of his or her emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants.
• Although the individual may be interested in social interaction, his or her “unusual manner” may confuse/deter others, leaving the individual feeling misunderstood and isolated.
• Difficulty “fitting in” with other college students (many students with Autism/Asperger’s know they are different, but have a desire to be “normal”).
• Social immaturity (interest in relationships is often appropriate for their physical developmental level, but their social developmental level “lags” behind).
• Lack of structure (students may not know what to do with much more free time than in high school)
• Difficulty with classes that are not within their interests (often have preoccupations and may not see the relevance of “core curriculum” classes).
• Difficulty dealing with ambiguity and lack of problem solving skills.
• Difficulty getting a job after college (poor interviewing skills, limited knowledge of how to look for a job, lack of references).

When interacting with a student with Autism or Asperger’s:

• Use clear, specific language.  Avoid slang or regional (or university) terms.
• Give specific directions.
• Find out the students strengths and limitations and advise accordingly.
• Get to know the student so he/she will feel comfortable coming to you with problems.
• Help connect students to academic advisor or other professional who can be a resource.
• Don’t be surprised if parents are involved.

Commonly requested accommodations by students with Physical disabilities are: 

• Recording course lectures
• Writing on the test, rather than using Scantrons
• Extended time on timed assessments
• Use of a computer to complete written portions of assessments
• Extended time on assignments, as reasonable
• Alternative testing environment
• Books in alternative format

Please come to the initial intake appointment prepared to discuss your disability. The more you can tell us about your disability, the better we will understand your specific needs. Please be prepared to answer the following questions:

• How does your disability impact you in the learning environment? Think of the following situations:
  • Classroom (lecture, note taking, group work, lab work, physical activity, sitting)
  • Tests and exams (multiple choice, timed tests)
  • Communication (listening, speaking, writing, using email)
  • Assignments (presentations, reading, writing)
  • Campus (mobility, orientation/navigation)
• What accommodations have you used in the past? How have they helped you?
• What accommodations do you think you will need in college?

Tips:
Take notes: write down (or type) your responses and bring them with you to the intake appointment, or audio record your responses and share them with staff during the appointment.

Reasonable accommodations are individualized and based on need(s) related to a student’s disability. Once accommodations are approved, the student is responsible for informing their professors of their need for accommodations through the Accommodation Information Manager (AIM) online portal. For information on how to access the AIM portal.

All documentation submitted should be prepared by a qualified professional. A qualified professional is defined as an individual who is licensed or is a formally recognized expert in the medical, psychological and/or educational field with the authority to make diagnoses and/or recommendations in their specific field of practice. Documentation of a disability may include assessments, reports and/or letters from qualified health care providers, psychologists, or diagnosticians and/or information from a previous school. In order to ensure an objective assessment, the professional completing the evaluation must be an impartial individual who is not related to the student. Documentation of a disability should include the following:

• Typed on appropriate letterhead and include the name, date, title, address, phone number, and signature of the professional who prepared the documentation.
• A statement of a specific diagnosis of a disability including diagnostic codes, as appropriate.
• A description of the functional limitations/challenges that significantly impact you in an academic environment.

If you have any questions about documentation, please contact the office as soon as possible.

1. You should submit the most relevant/current disability documentation including current medication(s) and any related side-effects, current and/or past accommodations and any recommended accommodations and/or other relevant information regarding your disability.
2. An IEP/504 plan may or may not be sufficient documentation; you should include any relevant testing, evaluations and/or assessments used to determine diagnoses, accommodations and services.
3. For diagnoses of learning disabilities, you should include documentation that contains a discussion and/or data which supports the diagnosis and provides an explanation of the evidence used to diagnosis you. Examples include the following:
   • Aptitude Testing: (Wechsler Adult Intelligence Scale-Revised-WAIS-R)
   • Achievement Testing: (Woodcock-Johnson Psycho-Educational Battery)
   • Assessment of Information Processing: (Bender-Gestalt Perceptual-Motor Test)

Accommodations and services provided under an IEP and 504 do NOT automatically transfer to college. In high school, accommodations and services for students with disabilities are regulated by IDEA (Individuals with Disabilities Education Act). This law places the majority of the responsibility on the school district to identify students with disabilities and to make sure that services which lead to student success are in place.

However, in college and the workforce, accommodations and services for individuals with disabilities are regulated by Section 504 of the Rehabilitation Act and the ADA (Americans with Disabilities Act). In college, these two laws place the responsibility on the student to disclose a disability and ask for accommodations.

The Disability Resource Center can't tell professors about your diagnosis or disability without your permission, and even though you may decide to share information with them, professors should never see disability documentation from your doctor or start requesting details about your disability (unless you started the conversation).