Requests for academic and housing accommodations are evaluated on a case-by-case basis and require submission of the application, documentation from a third-party professional, and meeting with the Disabilities Compliance Coordinator. If a fall semester housing accommodation is necessary in order for the student to be afforded equal access, the student is asked to submit the accessibility request (application) and documentation by March 10. This includes requests that may require dormitory alterations or renovations, requests for single dorm room accommodations, and requests for off-campus living.
- Application: Students interested in requesting accommodations through Disability Services must identify their disability and request accommodations. Registering with Disability Services allows the student and disability specialist to begin looking at any barriers the student encounters, the impact of these barriers in the classroom, laboratory, testing environment, community living and learning environments.
- Documentation: In addition to a student’s self-disclosure through application, professional documentation of the disability should be submitted with the application. Third-party documentation is important to clarify the barriers that result from the disability and to make recommendations for accommodating the disability so equal access can be provided.
- Meeting: The interactive process between the student and the Disabilities Compliance Coordinator is an important part of the overall accommodation process. Once the Disabilities Compliance Coordinator has received the application and documentation, the student will be contacted for a pre-service interview. Discussion will take place about the history of the disability, past accommodations, and how the disability has affected the learning process and/or other areas of accessibility. The student must be able to describe the relationship between the impact of the disability and the requested accommodation necessary for equitable access in order for the accommodation to be considered reasonable.
Sources and forms of appropriate documentation:
Depending on the disability, appropriate documentation may include data and assessments from health care providers, educational assessments or testing (MFE or ETR data), mental health assessments, and psychoeducational evaluations. All costs associated with necessary assessments, testing, and evaluations are the responsibility of the student. If a student is currently under an IEP or 504 plan, copies of these documents should also be submitted. Documentation should be relevant to the student’s current level of disability. If documentation does not support the student’s request, then the accommodation may not be considered reasonable.
Guidelines for quality documentation
- Documentation should be provided by a licensed or otherwise properly credentialed professional and who has no personal relationship with the student, but who preferably knows the history of the student’s disability.
- Documentation must establish the need for accommodation requests.
- Documentation should state a clear diagnosis with a description of the diagnostic methodology used and a narrative that discusses the functional impact, typical progression, stability, and prognosis of the diagnosis. The narrative should also address intervention strategies and/or medications that are used to treat the diagnosis along with side effects experienced by the student.
- Documentation should clearly discuss the impact of the disabling condition on the student’s activities of daily living, including the learning process and community living.
- Discussion of any accommodations the student has historically received is strongly considered and helpful in determining need and effectiveness.
Documentation can be submitted by:
- Upload to the application
- Confidential Fax: (937) 766-7419
- Mail: Disability Services
251 N. Main Street
Cedarville, OH 45314