College of Undergraduate Studies
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Student Responsibilities

Eligibility

Students must provide documentation of their disability before receiving services. In the case of a medical disability, documentation from a physician is appropriate. Testing to diagnose a disability is the responsibility of the student. In and of themselves, documents such as an SOP, IEP, or 504 plans are not sufficient to qualify for accommodations at the college level.

In order for students with disabilities to receive services, they must submit the appropriate documentation (see Documentation Guidelines below) for their disability and for their need for accommodations. Evaluations and reports must be completed by licensed, certified professionals. A disability is defined by law as resulting in impairment to a major life activity, such as learning. Confidentiality is maintained through the keeping of all documentation on file in the appropriate college office. Students transferring from one college to another within the University may request that documentation be forwarded appropriately.

 

Process and Timeline

1. Complete the Online Intake Form. Be sure to fill out the form yourself thoroughly and accurately.

2. Schedule a meeting with the Academic Success Center staff.

3. A member of the Academic Success Center staff will contact you after receiving your online intake form. Make an appointment to come to the Academic Success Center, which could take up to an hour. Bring a list of questions, and be prepared to talk about your disability and how it affects your learning.

4. Be prepared to provide documentation of your disability (also referred to as third party documentation). Third party documentation may consist of an IEP/504 plan, recent diagnostic evaluation, or a letter from a qualified professional that explains more about your disability and how your disability impacts you.

5. Look for an email that you are able to pick up your Accommodation Letter at the ASC or have them emailed to you as a PDF.

6. Set up appointments with your professors, during their office hours. Present your professor with your Accommodation Letter and have a conversation about your accommodations to develop a plan for the semester.

7. Once you have received accommodations for your first semester, you can quickly and easily renew your accommodation plan online for all following semesters.

 

Students must request accommodations prior to the start of the semester in which the accommodations are sought. Failure to follow this timeline may result in a period of class enrollment during which the accommodations are not able to be effectively implemented. No accommodations will be made without a Letter of Accommodations.

 

DOCUMENTATION GUIDELINES:

 

Students with Learning Disabilities

Students with learning disabilities who are requesting support services from the Office of Academic Success at Immaculata University are required to submit documentation to verify eligibility under the Americans with Disabilities Act of 1990. To ensure that the documentation is complete and appropriate, the following guidelines are provided:

1.  The documentation must include an LD diagnosis and the rationale for this diagnosis.

2.  The diagnosis should be determined by a licensed or certified professional trained in psycho-educational assessment.

3.  The evaluation must be current (within the last 3 years) and relevant to the educational setting. Exceptions will be determined on an individual basis.

4.  The battery of assessments must include a cognitive evaluation (WAIS-IV or WJ-R), achievement battery, and the following information:

  • The name(s) of the assessment instrument(s) used
  • Quantitative and qualitative information that supports the diagnosis
  • The severity of the condition(s)
  •  The areas of educational impact
  • Additional observations or recommendations that would assist in meeting the individual needs of the student
  • The names, titles, address, telephone, and fax numbers of the evaluators, as well as the date(s) of testing

 

Students with ADHD

Students with ADHD who are requesting support services from the Office of Academic Success at Immaculata University are required to submit documentation to verify eligibility under the Americans with Disabilities Act of 1990. To ensure that the documentation is complete and appropriate, the following guidelines are provided:

1.  The documentation must include an ADHD diagnosis and the rationale for this diagnosis (i.e. DSM-IV criteria).

2.  The diagnosis must be a medical diagnosis or part of a comprehensive clinical evaluation.

3.  The evaluation should be current (within the last 3 years) and relevant to the educational setting.

4.  The documentation must include the following information:

  • The name(s) of the assessment instrument(s) used (aptitude, achievement, information procession, behavioral checklists)
  • Quantitative and qualitative information that supports the diagnosis
  • The severity of the condition
  • The areas of educational impact
  • Recommendations for prescriptive treatments, environmental management and reasonable accommodations
  • Additional recommended learning accommodations that would assist in meeting the individual needs of the student
  • The names, titles, address, telephone, and fax numbers of the evaluators, as well as the date(s) of testing

 

Students with Psychiatric Disabilities

Students with psychiatric disabilities who are requesting support services from the Office of Academic Success at Immaculata University are required to submit documentation to verify eligibility under the Americans with Disabilities Act of 1990. 

1.  The assessment must be administered by a trained, qualified, and licensed professional, who has had direct experience with adolescents and adults with psychiatric disorders. 

  •  A qualified professional may include, but is not limited to: a medical doctor, psychologist, or student clinician who is being supervised by a professional. 
  • The professional completing the evaluation should not be a family member. 

2.  The evaluation report must be comprehensive and include a specific diagnosis based on the DSM-IV-TR diagnostic criteria.

3.  The diagnostic evaluation should be current (within the last 3 years) and relevant to the student’s learning environment and show the student’s current level of functioning.

  • If the documentation does not include the student’s present level of functioning, a re-evaluation may be required.

4.  Reasonable accommodations will be based on the current impact of the disability on the student’s academic performance.

5.  The documentation must include the following information:

  • All reports should be on letterhead, typed, dated, and signed
  • The name(s) of the assessment instrument(s) used
  • The severity of the condition
  • The areas of educational impact
  • Additional recommended learning accommodations that would assist in meeting the individual needs of the student
  • The evaluator’s name, title, professional credentials, and affiliation, as well as the date(s) of testing should be provided.
 

Students with Sensory Impairments

Students with sensory impairments who are requesting support services from the Office of Academic Success at Immaculata University are required to submit documentation to verify eligibility under the Americans with Disabilities Act of 1990. To ensure that the documentation is complete and appropriate, the following guidelines are provided:

 

Hearing Impairments and Deafness

Students who are deaf or hard-of-hearing must provide documentation of the following:

1.  An audiological evaluation and/or audiogram.

2.  An interpretation of the functional implications of the diagnostic data.

3.  The documentation must include the following information.

  • All reports should be on letterhead, typed, dated, and signed
  • The name(s) of the assessment instrument(s) used
  • The severity of the condition
  • The areas of educational impact
  • Additional recommended learning accommodations that would assist in meeting the individual needs of the student
  • The evaluator’s name, title, professional credentials, and affiliation, as well as the date(s) of testing should be provided

 

Visual Impairments and Blindness

Students requesting accommodations on the basis of low vision or blindness must provide documentation of the following:

1.  An ocular assessment or evaluation from an ophthalmologist, or a low-vision evaluation of residual visual function, where appropriate.

2.  An assessment of functionally limiting manifestations of the disabling condition.

3.  The documentation must include the following information:

  • All reports should be on letterhead, typed, dated, and signed
  • The name(s) of the assessment instrument(s) used
  • The severity of the condition
  • The areas of educational impact
  • Additional recommended learning accommodations that would assist in meeting the individual needs of the student
  • The evaluator’s name, title, professional credentials, and affiliation, as well as the date(s) of testing should be provided

Special accommodations and other resources may be provided by the Reading for the Blind and Dyslexic organization.

 

Students with Physical/Mobility/Chronic Health Disabilities

Physical/mobility/chronic health disabilities resulting from congenital conditions, accidents, or progressive neuromuscular diseases include, but are not limited to conditions such as: spinal cord injuries, cerebral palsy, lupus, spina bifida, chemical sensitivities, amputation, muscular dystrophy, cardiac conditions, cystic fibrosis, paralysis, polio/post polio, cancer and stroke.

Students who are requesting support services in relation to a physical/mobility/chronic health disability are to contact the appropriate college office to discuss classroom location/physical space accommodations and to contact the Office of Student Life (ext. 3130) in order to discuss housing accommodations appropriate for such a disability.

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