ASA College believes in the inclusion of persons from a wide variety of cultural and ethnic backgrounds, persons of varying ages, and persons who have disabilities. With the passage of the Rehabilitation Act of 1973 and the ADA in 1990, increasing numbers of individuals with disabilities are graduating from college, becoming employed, and fulfilling their career goals. The college is committed to making each student’s time at ASA College a successful and rewarding experience.
ASA College complies with all federal laws related to disability access and does not discriminate in service or employment. The president of the college has assigned authority to the Student Disability Service office for reviewing student’s documentation and determining what, if any, reasonable, appropriate accommodations will be provided by the college to ensure equal access for all students.
STUDENT DISABILITY SERVICES MISSION STATEMENT
The Office of Student Disability Services will provide students, faculty and staff with assistance and information on issues of access and participation for people with disabilities at ASA College. The Office of Student Disability Services will provide services and support that promote educational equity for students with disabilities. Assistance includes arranging accommodations that are necessary for students with disabilities to pursue their education.
RESPONSIBILITIES OF STUDENT DISABILITY SERVICES
- Determine eligibility for academic accommodation based upon a review of the submitted documentation
- Assure that students receive the appropriate accommodations
- Assure that students will interact with faculty members when appropriate
- Through partnership with students, faculty and staff promote self-awareness, self determination and self advocacy to provide opportunities for academic success
- Develop strategies to negotiate campus life
- Assist the student in the determination of appropriate accommodations and auxiliary aids
The Student Disability Services Office will assist students in pursuit of their academic goals at ASA College.
- The student must be admitted to and/or enrolled at ASA College. This does not prohibit potential students from requesting information on programs, services, and activities before they are enrolled.
- Students will meet with the Student Disability Services Director for the purpose of completing an initial intake session and requesting specific accommodations based on need.
- Academic adjustments will be arranged after an intake is completed and the SDS Office verifies the students, documented disability.
RESPONSIBILITIES OF STUDENT DISABILITY SERVICES OFFICE
- Assessing, on a case-by-case basis, the effect of a student’s disability on his/her ability to access programs, services, and activities based on appropriate documentation.
- To identify through documentation and discussion with the student, the academic adjustments to be provided.
- Establishing in-services to assist faculty and staff in understanding the needs of students with disabilities.
- To be available to Faculty and Staff, personnel for consultation.
RESPONSIBILITIES OF STUDENT REQUESTING ACADEMIC ADJUSTMENTS
- Self identify as a student with a disability and complete an intake meeting at Student Disability Services Office before the start of each semester.
- Requests for assistive technology and books on converted to e-format must be made at least 6 weeks in advance. There may be a delay in services if less notification is given. Request for interpreting services with less than four weeks, notice for on-going classes can result in delayed services. At least 3 business days are required for special requests/one time services.
- Be available to assist faculty in further understanding your specific needs.
- Inform Student Disability Services Office in a timely manner of any interruption or failure to receive agreed upon accommodations.
The following guidelines for documenting a disability are provided to assist the student and evaluator in providing appropriate accommodations for a disability.
Documentation serves as the foundation that legitimizes a student’s request for academic adjustments. The professional providing this information must have first-hand knowledge of the student’s condition and must be an impartial professional who is not related to the student.
- Include a diagnostic statement identifying the disability, date of the current diagnostic evaluation, and the date of the original diagnosis.
- Be current, typically within the last three years. Acceptable documentation is dependent upon the disabling condition, it’s interaction with development across one’s life span, the presence or absence of significant events (since the original diagnosis) that would impact functioning, and the current condition of the disability at the time of the request for accommodation.
- Include a summary of the evaluation procedures as well as the name of diagnostic tests and evaluation results used to make the diagnosis.
- Provide a description of the current functional impact or limitations of the disability on learning or other major life activities.
- When appropriate, the examiner should address the relevance of accommodation requests to the diagnosed disability.
- When appropriate, the examiner should include treatment, medication, and assistive devices currently prescribed or in use.
Psychiatric Disabilities: Documentation must also include the DSM-IV diagnosis and a summary of present symptoms, in a written report from a psychiatrist, licensed psychologist, certified social worker (CSW or ACSW) or licensed professional counselor. This document must be current within the last school year.
Attention Deficit Hyperactivity Disorder: Documentation must include a statement of the presenting problem; history that verifies a pattern of inattention and/or hyperactivity/impulsivity that currently affects learning; identification of DSM-IV criteria for ADHD; report summary and rationales for accommodations using evidence from the evaluation. Professionals considered acceptable for evaluating ADHD are licensed physicians, neurophysiologists, and psychologists.
Learning Disabilities: Documentation should validate the need for services based on the individual’s current functioning in the educational setting. A school plan such as an individualized education plan (IEP) or a 504 plan is insufficient documentation, but it can be included as part of a more comprehensive assessment battery. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing, and a diagnosis. Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery, which does not rely on any one test or sub test. Individual “learning styles”, “learning differences”, “academic problems”, and “test difficulty or anxiety” in and of themselves, do not constitute a learning disability. The tests should be reliable, valid and standardized for use with an adolescent/adult population. The following professionals would generally be considered qualified to evaluate specific learning disabilities provided they have additional training and experience in the assessment of learning problems in adolescents and adults: clinical or educational psychologists, school psychologists, neurophysiologists, and medical doctors.
AUTHORITY & CONFIDENTIALITY
The president of ASA College has assigned authority to the Office of Student Disability Services for reviewing student documentation and determining what, if any, accommodations will be provided by the college to ensure equal access for all students.
All contact information and documentation received is kept in confidential files with the Student Disability Services office for five years – after which time it is destroyed. Information from the file is provided on a “need to know” basis only, at the student’s request, or with a signed consent.
Individuals qualified to determine disability:
- Psychologist/Psychiatrist/Neurologist: ADD, ADHD.
- Psychologist/Psychiatrist/Certified Social Worker: Emotional Disability.
- Psychologist/Psychiatrist/Certified Social Worker.
- Ophthalmologist: Visual Impairment.
- Certified Otologist, Audiologist: Hearing Impairment.
- Psychologist, Neurophysiologist, School Psychologist, Learning Disabilities Specialist: Learning Disability.
- Medical Doctor: Physical Disability.