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Alternative Testing Accommodation Request
Disability Documentation Guidelines
Learning
Disability Documentation Guidelines
Policies and
Guidelines applying to nondiscrimination based on disability |
Our Mission and Values
Understanding Current Legislation
How to become an Edgewood
College Disability Support Services client
Understanding Responsibilities
Differences Between Services for Students with
Disabilities in High School and College
Mission
Edgewood College Disabilities Services’ mission is to be
partners in creating an accessible college community where students with
disabilities have an equal opportunity to participate fully in all
aspects of the educational experience. Through partnership with
students, faculty, and staff, we promote students’ independence and
recognition of a students ability, not disability.
Values
- To provide services in a respectful manner, acknowledging that
students have rights and responsibilities.
- To promote students’ autonomy and management of their own
services.
- To promote diversity on the campus.
- To recognize a student’s rights to privacy and confidentiality.
- To provide information in accessible formats to enable students to
make informed decisions.
- Offer services in a timely manner.
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Understanding Current Legislation
Current federal and state legislation (e.g., the Americans with
Disabilities Act [ADA], Section 504 of the Rehabilitation Act, Wisconsin
State Statute 36.12) prohibits discrimination against qualified
individuals with disabilities in college programs. Title II of the ADA
requires that the campus provide persons with disabilities with
reasonable access to services, programs, and activities.
Academically qualified students with disabilities must be reasonably
accommodated in instruction. Faculty have an important role to play in
securing such accommodations because at Edgewood College they have
primary and statutory responsibility for academic and educational
activities. Edgewood’s accommodation process describes the relevant
principles, processes, and structures.
In the admissions process all students must meet Edgewood admission
criteria; disabilities are not taken into consideration for admissions.
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Understanding Responsibilities
Determining and arranging academic accommodations is a joint
responsibility between the student, instructor, and Disabilities
Services. The Disabilities Services Coordinator determines if a student
qualifies for services, as a person with a disability, and then makes
recommendations to an instructor for reasonable academic accommodations.
Ultimately, the individual instructor decides if the recommendations are
appropriate and do not fundamentally alter the nature of the course. If
students disagree with an accommodation decision they can appeal through
the Student Disability Accommodation Appeal Process.
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Differences
Between Services for Students with Disabilities in High School and
College
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High School |
College |
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Disability Evaluation and Accommodations |
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School districts
are responsible for identifying and evaluating the disability. |
Students are
responsible for making their disabilities known to the disability
services provider at the college and must provide current
documentation of their disability. An IEP or 504 Plan is not
sufficient documentation. Students must pay all costs related to
the evaluation of the disability. |
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School districts
often pay for costs such as personal attendants, tutoring, and
personal auxiliary aids, such as tape recorders. |
Colleges are
responsible for costs involved in providing essential
accommodations based on documentation of disability, but are not
responsible for providing services of a personal nature, such as
remedial instruction, personal assistance, tutoring, and personal
auxiliary aids (i.e. computers, software, or hearing aids). |
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Communication and Confidentiality |
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The special
education teacher acts as a liaison for the student, teachers,
parents and other. |
Instructors will
not know about the student’s disability (if it is a hidden
disability) unless the student chooses to disclose information to
the instructors. |
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Teacher may talk
with parents about a student’s academic progress. |
Neither instructors
nor the disability services provider can share information with
parents without the written permission of the student. |
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Personal Responsibility in the Classroom |
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In general, students are monitored more
closely in high school than they are in college. Students may see
special education teachers and other teachers on a daily basis. |
Students see instructors just 1-3 times per
week. Students may see the disability services provider only when
specific services are required. |
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Teachers are often proactive about contact
students or parents if a student appears to have problems of a
personal or academic nature. |
Students are expected to seek out
instructors and other college resources on their own. Instructors
and other personnel will seldom contact students, unless they are
responding to a direct question.
Instructors do not determine appropriate
disability services for students; student must request disability
services from the designated office at the college. |
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There are often many tests, homework
assignments, and other projects throughout the year so students
have many opportunities to demonstrate their knowledge of the
subject and receive feedback regarding class performance. |
Final grades for courses may be based on just
2 or 3 exams, projects and/or written assignments. Students are
expected to be self-motivated to study and learn. Students are
expected to seek out feedback. |
If you have any questions, please contact the Disabilities Services
Coordinator, at (608) 663-2281 or email
dtobin@edgewood.edu.
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