Policies, Procedures, Forms

Allegheny College has an internal grievance procedure providing for prompt and equitable resolution of complaints alleging violations of Section 504, the ADA, or other aspects of its non-discrimination policy.  Students may use this grievance procedure to appeal the College’s decisions regarding requests for accommodation.  To file a grievance or to otherwise lodge an internal complaint regarding an alleged violation of the College’s non-discrimination policy, students should contact the Dean of Students.

Contact information for the Dean of Students is as follows:

Dean of Students Office
Allegheny College
520 North Main Street
Meadville, PA 16335
814-332-4356
deanofstudents@allegheny.edu

Allegheny College is committed to supporting and making reasonable accommodations for students with disabilities to the best of our ability and within our policies. Allegheny is also committed to compliance with state and federal laws regarding individuals with disabilities.

General Definitions

Emotional Support Animal (ESA) means any animal that provides comfort or alleviates one or more symptoms or effects of a disabling condition for a person with a qualified disability. An Emotional Support Animal is not a pet. An ESA is a companion animal that provides therapeutic benefit to an individual with a mental or psychiatric disability. The person seeking to bring an ESA onto campus must have a verifiable disability, not simply a desire for companionship. An ESA can serve as a “reasonable accommodation” under the Fair Housing Amendments Act of 1988 (FHA or FHAct) in those housing communities that have a “no pet” policy. The ESA is not required to have any specialized training or certifications.

Qualifications and Process

• Students are required to meet with the Director of Student Accessibility and Support Services and be approved before bringing an emotional support animal to campus. A pre-application meeting includes consultation with SASS. The meeting consists of a review of the application process and materials. Once approved, a student with a disability may have an ESA in their residence hall room as an accommodation. The ESA must stay within the confines of the residence hall room and grounds immediately surrounding the hall (in the case of a dog that needs to go outside for natural relief). Only animals that do not pose a direct threat to the health and safety of others, would not cause substantial physical damage to College property or the property of others, or do not fundamentally alter housing operations will be considered.
• Though a request may be made to Student Accessibility and Support Services at any time, students seeking to bring an ESA on campus should submit all materials (forms and documentation) by the following dates:

New Students-June 15th; Returning Students-March 1st

Student Accessibility and Support Services will consider requests from newly enrolled students and requests made by current students relating to a newly discovered need on a case by case basis throughout the semester.

• The request must include documentation from a licensed mental health professional (i.e., psychologist, psychiatrist, social worker) or otherwise qualified medical or disability professional (not employed by or contracted with Allegheny and not related to the student) who is providing on-going treatment for the disability, and must include a completed Emotional Support Animal Request For Information form or the same information being asked for in the form in a different format. The form is provided as a convenience.Any and all forms/information related to the ESA request MUST be sent directly from the provider to Student Accessibility and Support Services. Students should not be submitting the form to our office.
• If approved, the student must complete an Animal Registration Form that provides a physical description of the animal including height and weight and confirmation that the animal is housebroken or confined such that housebreaking is not necessary (e.g., fish in a fishbowl). For dogs and cats, applicants must submit a completed Veterinary Verification Form along with current and appropriate records (evidence) of their animal’s immunizations and vaccinations. Also, shot records must be updated as necessary and when applicable, the animal must wear a rabies vaccination tag. For animals that aren’t required to have immunizations or vaccinations, applicants must submit a Veterinary Verification Form completed by a licensed veterinarian. The form is required and provides documentation of their animal’s “clean bill of health.”
• The request will be reviewed by Student Accessibility and Support Services. The student will be notified of a decision on their request within (14) days after the application has been reviewed. Appeals for decisions should be submitted to the Dean of Students within (7) days of the official notification of the decision. If a student is approved to have an ESA, they are generally permitted to have (1) one animal in their Residence Hall room.

Students approved to have an ESA in their residence hall are required to sign a Letter of Agreement and shall be subject to the following rules. The owner must:

• Keep the animal in their residence hall room. An ESA must be contained within the owner’s privately assigned individual living accommodations except to the extent the individual is taking the animal out for natural relief. When the animal is outside the private individual living accommodations, it must be in an animal carrier or controlled by a leash or harness. ESA’s are not allowed in any College facilities other than the housing to which the resident is assigned.
• Keep the Animal under Control. The ESA must be properly housed and restrained or otherwise under the dominion and control of the owner at all times. No owner shall permit the animal to go loose or run at large. If an animal is found running at large, the animal is subject to capture and confinement and immediate removal from College housing.
• Abide by Laws and Policies. The owner must abide by current city, county, and state ordinances, laws, and/or regulations pertaining to licensing, vaccination, and other requirements for animals. It is the owner’s responsibility to know and understand these ordinances, laws, and regulations. Dogs must be licensed in the City of Meadville in addition to their home state license because they reside here longer than 6 months per year.The College has the right to require documentation of compliance with such ordinances, laws, and/or regulations, which may include a vaccination certificate and license.. Additionally, the owner must abide by all equally applicable residential policies, such as assuring that the animal does not unduly interfere with the routine activities of the residence or cause difficulties for individuals who reside there.
• Ensure the Animal is Well Cared-For. The owner is required to ensure the animal is well cared for at all times. Any evidence of mistreatment, abuse, neglect, or leaving the animal unattended for unreasonably long periods of time may result in immediate removal of the animal and/or discipline for the responsible individual pursuant to the College Student Code of Conduct and/or any housing-related sanctions. College personnel shall not be required to provide care or food for any animal including, but not limited to, removing the animal during emergency evacuation for events such as a fire alarm. Emergency personnel will determine whether to remove the animal and may not be held responsible for the care, damage to, or loss of the animal. Additionally, ESA’s may not be left overnight in College housing to be cared for by any individual other than the owner. If the owner is to be absent from his/her residence hall overnight or longer, the animal must accompany the owner. The owner is responsible for ensuring that the animal is contained, as appropriate, when the owner is not present during the day while attending classes or other activities.
• Be Responsible for Property Damage. The owner is required to clean up after and properly dispose of the animal’s waste in a safe and sanitary manner and, when provided, must use animal relief areas designated by the College. An individual with a disability may be charged for any damage caused by his or her ESA’s beyond reasonable wear and tear to the same extent that it charges other individuals for damages beyond reasonable wear and tear. The owner’s living accommodations may also be inspected for fleas, ticks or other pests if necessary as part of the College’s standard or routine inspections. If fleas, ticks or other pests are detected through inspection, the owner will be billed for the expense of any pest treatment above and beyond standard pest management in the residence halls. The College shall have the right to bill the owner’s account for unmet obligations under this provision.

Removal of the Animal

The College reserves the right to ask the student to remove the animal from campus if: The animal poses a direct threat to the health or safety of others or causes substantial property damage to the property of others, including College property;  The animal’s presence results in a fundamental alteration of a College program; The owner does not comply with the Owner’s Responsibilities set forth above; or  The animal or its presence creates an unmanageable disturbance or interference with the College community.

Violations of this policy and/or the student’s letter of agreement will be referred to and enforced by Student Life and Residence Life.

Allegheny recognizes the value and need of service animals to assist some students with disabilities. The Americans with Disabilities Act (ADA) defines service animals as “… any animal individually trained to do work or perform tasks for the benefit of an individual with a disability, including, but not limited to, guiding individuals with impaired vision, alerting individuals who are hearing impaired to intruders or sound, providing minimal protection or rescue work, pulling a wheelchair, or fetching dropped items.”

Allegheny reserves the right to ask that the animal undergo additional training or be removed if it does not fit this description or if it has become disruptive. For example, a properly trained service animal will remain at its owner’s feet. It does not run freely around, bark or growl repeatedly at other persons or animals, bite or jump on people, or urinate or defecate inside buildings. An animal that engages in such disruptive behavior shows that it has not been successfully trained to function as a service animal in public settings.

The good health of the animal is the responsibility of the owner. If the animal is in ill health (bowel/bladder control problems, fleas, etc.), the owner may be asked to remove it from the college.

Steps Involved for Receiving Accommodations from SASS

1. Disclose your disability to the Office of Student Accessibility and Support Services. This can be done by contacting Student Accessibility and Support Services (814) 332-2898;  jmangine@allegheny.edu).  Every student admitted to Allegheny by the Office of Admissions will receive a Self-Disclosure for Disability Form with their admittance packet. Students who would like to disclose a disability should fill this form out and return it to SASS. Though it is best to disclose a disability prior to admission, students may disclose a disability at any point during their time at Allegheny.
2. After the student has disclosed a disability, SASS will give or mail that student information regarding the appropriate documentation that is needed to verify a disability and to qualify for services.
3. We will review the documentation and determine the following:
   1. Does the student’s condition rise to the level of a disability as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.
   2. What are the functional limitations of the disability in an educational setting.
   3. What, if any, accommodations would be reasonable and appropriate for the student?
4. We will notify you as to whether the documentation submitted is sufficient or if more information is needed.
5. SASS will meet with the student if the student would like to receive accommodations.
6. If the student would like to receive accommodations, SASS will send electronic notification to faculty regarding the approved accommodations for the student.
7. It is then the student’s responsibility to follow-through on any logistics involved. (Reminding faculty (7) days before a test/quiz)
8. If a student has problems relative to the provision of accommodations, the student should Student Accessibility and Support Services.
9. In subsequent semesters, the student needs to contact SASS if s/he would like to request accommodations for new classes. SASS will not assume that the student will need these accommodations.

Accessibility and levels of accommodations will depend on the program and country. Laws regarding disability and disability services vary by country. Each student’s case will be reviewed on an individual basis to ensure a successful study abroad experience.

Since many foreign countries do not have the same accessibility laws as the United States it is key that you inform the study abroad office of your needs and concerns. The study abroad office will need to be contacted as early as possible in order to ensure that all special accommodations can be put in place.

Things to Consider

• Students are encouraged to disclose their disability to Student Accessibility and Support Services at (814) 332-2898 or email john.mangine@allegheny.edu as well as to Global Education, (814) 332-2898.
• There is much value in learning about the cultural differences in the country in which you will be studying.
• Understand that other countries define and respond to needs of persons with disabilities according to their culture.
• Identify more than one program of interest since program sites will have different types of accessibility.
• Contact your sites of interests to further learn about possibilities of accessibility.
• When assessing accessibility, consider the physical structures (ramps, elevators, curb cuts), the support services available (such as a disability services office), and what flexibility exists to design creative solutions (such as moving a classroom to the ground floor or identifying someone to serve as a notetaker).
• Speak with students with disabilities who have participated in various study abroad programs to obtain information about their personal experience.

For Allegheny graduates who have provided documentation of disability to The Maytum Center for Student Success (previously the Maytum Learning Commons), this documentation will be kept on file for five years after the student graduates. Additionally, documentation supplied to Student Accessibility and Support Services (previously Disability Services) by students who have left the university prior to graduation will be kept on file in the Student Accessibility and Support Services office for five years. Former students wishing to request a copy of documentation should submit a written request to the Associate Dean for Academic Support & Director of Student Accessibility and Support Services.

1. Recordings of class lectures are only for the student’s personal use in study and preparation related to the class. All audio recordings are the intellectual property of the instructor, to be used only for relevant educational accommodation purposes.
2. The student agrees to destroy any recordings that were made when they are no longer needed, but in no event later than the completion of the course. Students who have been granted permission to audio record class lectures as an accommodation must agree in writing to abide by each of these provisions and the instructor will also be informed about this accommodation in case they have questions or concerns.
3. Students will not make copies, sell or release the audio-recordings of course materials to others, post to any websites or social media, or provide others with an access code associated with an audio-recording technology.
4. Recording of class activities must be immediately stopped at the request of the instructor. This should only be used in cases where the particular classroom activities for that day are likely to include discussions or material that may be sensitive or private in nature and where recording poses a privacy risk or is likely to hinder classroom discussions.
5. In the case of in class discussions, recordings should be paused while other students are speaking.
6. Violating this agreement will result in the withdrawal of the authorization to audio-record, and access will be provided in an alternate format. Any use of recordings in violation of this agreement constitutes academic misconduct and may result in disciplinary action through the local college process.

No. Regardless of the disability, a student must meet the same admissions criteria. A student is not asked about a disability; however, a student may wish to disclose that they have a disability to explain certain situations.

As defined by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, a disability is a mental, physical, or emotional impairment which substantially limits one or more major life activities.

Reasonable accommodations are adjustments to policy, practice, and programs that “level the playing field” for students with disabilities and provide equal access to Allegheny’s programs and activities. This adjustment must be made without altering fundamental goals of a course or lowering the standards in a class.

No, degree requirements are the same for everybody, but Allegheny does offer a wide range of services for students with disabilities.  Student Accessibility and Support Services (SASS) can provide academic accommodations such as extra time on exams and an alternate testing location.

The Maytum Center for Student Success offers tutoring and consultations for all students at Allegheny as well as study skills tutoring and workshops.  SASS has several software and hardware programs designed specifically for students with disabilities.

A wide range of other support services are available for all students at Allegheny.

No.  Although the IEP and 504 Plan is valuable information used to discuss appropriate accommodations, documentation from a licensed professional is necessary.  Guidelines for documentation can be found here.

No. It is the student’s responsibility to provide verification of disability to Allegheny and to pay for evaluations or reevaluations of disability. However, we have suggestions on how to get tested for a disability.

To request a single room based upon disability, you must fill out a Housing Accommodation Form

You will need to have the appropriate licensed profession provide specific information about why your disability would prohibit you from having a roommate and what the results would be if you did not have a single room. Student Accessibility and Support Services (SASS) will work with other appropriate offices on campus and determine if the request warrants the accommodation of a single room. SASS will notify you when a decision has been made.

If you are 18 years or older you are legally recognized as an adult. You will be responsible for your own accommodation requests and disability related decisions. However, parents are a wonderful source of support and students are encouraged to have open communications with their parents or other significant family members.

Student Accessibility and Support Services is located in the Maytum Center for Student Success which is on the main floor of Pelletier library.

Allegheny recognizes that no two students are alike. Every candidate for admission exhibits different combinations of skills, abilities, experience, and potential. Students with learning, physical, or psychological disabilities may need services or accommodations to ensure equal access to Allegheny’s educational programs. Student Accessibility and Support Services provides a central resource for students who might need individual accommodations.

Allegheny College is committed to providing qualified students with disabilities with the opportunity to take full advantage of the College’s programs, activities, services, and facilities.  The Associate Dean for Academic Support & Director of Student Accessibility and Support Services arranges specific accommodations for students with disabilities.  The Director of Student Accessibility (in consultation with other members of the College community as necessary) and the student will work together to identify appropriate academic adjustments, auxiliary aids and services, and/or other reasonable accommodation which may be warranted under the particular circumstances.

For the College to respond appropriately to requests for accommodation, students are expected to follow certain guidelines and assume certain responsibilities, including the following:

1. Students seeking accommodations must document that they are a person with a disability by providing the following information:  the nature and extent of the disability, the functional limitations resulting from the disability, and the accommodation requested.  A full list of documentation guidelines can be found here.  Students must put the request in writing to the The Director of Student Accessibility in the Maytum Center for Student Success, Pelletier Library Box 6 Allegheny College.  Students are responsible for cooperating with the Director of Student Accessibility in an interactive process to identify the appropriate accommodation.
2. Students should provide current documentation describing how the disability affects or impacts the individual’s  ability to partake in the College’s programs and activities.  In some cases, it may be necessary for the College, with student permission, to contact the medical or health professional providing the report to obtain further information or clarification.  While documentation from professionals may include specific recommendations for accommodation, the College reserves the right to determine what accommodation is reasonable and appropriate within the College setting and within technical and academic requirements of the program.
3. The College will carefully review information and documentation provided by a student, analyze each student’s individual needs, and engage in an interactive process with the student to determine what accommodation may be reasonable and appropriate under the circumstances.  In evaluating and coordinating requests for accommodations, the Director of Student Accessibility may consult with other members of the College Community if and as necessary.
4. The College need not provide accommodation that would fundamentally alter the essential characteristics or nature of a program.  Likewise, the College need not provide the exact accommodation requested by the student.  The College may provide alternate accommodation as long as they are reasonable and appropriate to make the College’s programs, activities, services and facilities accessible to that individual.
5. The College has the right to establish qualifications and other essential standards and requirements for its courses, programs, activities, and services.  All students are expected to meet these essential qualifications, standards and requirements, with or without reasonable accommodation.

Reasonable accommodations are adjustments to policy, practice, and  programs that “level the playing field” for students with disabilities and provide equal access to Allegheny’s programs and activities.  This adjustment must be made without altering fundamental goals of a course or lowering the standards in a class.

Upon receipt of documentation and approval from the Associate Dean for Academic Support & Director of Student Accessibility and Support Services, accommodations can be established.  Examples of reasonable accommodations include:

• Special classroom seating
• Note-taking assistance
• Extended time for tests
• Recording of lectures
• Pre-recorded texts or, when these are not available, readers
• Special housing arrangements

Once the College has approved the accommodation, SASS will send an electronic notification of approval to the appropriate faculty members for that student. The student should inform the Associate Dean for Academic Support & Director of Student Accessibility and Support Services when the accommodation is not being implemented, when it is not effective or necessary, when it might need to be adjusted, or when it is no longer being utilized. Further, the student should follow through and be on time with any accommodation which impacts other individual’s schedules, such as tutors, readers, signers, test administrators, aides, or, if necessary, canceling them with adequate notice. Even though SASS notifies instructors regarding approved accommodations, it is still a student’s responsibility to arrange logistics for certain accommodations, such as extended time on exams/quizzes. Students are required to remind faculty at least (7) days before each in-class test/quiz.

Accommodations are not retroactive; that is, they do not impact tests or work completed prior to the student’s submission of medical documentation and the College’s determination of any necessary accommodation.

Students needing support services have the same responsibility as other students to meet the College’s academic and behavioral standards and to follow the College’s general policies and guidelines regarding standards of conduct.

Listed below are the specifics for how each approved accommodation is implemented at Allegheny unless other specific arrangements have been agreed upon.

Extended Time on Exams/Quizzes

Allegheny College has an internal grievance procedure providing for prompt and equitable resolution of complaints alleging violations of Section 504, the ADA, or other aspects of its non-discrimination policy.  Students may use this grievance procedure to appeal the College’s decisions regarding requests for accommodation.  To file a grievance or to otherwise lodge an internal complaint regarding an alleged violation of the College’s non-discrimination policy, students should contact the Dean of Students.

Contact information for the Dean of Students is as follows:

Trae Yeckley
deanofstudents@allegheny.edu
Allegheny College
520 North Main Street
Meadville, PA 16335
814-332-4356

A major part of the college educational experience is for students to learn to live on their own.  Allegheny College provides on-campus housing to enhance intellectual, social, and cultural development through the experience of living with other individuals who bring a variety of social and cultural backgrounds to the community.

Occasionally, a student may feel that he or she needs special consideration in residence hall assignments due to a disability.  When such a situation occurs, the student should contact Student Accessibility and Support Services to discuss the request for special consideration.

Housing accommodations are viewed as part of an active treatment plan. The College requires supporting documentation from an appropriately licensed professional that outlines how a special housing assignment supports your medical needs. Please be aware that a diagnosis of a medical condition in and of itself does not automatically qualify you for a housing accommodation.

Special requests for residence hall assignments should be made as soon as the student has decided to attend or continue at Allegheny College.  Every effort will be made to meet the student’s needs.

New Students: If you believe you have such a need, you and your treating professional must submit the below Housing Accommodation form for review by June 15th.

Returning Students: The Housing Accommodation form below needs to be completed by February 15th.

• The rights of students are covered by the Americans with Disabilities Amendment Act (ADAA) and Section 504 of the Rehabilitation Act of 1973.  IDEA no longer applies.
• Students may not qualify for the same accommodations they had in high school, even if the learning situation is otherwise unchanged.
• Post-secondary schools are not required to make curricular modifications or provide alternative assessments, teaching strategies or modifications to the curriculum.
• Allegheny College personnel expect to work with students rather than parents.  Laws governing confidentiality make communication with parents more restrictive.



• Identifying themselves directly to Student Accessibility and Support Services if they wish to receive accommodations.
• Notifying instructors of approved accommodations in a timely manner.
• Notifying Student Accessibility and Support Services of any difficulties they may experience securing accommodations.
• Monitoring their own progress.  No one pushes the student to attend class, do homework or follow a schedule.



Disability information is confidential and shared appropriately.  The Associate Dean for Academic Support & Director of Student Accessibility and Support Services will not release any information regarding a student’s disability to professors, deans, and even parents without a signed “Confidentiality and Release of Information Form.”

Changes in services from High School to College:

Dedicated to helping all students thrive academically at all stages of their college careers, Student Success offers effective strategies for reading, writing papers, developing oral presentations, studying, utilizing computer software, and balancing the demands of contemporary college life.

For more information about the program visit the the Maytum Center for Student Success.

The Counseling Center offers individual, confidential counseling and support group sessions for personal, educational, and career concerns.  Counselors help students cope with challenges of all kinds by providing objective assistance and in clarifying options; counselors help students make choices and act on them.  The Counseling Center also hosts occasional workshops on topics such as relaxation training, self-esteem, eating concerns, and anxiety management.

Students with temporary impairments (e.g., broken arm or sprained ankle) can contact the Associate Dean for Academic Support & Director of Student Accessibility and Support Services with any questions or concerns. Depending on the nature of the impairment, the student may be able to receive some form of assistance. Possible supportive services include:

• volunteer notetakers
• extended time on tests
• use of a laptop in the classroom
• temporary accessible parking permit

If you have suffered a temporary injury and need to discuss an accommodation, please call The Maytum Center for Student Success at (814) 332-2898.

Allegheny strives to keep up with the latest Assistive Technology available to students with qualifying disabilities.  Below are examples of some of the services and technologies that are available:

• Kurzweil 3000
• Dragon Naturally Speaking
• Learning Ally Audio Books
• Zoom Text

This compilation of links may or may not be endorsed or supported by Allegheny College.

• Read&Write for Google Chrome
• Read Aloud: A Text to Speech Voice Reader
• Announcify
• Google: Type & edit with your voice

1. Disclose your disability to Student Accessibility and Support Services. This can be done by contacting the Associate Dean for Academic Support & Director of Student Accessibility and Support Services (via Student Success (814) 332-2898;  jmangine@allegheny.edu).  Every student admitted to Allegheny by the Office of Admissions will receive a Self-Disclosure for Disability Form with his or her admittance packet. Students who would like to disclose a disability should fill this form out and return it to Student Success. Though it is best to disclose a disability prior to admission, students may disclose a disability at any point during their time at Allegheny.
2. After the student has disclosed a disability, Student Accessibility and Support Services will give or mail that student information regarding the appropriate documentation that is needed to verify a disability and to qualify for services.
3. We will review the documentation and determine the following:
   1. Does the student’s condition rise to the level of a disability as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act?
   2. What are the functional limitations of the disability in an educational setting?
   3. What, if any, accommodations would be reasonable and appropriate for the student?
4. We will notify you as to whether the documentation submitted is sufficient or if more information is needed.
5. The Associate Dean for Academic Support & Director of Student Accessibility and Support Services will meet with the student if the student would like to receive accommodations.
6. If the student would like to receive accommodations, SASS will email a link to an accommodation form that the student will need to fill out.  SASS will then share accommodation  spreadsheets with their professor.   These spreadsheets will verify the disability and list reasonable accommodations.
7. It is then the student’s responsibility communicate the logistics of your accommodations with your professor based on the format of the course.
8. If a student has problems relative to the provision of accommodations, the student should contact Student Accessibility and Support Services.
9. In subsequent semesters, the student needs to contact SASS and fill out an additional accommodation form (this will be emailed from Student Accessibility and Support Services). SASS will not assume that the student will need these accommodations for all classes until the form is filled out for the semester.

1. The credentials of the evaluator(s): The best quality documentation is provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience and has no personal relationship with the individual being evaluated. A good match between the credentials of the individual making the diagnosis and the condition being reported is expected (e.g., an orthopedic limitation might be documented by a physician, but not a licensed psychologist).
2. A diagnostic statement identifying the disability: Quality documentation includes a clear diagnostic statement that describes how the condition was diagnosed, provides information on the functional impact, and details the typical progression or prognosis of the condition. While diagnostic codes from the Diagnostic Statistical Manual of the American Psychiatric Association (DSM) or the International Classification of Functioning, Disability, and Health (ICF) of the World Health Organization are helpful in providing this information, a full clinical description will also convey the necessary information.
3. A description of the diagnostic methodology used: Quality documentation includes a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results. Where appropriate to the nature of the disability, having both summary data and specific test scores (with the norming population identified) within the report is recommended. Diagnostic methods that are congruent with the particular disability and current professional practices in the field are recommended. Methods may include formal instruments, medical examinations, structured interview protocols, performance observations, and unstructured interviews. If results from informal, non-standardized or less common methods of evaluation are reported, an explanation of their role and significance in the diagnostic process will strengthen their value in providing useful information.
4. A description of the current functional limitations: Information on how the disabling condition(s) currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations. A combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self-report is the most comprehensive approach to fully documenting impact. The best quality documentation is thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency, and pervasiveness of the condition(s).While relatively recent documentation is recommended in most circumstances, common sense and discretion in accepting older documentation of conditions that are permanent or non-varying are recommended. Likewise, changing conditions and/or changes in how the condition impacts the individual brought on by growth and development may warrant more frequent updates in order to provide an accurate picture. It is important to remember that documentation is not time-bound; the need for recent documentation depends on the facts and circumstances of the individual’s condition.
5. A description of the expected progression or stability of the disability: It is helpful when documentation provides information on expected changes in the functional impact of the disability over time and context. Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes provides opportunities to anticipate and plan for varying functional impacts. If the condition is not stable, information on interventions (including the individual’s own strategies) for exacerbation and recommended timelines for re-evaluation are most helpful.
6. A description of current and past accommodations, services and/or medications: The most comprehensive documentation will include a description of both current and past medications, auxiliary aids, assisting devices, support services, and accommodations, including their effectiveness in ameliorating functional impacts of the disability. A discussion of any significant side effects from current medications or services that may impact physical, perceptual, behavioral or cognitive performance is helpful when included in the report. While accommodations provided in another setting are not binding on the current institution, they may provide insight in making current decisions.
7. Recommendations for accommodations, adaptive devices, assisting services, compensatory strategies, and/or collateral support services: Recommendations from professionals with a history of working with the individual provide valuable information for review and the planning process. It is most helpful when recommended accommodations and strategies are logically related to functional limitations; if connections are not obvious, a clear explanation of their relationship can be useful in decision-making. While the post-secondary institution has no obligation to provide or adopt recommendations made by outside entities, those that are congruent with the programs, services, and benefits offered by the college or program may be appropriate. When recommendations go beyond equitable and inclusive services and benefits, they may still be useful in suggesting alternative accommodations and/or services. If the student will need accommodations for an exam administered by Educational Testing Service (ETS), such as the Praxis exams or GRE, the student will need to submit documentation to ETS Disability Services.  Please note that approval for accommodations for Allegheny classes does not guarantee accommodations for an ETS exam.  ETS Disability Services, not Student Accessibility and Support Services, determines accommodations for ETS exams.

The primary mission of the Office of Student Accessibility and Support Services (SASS) is to determine if a student’s request for accessibility-related accommodations is appropriate. An important piece in making this determination is documentation that the student provides to SASS. Accessibility documentation for the purpose of providing accommodations must both establish an accessibility issue and provide adequate information on the functional impact of the accessibility issue so that effective accommodations can be identified. The documentation needs to provide SASS with a basic understanding of the student’s accessibility needs and enough information to anticipate how the current impact is expected to interact with Allegheny’s requirements.

Students who wish to be considered for reasonable accommodations must submit current documentation (ie., medical/educational/diagnostic reports) from licensed physicians, psychologists, or other qualified professionals as well as supporting historical records and materials.  School plans such as IEPs or 504 Plans are helpful, but do not substitute for complete and current documentation.

Documentation guidelines are provided in the interest of assuring that documentation is complete and supports requested accommodations, academic adjustments, and/or auxiliary aids as being necessary.  A diagnosis of a disorder/impairment alone does not qualify an individual for an accommodation under applicable federal laws.

For the purpose of receiving consideration for reasonable accommodations at Allegheny College, an individual must have an impairment that substantially limits one or more major life activities.

*SASS used information and guidelines from the Association on Higher Education and Disability (AHEAD) and the Educational Testing Service (ETS) in developing these guidelines.

Documentation that is submitted to SASS must:

• clearly state the diagnosed disability or disabilities
• describe the functional limitations resulting from the disability or disabilities
• be age-appropriate — describing how the disability or disabilities currently affect the student in an educational setting
• be comprehensive- including complete educational, developmental, and medical history relevant to the disability for which accommodations are being requested
• include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability (this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature)
• describe the specific accommodations requested
• adequately support each of the requested accommodations
• be typed or printed on official letterhead and be signed by an evaluator qualified to make the diagnosis (include information about license or certification and area of specialization).

Do you think you might have a learning disability but are not sure what to do?

Should you feel you have a particular difficulty with learning which may be the result of a learning disability, attention deficit/hyperactivity disorder (ADHD), or a psychiatric disability, several matters should be considered. It is important that you have as much background information as possible to assist you in enhancing your educational experience. Although Allegheny does not offer a special curriculum or “structured” program for students with disabilities, support services/accommodations are available.

Though Student Accessibility and Support Services (SASS) does not provide psycho-educational testing for students with disabilities, this may be used as a guide to find out if you should be tested and where you can go to receive these services.

Questions and Answers

Before you decide to be evaluated for a learning disability, ADHD, or a psychiatric disability, there are a few questions you should consider:

Why do you think you have a learning disability, ADHD, or a psychiatric disability?

Have you noticed particular learning difficulties or difficulty paying attention? When did your difficulties start? Did someone refer you to SASS for testing? You will want to know what troubles you are having academically and be able to explain them to the person who evaluates you.

Did you qualify for or receive special education services while in high school, or prior to attending Allegheny?

If you received accommodations for a disability in high school, it is likely you were evaluated for a disability. It is wise to check with your high school or your family members to see if there is an evaluation report of a disability on file for you somewhere. This can save you time and money. However, simply being evaluated for a disability in high school will not necessarily make you eligible for disability services in college.

Your documentation must meet the following criteria:

• clearly state the diagnosed disability or disabilities
• describe the functional limitations resulting from the disability or disabilities
• be age-appropriate–describing how the disability or disabilities currently affect the student in an educational setting
• be comprehensive–including complete educational, developmental, and medical history relevant to the disability for which accommodations are being requested
• include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability (this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature)
• describe the specific accommodations requested
• adequately support each of the requested accommodations
• be typed or printed on official letterhead and be signed by an evaluator qualified to make the diagnosis (include information about license or certification and area of specialization).

You and the professional doing the testing should refer to the nationally developed guidelines relative to learning disability, ADHD, and psychiatric disability testing. See our documentation guidelines.

If your evaluation report does not meet all of these criteria, it may be necessary for you to obtain another evaluation. It is a good idea to sit down with Student Accessibility and Support Services (SASS) staff to discuss your documentation and your options for being retested.

Options for Testing

In the K-12 education system, the school was responsible for identifying students with disabilities and ensuring they receive evaluations for learning disabilities and ADD. However, in college it is the student’s responsibility to provide documentation of a disability, which is determined by a qualified licensed professional.

Neither SASS nor the Counseling Center provide such testing; however, there are alternatives that should be considered. SASS has no formal relationship with these outside agencies. Therefore, the scheduling of appointments, the fee structure, etc. are to be determined between the client and the agency.

Private Psychologist: This is often the quickest option. A resource to aid in locating private testing services is the yellow pages. Information can be found under “psychologist.” This type of testing may be covered under some insurance policies, so be sure to examine specific policies or contact your insurance agent and/or your medical doctor for a referral.  SASS could make referrals to local psychologists who are experienced with testing college-age students.

Pennsylvania Vocational Rehabilitation: This agency has offices throughout the state and serves persons with disabilities. If you suspect you have a disability, check with a VR office for an assessment of your eligibility for services. Their evaluations of your eligibility for client services are free, but scheduling may be difficult.

Things to keep in mind when deciding on a testing option:

• Will your insurance (or your parents’ insurance) pay for this?
• Have you compared costs of psychologists in the area?
• Have you checked to see if there is any previous record of a disability on file?
• Do you need a medical referral for testing?
• Are adult measures being used in your evaluation?
• Did you bring Allegheny’s documentation guidelines with you to the testing center?

This is a chart which explains the differences in the law from secondary to post-secondary education. It is vital that students understand that the onus of responsibility for advocating for their legal rights shifts to them at the university level.

Secondary vs. Postsecondary Education.  Whose responsibility is it?

Source: Brinckerhoff, L.B., Shaw, S.F., & McGuire, J.M.

What are the differences between secondary and postsecondary disability laws?

Source: Kay McVey, Faculty Development Specialist PROJECT CONNECT, Henderson State University

What is the Law?

Section 504 of the Rehabilitation Act of 1973 states that:

“No otherwise qualified person with a disability in the United States…shall, solely by reason of…disability, be denied the benefits of, be excluded from participation in, or be subjected to discrimination under any program or activity receiving federal financial assistance.”

Who is Protected Under the Law?

A “person with a disability” includes “any person who (i) has a physical or mental impairment which substantially limits one or more of such person’s major life activities; (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.”

A “qualified person with a disability” is defined as one who meets the requisite academic and technical standards required for admission or participation in the postsecondary institution’s programs and activities. Section 504 protects the civil rights of individuals who are qualified to participate and who have disabilities such as, but not limited to, the following:

• Blindness or visual impairments
• Cerebral palsy
• Chronic illnesses, such as:
• AIDS
• Arthritis
• Cancer
• Cardiac diseases
• Diabetes
• Multiple sclerosis
• Muscular dystrophy
• Psychiatric disabilities
• Deafness or hearing impairments
• Drug or alcohol addiction (Section 504 covers former users and those in recovery programs and not currently using drugs or alcohol.)
• Epilepsy or seizure disorders
• Mental retardation
• Orthopedic impairment
• Specific learning disabilities
• Speech disorder
• Spinal cord or traumatic brain injury

What is the Impact of the Law on Postsecondary Education?

Colleges and universities receiving federal financial assistance must not discriminate in the recruitment, admission, or treatment of students. Students with documented disabilities may request modifications, accommodations, or auxiliary aids which will enable them to participate in and benefit from all postsecondary educational programs and activities. Postsecondary institutions must make such changes to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities.

Under the provisions of Section 504, universities and colleges may not:

• Limit the number of students with disabilities admitted;
• Make preadmission inquiries as to whether or not an applicant is disabled;
• Use admissions tests or criteria that inadequately measure the academic qualifications of disabled students because special provisions were not made for them;
• Exclude a qualified student with a disability from any course of study;
• Limit eligibility to a student with a disability for financial assistance or otherwise discriminate in administering scholarships, fellowships, internships, or assistantships on the basis of disability;
• Counsel a student with a disability toward a more restrictive career;
• Measure student achievement using modes that adversely discriminate against a student with a disability; or
• Establish rules and policies that may adversely affect students with disabilities.

What Can Colleges and Universities Do to Implement Program Modifications?

For college students with disabilities, academic adjustments may include adaptations in the way specific courses are conducted, the use of auxiliary equipment and support staff, and modifications in academic requirements. A college or university has the flexibility to select the specific aid or service it provides, as long as it is effective. Such aids or services should be selected in consultation with the student who will use them.

Postsecondary institutions can make modifications for students with disabilities such as:

• Removing architectural barriers;
• Providing services such as readers for blind or learning disabled individuals, qualified interpreters and notetakers for deaf and hard of hearing students, or note-takers for students with learning disabilities or mobility impairments. (College and universities may, but need not, provide aids, devices, or services of a personal nature, such as personal assistants, wheelchairs, or specifically certified tutors.);
• Provide modifications, substitutions, or waivers of courses, major fields of study, or degree requirements on a case-by-case basis. (Such accommodations need not be made if the institution demonstrates that the changes requested would substantially alter essential elements of the course or program.);
• Allowing extra time to complete exams;
• Permitting examinations to be individually proctored, read orally, dictated, or typed;
• Using alternative forms for students to demonstrate course mastery (e.g., a narrative tape instead of a written journal); and permitting the use of computer software programs or other assistive technological devices to assist in test-taking and study skills.

*This information is from a brochure published by the American Council on Education.

What is the law?

The Americans with Disabilities Act of 1990 (ADA) is the civil rights guarantee for persons with disabilities in the United States. It provides protection from discrimination for individuals on the basis of disability. The ADA extends civil rights protections for people with disabilities to employment in the public and private sectors, transportation, public accommodations, services provided by state and local government, and telecommunication relay services.

What is the ADA’s definition of a “person with a disability?”

A “person with a disability” is anyone with a physical or mental impairment that substantially limits one or more major life activities, such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. In addition to those people who have visible disabilities – persons who are blind, deaf, or use a wheelchair – the definition includes people with a whole range of invisible disabilities. These include psychological problems, learning disabilities, or some chronic health impairment such as epilepsy, cancer, cardiac problems, HIV/AIDS, and more. (Documentation of the disability is required.) A person is considered to be a person with disability if he/she has a disability, has a record of a disability, or is regarded as having a disability.

How does the ADA affect institutions of higher education?

The ADA upholds and extends the standards for compliance set forth in Section 504 of the Rehabilitation Act of 1973 to employment practices, communications, and all policies, procedures and practices that impact on the treatment of students with disabilities. Employment issues for all institutions are covered under Title I. For all activities, public institutions are covered under Title II; private institutions are covered under Title III.

Because of the public attention given to the passage and implementation of the ADA, renewed attention is being focused on disability access to institutions of higher education. This focus includes the whole scope of the institution’s activities, including facilities, programs, and employment.

Employment issues under the ADA University and college personnel will be asked to make “reasonable accommodations” within the employment process to insure nondiscrimination on the basis of disability. Institutions should be prepared to accommodate persons with disabilities qualified to work in campus offices and departments in all aspects of employment including recruitment, application, hiring, benefits, promotion, evaluation, and termination. This includes:

• Active recruitment of qualified persons with disabilities for open positions
• Changes in qualifying examinations and interviewing questions
• Changes to training materials and training policies
• Provision of qualified readers or interpreters, as well as technology that will allow employees with disabilities to be fully functional within the employment setting

Areas of review for an ADA self-evaluation

Public institutions of higher education are responsible for having a clearly established grievance procedure for persons with disabilities who feel their rights have been violated under the ADA. Moreover, each institution is responsible for conducting a self-evaluation of its preparedness, as well as ongoing review of possible barriers in the following areas:

• There may be no exclusion on the basis of disability
• There may be no discrimination through contract
• Participation should be in the most integrated setting possible
• There may be no discrimination through eligibility criteria
• Reasonable modifications in policies, practices, and procedures must be made as necessary to avoid discrimination on the basis of disability
• Modifications must be made to allow the presence/use of service animals
• There may be no discrimination through association with a person with a disability
• Surcharges to cover the costs of accommodations may not be imposed solely on persons with disabilities
• Examinations and courses must be accessible
• There may be no discrimination because of insurance constraints
• There may be no harassment or retaliation against individuals who are accessing their rights under the law or against those who assist people with disabilities in accessing their rights
• Of particular importance in making appropriate accommodations for students with disabilities are the mandates for making modifications as needed in policies, practices, and procedures, and for assuring accessibility of examinations and courses. As required under Section 504, this includes all aspects of academic and nonacademic activities including admissions and recruitment, admission to programs, academic adjustments, housing, financial assistance, physical education and athletics, and counseling.

This information is from a brochure published by The American Council on Education.