Disability Support Services Policies
and Procedures
513.244.8420 / acadsupport@CCUniversity.edu
According to the Americans with Disabilities Act, a person with
a disability is one who:
1.) has a physical or mental impairment
which substantially limits a major life activity;
2.) has a record or history of such impairment;
3.) is regarded as having such an impairment.
Major life activities include, but are not limited to, walking,
seeing, hearing, speaking, breathing, learning, working, caring
for oneself, and performing manual tasks.
(Chronic health conditions that fit the above definition would
be considered for
disability status. Physical problems expected to last more than
five weeks may be considered disabilities. It must create a
substantial limitation in ability to function as a student to
qualify as a disability. These would be handled on a case-by-case
basis.)
In order to be considered for disability-related
services, students with a disability must self-identify to the
college. By law the college cannot require a student to reveal
a disability. Conversely, if a student decides not to self-identify,
the college is not required to provide any disability-related
services to the student.
In order to self-identify, the student must
notify the Director of Academic Support (who coordinates disability
services) that he/she has a disability and submit documentation
of the disability. This documentation will be reviewed and kept
on file in the office of the Director of Academic Support. Self-identification
alone does not guarantee that the college must provide disability-related
services; that determination will be based on the accompanying
documentation. Self-identification also does not mean that the
student must request accommodations, but that the student may
request accommodations in one or more classes if necessary.
For students with learning
disabilities and/or ADD/ADHD,
the documentation submitted generally should meet the following
criteria:
1. a current diagnosis of his/her disability
and/or record of service (since entering high school) made by
(a) qualified professional(s) i.e., licensed school psychologist,
licensed psychologist, learning disabilities/educational specialist
2. a copy of the diagnostic report and/or the most recent IEP
(Individualized Education Plan) that can be placed on file in
the Academic Support Office for the duration of the student’s
academic career at CCU
3. documentation must be based upon a psycho-educational test
battery (both intelligence/ability testing and educational/achievement
testing are required)
For students with physical
disabilities and chronic illnesses, the documentation submitted
generally should meet the following criteria:
1. professional verification of his/her
disability within the last 6 months
2. verification made by a licensed physician, rehabilitation
counselor, and/or other appropriate professional that can be
placed on file in the Academic Support Office for the duration
of the student’s academic career here at CCU
For students with psychological/psychiatric
disabilities, the documentation generally should meet the
following criteria:
1. professional medical verification of
his/her disability
2. verification made by a licensed psychologist, psychiatrist,
and/or other appropriate professional that can be placed on
file in the Academic Support Office for the duration of the
student’s academic career here at CCU
Transfer students
from other post-secondary institutions may provide written verification,
which includes an account of accommodations used, from the previously
attended school, but a copy of a professional verification of
his/her disability is still needed.
Procedures for Self-Identification
and Receiving Accommodations
1. The student must fill out a Self-Identification
Form. These forms are available through the Academic Support Office and the Admissions Office.
2. Documentation of the disability will be presented to the
Director of Academic Support along with the Self-identification Form.
3. This documentation will be reviewed by the Academic Dean
and the Director of Academic Support.
4. Once the documentation has been reviewed and if found to
be appropriate, the Director of Academic Support will meet with
the student to develop his/her accommodation plan. The Director of Academic Support will discuss
with the
student his/her educational history, past accommodations, and
other information relevant to the student’s request for
disability services.
5. A letter listing the accommodations that have been determined
to be reasonable in terms of the nature of the disability and
the supporting documentation will be given to the student with
a copy kept on file in the Academic Support Office.
6. The student will be responsible to take the letter to each
of his/her professors to discuss the accommodation plan. The
student and professor will mutually agree on how to carry out
the accommodation request so as to best satisfy the student’s
needs without adversely affecting the academic integrity of
the course. If the need arises, the student or professor can
request assistance from the Director of Academic Support in
determining how to carry out the accommodation request or in
revising the accommodation plan.
The following is a list of services that
can be provided for students with disabilities through the Academic
Support Office:
- Academic accommodations for special
needs
- Testing accommodations and proctoring for
special needs
- Individual contact by the Director of
Academic Support with faculty members regarding academic accommodations
at the request of the student after the student has spoken with
the professor personally
- Tutoring and study skills strategies
- Information and consultation for faculty
and/or staff in working with particular disabilities
- Helping students learn to use self-advocacy
skills
- Referral and liaison services with other
college departments to coordinate services and accommodations
- Referral and liaison services with community
resources.
(These accommodations are determined
on a case-by-case basis using required documentation provided
by the student.)
Alternative forms of testing
Assistance in procuring alternatives to print materials
Counseling services
Early syllabus availability
Extended test time and extended time for in-class assignments
Hand-scored (versus machine-scored) tests
Individual tutoring
Interpreters (for deaf/hard of hearing students)
Large-print exams, handouts, course packs, etc.
Library accommodations
Non-distraction test area
Note-takers
Permission to use electronic equipment in class (lap-tops, spell-checkers,
tape-recorders, etc.)
Permission to tape record lectures
Preferential seating
Preferential parking
Priority registration
Reader services
Scribe services
TTY
