How are Academic Accommodations determined?
The process of determining appropriate and reasonable accommodations is a three-pronged approach guided by the Association for Higher Education and Disability (AHEAD). To establish disability as defined by the Americans with Disabilities Amendments Act of 2008, 'A mental or physical impairment that substantially limits one or more major life activities; have a record of such impairment; or be regarded as having such impairment.' This includes, but not limited to the following:
Includes but not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.
This definition also includes anyone with a chronic medical condition that affects the following areas, Immune, Respiratory, Circulatory, Endocrine, Digestive, Reproductive, Neurological, Brain, Normal Cell Growth, Bowel, and Bladder.
Three Areas Important in Determining Accommodations:
Student Intake--Students will complete a narrative summarizing their understanding of their diagnosis, how it impacts or limits them in the academic or learning environment, and a list of requested accommodations and or previous accommodations used in the past.
DRC Interview/Intake--The DRC and student will engage in an in-depth discussion of the narrative. They will review a student's history with the diagnosis or condition, how it limits them and any other factors that may contribute to the situation.
Documentation from the Licensed Professional--Documentation is reviewed by the DRC to assist in the determination of accommodations. Documentation and the practitioner must be relevant to the diagnosis/condition; it must include the history or duration, assessment of limitations of major life function based on the diagnosis and any recommendations of accommodations.
Once this process has been completed, then accommodations may be determined.