榴莲视频

In high school:

• You may receive more extensive academic modifications than are available in college.
• All teachers are generally aware of your disability and accommodations.
• Courses can be modified to meet your needs.

In college:

• You are responsible for self-disclosing your disability to receive accommodations.
• Accommodations support access but cannot fundamentally alter a course or program.
• Faculty are not automatically aware of your needs; communication is key.
• Learn more: Differences Between High School (IDEA) and College (ADAAA) Accommodations.

The differences between Accommodations in High School (IDEA) vs. those in College (ADAAA) 

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• Documentation should demonstrate the functional impact of a disability on the student鈥檚 academic or daily life. This can include an educational evaluation or neuropsychological evaluation, educational testing such as, but not limited to, the WIAT, WISC, WAIS, Woodcock Johnson, or Kaufman Test of Educational Achievement, an IEP or 504 Plan from high school, documentation from a previous postsecondary institution, or a physician鈥檚 report.
• Students should submit any prior assessments and evaluations conducted by a qualified professional. These assessments and/or evaluations should provide the name, title, and other credentials of the aforementioned professional.  
• Evaluations should include a diagnostic statement as well as be signed and dated.  
• Documentation should be adult-normed if possible, and within the last 5 years. Child-normed testing can be accepted if it is within 3 years. Please communicate with our office if you have any concerns about the timeline of your testing. 
• Documentation should include a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results.  
• Documentation should provide information on how the disability or disabilities currently limit one or more major life activities.  
• Recommendations of the qualified professional provider will be considered as part of the comprehensive intake process; however, these recommendations do not guarantee the granting of requested accommodations.  
• Prior accommodations, such as from high school or another college or university setting, help determine appropriate accommodations, but do not guarantee the same accommodations. As such, Individualized Education Programs (IEP), 504 Plans, and Summary of Progress reports (SOP) may or may not provide sufficient information to determine reasonable accommodations, dependent upon their contents. The Center for Student Accessibility reserves the right to request additional documentation if deemed necessary. 

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Students will have the opportunity to describe the impact of their disability and share insight into the accommodations that have worked in the past. Students should be prepared to advocate for themselves and be able to engage in meaningful conversation about their disability. Back to top

Yes. All documentation and information shared in an intake meeting is confidential.  Back to top

The ADA does not specify disabilities to be covered. The ADA states that a 鈥渄isability is a physical or mental impairment that substantially limits one or more major life activities.鈥� Back to top

Parents can attend intake meetings but should allow students to take the lead in the conversation.  Back to top

Once the CSA staff has reviewed the shared documentation and considered the student鈥檚 self-report, an Accommodation Determination Report email will be sent to the student鈥檚 榴莲视频 email address.  Back to top

Students are always welcome to meet with CSA staff to discuss adjustments to accommodations. Additional documentation may be required if requested accommodations are not addressed in the documentation on file with CSA. Back to top

No. Students are able to decide when to use their accommodations based on the class situation.  Back to top

If you are denied accommodations for any reason, you will be given instructions on how to file a grievance, which will lead to a review of the accommodation decision. If you secure additional documentation to support your request, you can always return to the CSA for a new assessment of eligibility. Back to top

Students will download their accommodation letters each semester from the Student Health Portal. Back to top

Once you are approved, most accommodations will remain in place for the duration of your 榴莲视频 education. Some  accommodations may need to be revisited each semester or year depending on the details involved. You will need to download a new letter each semester. Back to top

Students who seek alteration to traditional campus housing either by requesting a medical single, an accessible bathroom, or an emotional support animal will be asked to have additional documentation completed by a medical professional who can speak to the need for this alteration. This process will only take place after the student has enrolled in the University. Back to top

Meal plans are managed by the food service provider, and as such require a consultation with the nutritionist on staff before a waiver can be granted. This process will also include the Center for Student Accessibility. Meal plans cannot be waived unless there is a documented disability or health condition that impacts the student's ability to eat in the traditional campus dining areas. Waivers for religious reasons must be requested through the Dean of Student鈥檚 Office and are not guaranteed. 
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Assistive technology refers to tools and programs designed to improve or maintain functional capabilities of individuals with disabilities. Everyone can benefit from assistive technology.  

Examples of Assistive Technologies: 

• Text-to-speech software that tracks and highlights text as the text is read aloud to those with cognitive disabilities  
• Screen reading software that reads text on the computer screen to blind individuals  
• Screen magnification software that enlarges text and images for low vision users  
• Speech recognition software to assist individuals who have limited or no use of a keyboard or mouse when entering information into a computer  
• Alternative mice and keyboards utilized by those with physical or motor impairments  
• Personal FM system used by individuals who are hard of hearing.   

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The Assistive Technology lab is a space set aside for students to train one on one with a staff member of the Center for Student Accessibility on various assistive technology. The intention is to allow students to sample different tools in order to find those that work best for them. Back to top

Our services include demonstrations, access to educational software, and equipment loans. 榴莲视频 offers HelperBird, a chrome extension, to all students, faculty, and staff. To access this extension, email Kate.Shannon@mville.edu.

Free and Low-Costs Assistive Technology 

Reading  

• Built-in reading assistance in Microsoft Suite 
• Built-in reading assistance on Mac computers
• Built-in reading assistance on Microsoft computers
• HelperBird Pro (Free for all 榴莲视频 students)
• Project Guttenberg 
• Bookshare 
• Reader Pens (limited availability; must be checked out from CSA)  

Additional Subscription Based Assistive Technology

• Librivox   

Writing  

• MindGenius  
• Lightkey 

Math  

• Equatio
• Desmos
• ModMath 

Note-Taking 

• OneNote 
• Google Notebook LM 
• Otter.ai 
• Notability 
• 榴莲视频 has licenses for Genio available to students to are approved for a note taking accommodation. 

Organization/Time Management  

• Trello 
• Google Calendar 
• ColdTurkey 

Vision

• NVDA screen reader   
• Jaws  
• PowerTalk  
• ZoomText  

Hearing  

• Speech to Text 

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No, any 榴莲视频 student is welcome to schedule an appointment to learn about assistive technology options  
Make an appointment to work with someone from CSA in the Assistive Technology Lab.

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We are constantly researching applications, software, and devices that can help benefit our student population..   Back to top