Disability Services - Frequently Asked Questions
What is the Americans with Disabilities Act?
The Americans with Disabilities Act was signed into law on July 26, 1990. This law reinforced the concept of reasonable accommodations in education. The legal discussion in Section 504 of the Rehabilitation Act of 1973 states in part:
“No otherwise qualified handicapped individual shall, solely by reason of his/her handicap be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
We assure that the same educational programs and services offered to other students be available to students with disabilities. We must provide physical and programmatic access by means of reasonable accommodations. This includes removal of architectural barriers, provision of auxiliary services, teaching strategies and institutional policies.
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Who is disabled?
- Individuals who have a physical or mental impairment which substantially limits a major life activity such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.
- Individuals who have a record of having such an impairment.
- Individuals who are regarded as having such an impairment.
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What is a reasonable accommodation?
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A reasonable accommodation is a change in the learning environment that guarantees equal access to programs and services.
Qualified students with disabilities are entitled to an equal opportunity to participate in all aspects of the academic community.
Reasonable accommodations are provided for students who qualify (students must voluntarily self-identify as having special
needs and request disability support services). Colleges are not required to provide accommodations that would fundamentally alter
the academic requirements that are essential to program of studies.
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What type of documentation is required to receive disability support services?
Students requesting accommodations must present current documentation (not older than 3 years) by an appropriate
qualified professional licensed to diagnose the condition. Documentation must validate the need for services based on the
student’s current level of functioning in the educational setting. Students may be referred to a physician, psychologist,
or other qualified diagnostician for a complete assessment before accommodations can be granted.
- The documentation must be current (not older than 3 years).
- The evaluation must be administered by an appropriate qualified professional licensed in the specific area of the disability.
- The documentation must be submitted on official business letterhead of the evaluator.
The documentation must include the following:
- Clear statement that identifies the nature of the disability.
- Description of the diagnostic methodology used.
- Description of the current functional limitations as it relates to the academic setting.
- Description of the expected progression or stability of the disability.
- Description of current and past accommodations, services and /or medications.
- Recommendations for accommodations.
Although an IEP or Section 504 plan may help identify services that have been effective, it is not sufficient documentation for ADA accommodations. Students must provide a full psychological evaluation.
ADD/ADHD
Students must provide documentation that includes a medical or clinical diagnosis of ADD/ADHD based on DSM-IV criteria and a rationale for the diagnosis. The evaluation must be performed by an appropriate professional, medical doctor, or clinical psychologist. The documentation should include quantitative and qualitative information that supports the diagnosis, a summary and interpretation of assessment instruments, information regarding the specific academic functions affected by ADD/ADHD, and the severity of the disability.
Cognitive Disabilities
Students must provide a psycho-educational evaluation that includes a diagnosis of a cognitive disability. A statement indicating the current status and impact of the disability in an academic setting should be included. The evaluation must be performed by a certified/licensed professional. The evaluation should include aptitude, academic achievement, information processing, social-emotional assessment, and a clinical summary.
Deaf or Hard of Hearing
Students must provide a current audiogram. Documentation can be submitted by physicians qualified to provide diagnosis and treatment of hearing disorders. The documentation must include a clear statement of deafness or hearing lost with a current audiogram, a summary of assessment procedures and evaluation instruments used to make the diagnosis, medical information relating to the student’s needs, status of hearing, and a statement regarding the use of hearing aids.
Learning Disabilities
Students must provide a psychological, psycho-educational or neuropsychological evaluation that includes a diagnosis of the specific learning disability. The evaluation must be performed by a professional who is
certified/licensed in the area of learning disabilities. The evaluation must be based on a comprehensive
assessment battery which includes aptitude, academic achievement, information processing, social-emotional assessment, and a clinical summary.
Neurological or Physical Disabilities
Students must provide documentation that includes a medical diagnosis. The diagnosis and evaluation should be made by a medical doctor or appropriate specialist licensed in the specific field of disability. The documentation must include the nature/stability of the disability, current array of symptoms/features, level of functioning, and severity of the disability.
Psychiatric Disabilities
Students must provide documentation that includes a medical or clinical diagnosis of a psychiatric disability based on DSM-IV criteria and a rationale for the diagnosis. The evaluation must be performed by a qualified psychiatrist, clinical psychologist, or clinical social worker. The documentation should include information regarding the severity of the disability and the specific academic functions affected by the disability.
Please contact the disability support services contact person regarding documentation for other disabilities as defined by the Americans with Disabilities Act.
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How do I request accommodations for a documented disability?
Students with current ADA documentation who need to request disability support services must do the following:
- Contact the disability support services contact person, S. Tomeka Swan at tswan@cecil.edu, 410-287-6060 ext. 556 (voice), or 410-287-2701 (TTY) to schedule an appointment.
- Bring current disability documentation (not older than 3 years) from an appropriate professional licensed to diagnose the condition.
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When do I need to request accommodations for a documented disability?
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It is highly recommended for students with disabilities to request accommodations at least two weeks before the start of the semester in order to provide sufficient time to arrange accommodations.
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Who do I contact if I have questions?
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REAL STUDENTS. REAL SUCCESS.
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