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Disability related services

Learn about disability-related laws, academic adjustment request process, documentation guidelines, types of disabilities, types of academic adjustments, and communication about adjustments at RIT Disability Services Office.

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Disability related services

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  1. Disability related services for students with disabilities/medical conditions in addition to Deafness Susan Ackerman RIT Disability Services Office Susan.Ackerman@rit.edu 585.475.6988 September 20, 2016

  2. Agenda for 1:15 – 1:45 • Disability related laws – briefly • RIT academic adjustment request process • RIT documentation guidelines • Types of disabilities • Types of academic adjustments • Communication about adjustments • Time for questions?

  3. Mission statement: The RIT Disability Services Office is committed to providing equal access to programs, services and physical facilities to students with disabilities. We strive to foster an environment where all students are welcomed, valued and respected.  In effect: To make sure students are not discriminated against due to a disability; to “level the playing field”.

  4. A person is consider an“individual with a disability” : If he or she has, or has a record of having, or is regarded as having, a physical or mental impairment which substantially limits one or more of his or her life activities.

  5. “physical impairment”: physiological disorder or condition, loss, disease or disfigurement which affects one or more body systems. • “mental impairment”: any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. “life activities”: care for one’s self, perform manual tasks, walk, see, hear, speak, breathe, learn, and/or work.

  6. Differences in laws between K-12 and postsecondary education: K-12 Education • IDEA • 504/ADA • Free and appropriate education • School districts identify, evaluate, provide services Postsecondary Education • 504/ADA • Equal access to programs and services • Students self-identify, request academic adjustments, submit documentation, make use of adjustments

  7. Differences in delivery of services Postsecondary Education • Student self-identifies, requests adjustments, submits documentation • DSO reviews request and coordinates adjustments as required • Academic adjustments are communicated to faculty *This is not an IEP/504 plan* • Student works with faculty to make use of adjustments K-12 Education • District identifies, evaluates, provides services • IEP / 504 plan is developed, communicated, implemented • CSE reviews case; student is periodically evaluated • Parents are fully involved

  8. Types of disabilities at RIT • Deaf / Hard of Hearing • Vision impairment • Mobility related • Learning disabilities • Attention deficit disorders (ADHD, ADD) • Autism spectrum disorders (Asperger’s) • Medical conditions • Mental health conditions • Traumatic brain injuries (TBI) • Temporary injuries

  9. DSO academic adjustments request and delivery process • Submit request and documentation  individually reviewed • Academics: Disability Services Agreement (“DSA”) sent to instructors • Housing: DSO notifies Housing Operations • Dietary: DSO works with RIT dietician and student

  10. Documentation • Learning Disabilities: a recent psychological evaluation • ADHD: recent psychological evaluation or letter from treating physician • Autism Spectrum Disorders: recent psychological or neuropsychological evaluation and/or letter from treating physician or qualified professional • Medical or mental healthconditions: letter from treating physician or qualified professional • Vision: vison report • Deaf / hard of hearing: if enrolled through NTID, documentation not requested (otherwise: audiological report)

  11. Examples of adjustments arranged through DSO • Testing: • Extended test time, use of DSO test center, other • Classroom: • Materials: enlarged font size, white space, notes • Seating, monitors • Housing: • In AC, on 1st or lower floor, access to bathroom • No more than 1 roommate, single room • Dietary: • Arrangements due to allergies, diseases • Other: • Accessible van service, parking • Course enrollment

  12. Transfer of responsibilities………. “Student works with faculty to make use of adjustments”

  13. Thank you for your time and interest! Please contact me for further discussion or information • Susan Ackerman • 475-6988 • susan.ackerman@rit.edu Visit the Disability Services Office • SAU room 1150 Visit our website • www.rit.edu/dso

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