Student Accessibility Services (SAS) coordinates the provision of reasonable accommodations and support services to students with documented disabilities. We also support the ongoing development of an accessible university that embraces diversity through educational programming, resources, and facilities that are usable by all members of the campus community.
Mission
The primary mission of Student Accessibility Services (SAS) works to ensure that students with disabilities have an equal opportunity to participate fully in their educational experience by facilitating accommodations, discourse, and engagement.
Vision
SAS aims to empower Converse students toward self-advocacy, independence, and personal responsibility while providing disability-related education and guidance to the campus community.
Values
Inclusion, Empowerment, and Integrity
Accommodation Types and Services
The Americans with Disabilities Act of 1990 is civil rights legislation that upholds and extends Section 504 of the Rehabilitation Act of 1973. Title II of the ADA states: No qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity (42 USC 12132). More information can be found at ADA.gov.
What is a Disability?
The Americans with Disabilities Act of 1990 (ADA) defines a disability as a mental or physical impairment that substantially limits one or more major life activities. All students with documented disabilities are eligible for services.
Some examples of disabilities include, but are not limited to:
- Autism Spectrum Disorder
- Chronic Medical Illness
- Deafness or Hard of Hearing
- Learning Disabilities
- Mobility Concerns
- Mental Health Conditions
- Speech Disabilities
- Blindness or Low Vision
Documentation Guidelines
Our office’s primary mission is to determine if your request for disability-related accommodations is appropriate. An important piece in making this determination is the documentation that you provide to us.
Students are responsible for providing current, appropriate documentation of their disability from a qualified health services provider (i.e., physician, licensed psychologist, etc.). High School IEPs and 504 Plans alone are not sufficient documentation of a disability at the college level, although they can be helpful. Students should understand that while medical or educational documentation can establish a diagnosis, not every diagnosis rises to the level of being a disability under the law. Documentation is essential in determining the current impact of the disability on a student’s performance, and so it is important that disability documentation meet certain guidelines.
While SAS may require additional information to further define needed accommodations, documentation should:
- Address the current functional limitations (i.e. the current impact of the disability on the student) and prognosis of the condition
- Be current – what is considered current will vary with disability, but some helpful guidelines are: within the last 3 years for learning disabilities or ADHD and the last year for psychiatric disabilities. Many disabilities are stable, lifelong conditions, and thus current may not mean “recent.” Some disabilities, however, will vary over time with changes in environment, in treatment, and/or medications. The goal of documentation is to illustrate a connection between the current impact of the disability and the requested accommodations.
- Be typed or printed on official letterhead, dated, and signed by an evaluator qualified to make the diagnosis
- Be provided by a licensed or otherwise properly credentialed professional (third-party) who has appropriate and comprehensive training, relevant experience, and no personal relationship with the individual being evaluated
- Include a clear diagnostic statement
- Include a description of the methodology used and test scores that support the diagnosis
- Include specific recommendations for accommodations that are related to the functional limitations
Documentation can also include:
- Student’s self-report: The student is a critical source of information regarding their disability. A student interested in requesting accommodations must schedule a Welcome Appointment with SAS Case Manager to discuss their disability, including the impact of the disability, their experience with accommodations (effectiveness, etc.), the current need for particular accommodations, and any student questions.
Additional relevant medical and educational sources:
- Documentation from additional sources helps to substantiate disability and accommodation needs. Relevant documentation may include educational records, medical records, and/or reports and assessments created by health care providers, school psychologists, teachers, or the educational system. IEPs and 504 Plans that reflect the student’s educational and accommodation history are also helpful.
- Documentation will vary in its relevance and value, depending on the original context, the credentials of the evaluator, and the level of detail and comprehensiveness provided.
Procedure for Requesting Accommodations
Students with disabilities who need accommodations are responsible for self-identifying themselves to Student Accessibility Services (SAS). Accommodations and services we can provide include, but are not limited to:
- Academic Accommodations
- Note-taking Assistance
- Sign Language Interpreting
- Housing Accommodations (in collaboration with Residence Life)
- Dining Accommodations (in collaboration with the Dean of Students)
- Assistive Technology Recommendations
- and Other Services
Students may request accommodations by submitting the relevant application and supporting documentation through My.Converse. Once approved for accommodations, students will receive their Certified Accommodation Plan (CAP) letter that they can share with their professors at the beginning of each semester to receive accommodations. Keep in mind, accommodations are not retroactive and must be effectively communicated in advance.
Please note: Requests for housing accommodations must be received by February 1st for returning students and June 1st for new students. As housing space is limited and spaces are assigned on a first-come, first-served basis, it is imperative to submit these requests in a timely manner. All applications submitted, regardless of timing, will be accepted and considered. We will make a good faith effort to provide reasonable accommodations; however, we may not be able to guarantee that appropriate residential provisions will be completed within that same academic semester.
Additional Resources
Case Manager for Student Accessibility Services
Karen Medlin (she/her)
Phone: 864.596.9027
Email: karen.medlin@converse.edu