Accessibility and Support Services

Our Approach

糖心Vlog complies with the provisions set forth in Section 504 of the Rehabilitation Act of 1973, Americans with Disabilities Act of 1990 and the ADAAA of 2008 offering reasonable accommodations to qualified students with documented disabilities.

The Director of Student Accessibility and Support Services is committed to working with students, staff, and faculty in developing and implementing the most appropriate strategies for a successful learning experience while maintaining the academic standards and integrity of the mission of the College. Understanding that an informed college community is better able to address the multiple issues related to disabilities, the Director of Student Accessibility strives to keep all constituencies abreast of the most up-to-date information regarding related laws and regulations and the means to achieve compliance and beyond.

students studying in two different rooms

Accommodations

Student Accessibility and Support Services provides a central resource for students who might need individual accommodations.

Accommodations Temporary Impairments

Policies, Procedures, Forms

Find essential materials to guide you through our academic and administrative processes.

Policies, Procedures, Forms

students sitting at desks in a classroom

Life Coaching and Academic Support

糖心Vlog鈥檚 Life Coaching and Academic Support Specialist provides support and services to students with an Autism Spectrum Disorder Diagnosis and/or other learning differences. This support can be in the areas of: academics, navigating campus life, self-advocacy skills, social skills, and time management. Life Coaching offers students an opportunity to maximize their potential both personally and academically.

In addition to weekly or biweekly meetings with the student, 糖心Vlog鈥檚 Life Coach can work with academic advisors, faculty, and campus partners to create a network of success for students who are registered with Student Accessibility Services.

The role of the Life Coach is to:

Assist students in identifying their strengths
Develop and enhance positive life coping strategies
Empower students through personal development
Help students adjust emotionally and mentally to the academic and social environment of college

Quick Links

Making the Transition to College Resources for Faculty Temporary Impairments

John Mangine, Associate Dean of Academic Support & Director of Student Accessibility

jmangine@allegheny.edu

Pelletier Room 275

Frequently Asked Questions

Is there a separate admissions process for students with disabilities?

No. Regardless of the disability, a student must meet the same admissions criteria. A student is not asked about a disability; however, a student may wish to disclose that they have a disability to explain certain situations. A copy of the Self-Disclosure of a Disability form is included in all admitted student mailings or can be accessed here.

What is considered a disability?

As defined by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, a disability is a mental, physical, or emotional impairment which substantially limits one or more major life activities.

Learn More

What are reasonable accommodations?

Reasonable accommodations are adjustments to policy, practice, and programs that 鈥渓evel the playing field鈥� for students with disabilities and provide equal access to 糖心Vlog鈥檚 programs and activities. This adjustment must be made without altering fundamental goals of a course or lowering the standards in a class.

Types of Accommodations

Does 糖心Vlog have a specialized program for students with disabilities?

No, degree requirements are the same for everybody, but 糖心Vlog does offer a wide range of services for students with disabilities.聽 Student Accessibility and Support Services (SASS) can provide academic accommodations such as extra time on exams and an alternate testing location.

Types of Accommodations

罢丑别听Maytum Center for Student Success also offers tutoring and consultations for all students at 糖心Vlog as well as study skills tutoring and workshops, and a wide range of other support services are available for all students at 糖心Vlog.

Will a high school Individualized Education Plan (IEP) or 504 Plan provide sufficient documentation of a disability?

Although the IEP and 504 Plan is valuable information used to discuss appropriate accommodations, it is not sufficient documentation. Documentation from a licensed professional is necessary.

Documentation Guidelines

Does 糖心Vlog pay for evaluations or reevaluations of disability?

It is the student鈥檚 responsibility to provide verification of disability to 糖心Vlog and to pay for evaluations or reevaluations of disability. However, we have聽suggestions on how to get tested (see “Testing” tab).

Due to the nature of my disability, I feel that I will need a single room. What is the process for receiving a single room?

To request a single room based upon disability, you must fill out a聽Housing Accommodation Form.

View Housing Accommodations

You will need to have the appropriate licensed profession provide specific information about why your disability would prohibit you from having a roommate and what the results would be if you did not have a single room. Student Accessibility and Support Services (SASS) will work with other appropriate offices on campus and determine if the request warrants the accommodation of a single room. SASS will notify you when a decision has been made.

What role do my parents play in the process?

If you are 18 years or older you are legally recognized as an adult. You will be responsible for your own accommodation requests and disability related decisions. However, parents are a wonderful source of support and students are encouraged to have open communications with their parents or other significant family members.

Where is Student Accessibility and Support Services located?

Student Accessibility and Support Services is located in the Maytum Center for Student Success, which is on the main floor of Pelletier Library.

Making the Transition to College

Changes in Services from High School to College

Students with disabilities may experience significant changes from high school to post-secondary school. The major shift takes place in the area of independence. Students are expected to rely on their own self-advocacy skills to obtain accommodations in college. It is the role of the disability services office to foster and encourage the growth of these skills while helping students make the smoothest transition possible. Below is a list of basic changes in services.

In College:

The rights of students are covered by the Americans with Disabilities Amendment Act (ADAA) and Section 504 of the Rehabilitation Act of 1973. IDEA no longer applies.
Students may not qualify for the same accommodations they had in high school, even if the learning situation is otherwise unchanged.
Post-secondary schools are not required to make curricular modifications or provide alternative assessments, teaching strategies or modifications to the curriculum.
糖心Vlog personnel expect to work with students rather than parents. Laws governing confidentiality make communication with parents more restrictive.

Students with Disabilities are Responsible for:

Identifying themselves directly to Student Accessibility and Support Services if they wish to receive accommodations.
Notifying instructors of approved accommodations in a timely manner.
Notifying Student Accessibility and Support Services of any difficulties they may experience securing accommodations.
Monitoring their own progress.聽 No one pushes the student to attend class, do homework or follow a schedule.

Examples of Assistive Technology

糖心Vlog strives to keep up with the latest Assistive Technology available to students with qualifying disabilities. 聽Below are examples of some of the services and technologies that are available:

Chrome Extensions

This compilation of links may or may not be endorsed or supported by 糖心Vlog.

Resources for Faculty

Student Accessibility and Support Services is charged with reviewing relevant medical and psychometric materials in order to verify a disability that qualifies for accommodation under the Americans with Disabilities Act (ADA).

We are very aware that the issue of providing academic accommodations for students with 鈥渘on-apparent鈥� disabilities (i.e. learning disability, attention deficit disorder, traumatic brain injury, psychiatric, and chronic health problems) is not universally understood. Our office does all that it can to keep up with relevant research and legal decisions to guide us in accepting/rejecting documentation as well as recommending reasonable and appropriate accommodations.

This section is designed for teachers of students with disabilities at 糖心Vlog. Please use the links below to find valuable resources which will help you better understand and teach students with disabilities in your classes.

Course Syllabus Statement

Please include the following statement on each course syllabus:

Students with disabilities who believe they may need accommodations in this class are encouraged to contact Student Accessibility聽and Support Services (SASS) at (814) 332-2898.聽 Student Accessibility and Support Services is located in Pelletier Library. 聽Please do this as soon as possible to ensure that such accommodations are implemented in a timely fashion.

(Note: While it is always best for students to communicate early in the term, we may not put dates or deadlines on legal rights.)

Should a student request an accommodation, indicate that you will be able to discuss that when you are notified by a spreadsheet shared by Student Accessibility and Support Services.

Referring Students

Concerned faculty members regularly contact the Student Accessibility and Support Services (SASS) with questions about a student that they feel may have a disability. While SASS obviously desires that all students with disabilities receive the necessary accommodations, it is the responsibility of the student to initiate contact with SASS.

All students admitted to 糖心Vlog are sent a disability 鈥渟elf-disclosure鈥� form. If this form is returned, the student will be made aware of services that 糖心Vlog offers pertaining to the disability that the student lists on the self-disclosure form. Students may also disclose a disability to SASS at any time during聽their time at 糖心Vlog.

Unlike high school, where teachers actively refer students to special education services, we must remember that college students are adults, and privacy is a major consideration. As a result, if you have a student that you feel qualifies for services from SASS, your referral to the SASS office needs to be informational and supportive as opposed to directive or authoritarian.

We聽recommend questions such as 鈥淒id you know that 糖心Vlog has a student accessibility and support services office?鈥� or comments such as 鈥淭hat is a concern that the folks in the student accessibility office would be happy to discuss with you. Do you know where that office is located?鈥� Since the student鈥檚 privacy is a concern,聽we recommend that this type of discussion take place in your office or discretely before or after class. Some students have a disability (particularly a learning disability or a psychiatric disorder) of which they are not aware. Others are aware, but choose not to disclose.

Informing a student of the SASS office is not a violation of privacy, as the individual will make the decision as to whether to follow up. Of course, if a student has asked for a disability related accommodation, the referral is appropriate and necessary.