For students with documented physical, psychological or learning disabilities, accommodations in accordance with Section 504 of the Rehabilitation Act of 1973 are provided when requested. After students provide Academic Support and Disabilities Services with appropriate documentation, URSA's Academic Support and Disabilities Services Staff will work with the students to select reasonable accommodations
. Students with emotional/psychological or physical disabilities must present up to date documentation
of the diagnoses and possible treatment to the URSA's Academic Support and Disabilities Staff. Providing a doctor's prescription pad note is not sufficient
documentation in and of itself but it can be included with other documentation as pat of a more comprehensive evaluation report. Academic Support and Disabilities Services will provide each student with letters for faculty listing the reasonable accommodations the student needs. To continue receiving accommodations, students must meet with the Academic Support and Disabilities Services staff at the beginning of each semester.
Additionally, Ursuline College's FOCUS
program provides a comprehensive fee-based program aimed at supporting students with Learning Disabilities (LD) and Attention Deficit Disorder (ADD).
Students with documented disabilities may take advantage of basic academic support services and appropriate accommodations as determined by the disability specialist at no additional cost
. These basic support services are rights guaranteed to individuals with disabilities under Section 504 of the Rehabilitation Act of 1973 and ADA.
Examples of appropriate accommodations include:
- Proctors for extended-time exams and other reasonable testing accommodations
- Assistance with textbooks in alternative format
- Assistance with the use of adaptive technologies on campus
Frequently Asked QuestionsHow are testing accommodations provided?
You should discuss your specific needs for testing accommodations (e.g. extended time, separate location) with the ASDS staff within the first two weeks of a semester. It is in your best interest to self-identify to professors at the beginning of the semester. Waiting until after the first test or until the end of the semester may be interpreted by faculty as avoidance or lack of motivation. Will I be assisted in choosing the courses I should take?
You may want to identify yourself as a student with a disability when you meet with your advisor. (For students in FOCUS, academic advising by the LD Specialist is included.) It is important to be aware of your strengths and weaknesses when planning your semester. For example, if reading is challenging for you, it is helpful to balance your course load so that you do not take four courses which have heavy reading demands. This type of self-awareness may be important to share with an academic advisor as you plan a semester course load. Are there smaller classes for students with LD?
All students with disabilities are fully integrated within every program at Ursuline College. There are no separate classes. Academic standards are not modified. Can I use a tape recorder in classes?
Many students find that tape recorders are helpful in reviewing and adding to class notes. As a common courtesy, you should speak with your professor about using a tape recorder before you appear in class ready to tape. You may find it helpful to sit in the front of the classroom and use a tape recorder with a counter. When class begins, set the counter at 000. Take notes as best you can. If you know that you have missed information, jot down the number on the counter in the margin of your notebook next to the section where you are unsure of the notes. When you go back to review the tape, you can then fast forward it to the number on the counter which corresponds to the number in the margin. You can also compare your notes with a volunteer note taker from class, too. Can I request a single room in a residence hall?
See the Resident Life portion of the Student handbook. Priority is based upon the nature of your disability and single room charges may be applied. What is self-advocacy?
If you received accommodations in high school, teachers, counselors or parents sometimes made decisions and arrangements for you. At the College, it is important that you play a more active role in your own education. You may not know where to begin. You may never have needed to explain your disability or personally request accommodations or services. Fortunately, the ASDS is committed to helping you learn to be an advocate for yourself in a variety of academic, work and social settings. You will be assisted in understanding your disability so that you can describe its impact on your learning to professors. The ASDS may also offer suggestions about services and accommodations that are appropriate to you. Once you learn to be an advocate for yourself, you will find many people at the College who will offer support, understanding and services which can help you succeed in college. What is the FOCUS Program?
The FOCUS program is a comprehensive fee-based mentoring and coaching program aimed at helping students with documented disabilities make the successful transition from high school to college and obtain the necessary self-advocacy skills needed to be independent learners. To learn more about the FOCUS program, click here
.For more information contact Eileen Delaney Kohut at firstname.lastname@example.org or 440 646 8123 or Dr. Rachel H. Meyer, Disability Specialist at email@example.com or 440 449 2046.
URSA Test Arrangement FormHandbook for Students with Disabilities