Disability Services Handbook
|
|
- Rosalind Hawkins
- 7 years ago
- Views:
Transcription
1 DS handbook 1 Disability Services Handbook
2 DS handbook 2 TABLE OF CONTENTS Disability Services Mission and Goals... 3 Requesting Services and Accommodations... 4 Documentation Guidelines Policy... 6 Learning Disability Documentation... 7 Psychological Disability Documentation... 8 Physical/Medical Disability Documentation... 9 General Information of Services and Accommodations Test Proctoring Policy Note Taking Services Policy Class Attendance Modification Policy Early Registration Policy Reduced Course Load Policy Foreign Language Substitution Printed Material in Alternate Format Policy Supportive Education Services Assistive Technology Housing Accommodations Policy Privacy of Records and Confidentiality Grievance Policy... 20
3 DISABILITY SERVICES MISSION AND GOALS DS handbook 3 Disability Services is committed to ensuring equal treatment, educational opportunity, academic freedom, and human dignity for students with learning, physical/medical, and psychological/psychiatric disabilities. Disability Services is committed to providing reasonable and appropriate accommodations to students with disabilities, assisting students with disabilities in self advocacy, assisting graduating students transition out of Whittier College, providing academic support and counseling, educating the Whittier College community about disabilities and services provided, and by ensuring legal compliance with state and federal disability laws. Whittier College is dedicated to providing students with learning, physical/medical, and psychological/psychiatric disabilities access to the programs, services, and activities at Whittier College as required by the Americans with Disabilities Act (1990) and by Section 504 of the Rehabilitation Act (1973). Section 504 states: No otherwise qualified individual shall, solely by reason of his or her disability, 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. A person with a disability as defined by the Americans with Disability Act (1990) and the Rehabilitation Act of 1973 is described as: 1. The person possesses a physical or mental impairment that substantially limits a major life activity, 2. The person has a record of such an impairment, or 3. The person is regarded as having such an impairment.
4 DS handbook 4 REQUESTING SERVICES AND ACCOMMODATIONS Students requesting services or accommodations must self identify and meet with the Director of Disability Services. Students who request accommodations and/or services from other faculty and staff are to be referred to Disability Services. All accommodation and services requests will be evaluated by the Director of Disability Services. Factors involved in the evaluation of the request include the nature of the person s disability, the impact of such condition upon various aspects of the student s life (academic, social, access issues, etc.), and the type and extent of the requested accommodation. Students requesting accommodations and services are responsible for providing appropriate documentation in accordance with Whittier College s documentation guidelines (see Documentation Guidelines policy, p.6). Disability Services reserves the right to contact appropriate faculty and staff to discuss requests. Procedures for requesting services and accommodations: 1. At the beginning of each semester, students requesting accommodations for their courses must complete a Request for Services Form and an Academic Accommodations Request Form. 2. Notification to professors regarding approved academic accommodations will be provided by Office of Disability Services. These letters will clearly state the recommended accommodations for each specific course. Clinical information about students will not appear in these letters. 3. Students are responsible for discussing the implementation of the accommodations with their professor. For example, if a student is eligible for extended time on examinations in a separate distraction reduced environment, the professor and student should discuss the arrangements for taking examinations under these conditions. Professors are encouraged to contact Disability Services with any questions or concerns regarding accommodations.
5 Syllabi Notification (For Faculty) DS handbook 5 Faculty are requested to include the following statement in their syllabi: Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located on the ground floor of the Library building and can be reached by calling extension Temporary Accommodations Students may be approved for temporary accommodations at the discretion of the Director of Disability Services. In most cases, students will have submitted some form of clinical documentation prior to receiving temporary accommodations. Temporary accommodations may also be implemented to assist students with short term physical or psychological impairments (e.g. broken limb, Adjustment Disorder). Temporary accommodations will generally not exceed one academic semester.
6 DS handbook 6 DOCUMENTATION GUIDELINES POLICY In order to qualify for services and accommodations on the basis of disability, students must submit clinical documentation directly to the Disability Services. The following guidelines are intended to assist clinicians in their preparation of reports and to inform clients as consumers of clinical services. Additionally, the following guidelines are not intended to comprehensively address the unique information needed for different types of disabilities. Further, some accommodation requests (e.g. single residence hall room placement) will require additional substantiation of need. Thus, Disability Services reserves the right to require the provision of specific information on a case by case basis. Documentation provided will be used by Disability Services to evaluate requests for services and accommodations. The evaluation for receiving services includes a review of the documentation itself, and an assessment of whether the accommodation (s) would alter the fundamental goals, standards of a program, and/or the course itself. For individuals who have recently been receiving services from a public school system, the information requested would most likely be contained in the Psycho Educational Evaluation from your most recent review. IEP s, 504 Plans, or Transition Plans, are not considered clinical documentation and additional information will be required. For individuals transferring from another college, disability related information will not be sent with a transcript request. Disability documentation must be requested separately. Additionally, the disability information Whittier College requests may or may not be included in a previous evaluation. The Director of Disability Services may request further documentation from a student if it is not in accordance with the following documentation guidelines. General Documentation Guidelines The documentation must be based upon an evaluation by a healthcare or mental health professional appropriately licensed by the state to diagnose medical, psychological, and learning disorders. Such persons are usually physicians, psychiatrists, psychologists, and school psychologists. Documentation from third parties or from persons not licensed to diagnose such conditions will not be accepted. 1. The documentation must be based upon a clinical evaluation thorough enough to objectively establish the need for accommodations and/or services.
7 DS handbook 7 2. The documentation should be printed on professional letterhead and signed by the evaluator. Additionally, the license number of the clinician is requested. 3. The documentation should include the contact information for the clinician. This information is crucial because the Disability Services will not release clinical documentation to third parties or to students without first obtaining the permission of the clinician if the documentation was sent directly from the clinician to Disability Services. The handling of documentation in this manner is done because harm could occur if untrained persons obtain clinical information and data. 4. The clinician submitting the documentation must not be a family member or relative of the student. 5. Documentation will be accepted from student interns and from clinicians under supervision provided the supervisor is qualified and appropriately licensed. The supervisor must co sign the report and must list his/her license number. 6. Disability Services asks that a copy of the person s signed release of information form accompany any reports sent directly from clinicians. Learning Disability Documentation Guidelines The evaluation to determine whether a person possesses a learning disability must be conducted by an individual who is qualified and appropriately licensed to diagnose learning disabilities. 1. The evaluation must minimally include the administration of a measure of intellectual ability (e.g. Wechsler Adult Intelligence Scales 3 rd Edition) and a measure of academic achievement (e.g. Wechsler Individualized Achievement Test 2 nd Edition, Woodcock Johnson Tests of Achievement, 3 rd Edition). It is recommended that consideration be given to the presence of other medical or psychological conditions that mimic learning disabilities and/or that impair academic performance. 2. The diagnosis of a learning disability must be based upon established clinical criteria (e.g. Diagnostic and Statistical Manual of Mental Disorders 4 th Edition). 3. Test scores should be included in the report. This would include I.Q. scores, factor scores, and subtest scores. Additionally, indication of the classification ranges associated with the scores should be present (e.g. average, high average, impaired).
8 DS handbook 8 4. Concerns regarding the validity of the evaluation and its findings should be addressed. This would include factors such as limitations in the test s norming sample, performance impairments resulting from comorbid medical and psychological conditions, academic difficulties related to acculturation issues, and the client s motivation for testing. 5. Recommendations for accommodations should be provided. The test findings should provide a logical rationale for the recommended accommodations. Psychological/Psychiatric Disability Documentation Guidelines 1. The documentation must be submitted by a clinician who is qualified to diagnose and treat psychological disorders. The clinician must be licensed or under the supervision of an appropriately licensed mental health clinician. Such a clinician is usually a psychologist, licensed marriage and family therapist, licensed social worker, or psychiatrist. 2. The evaluative methods used to establish the diagnosis should be indicated (e.g. clinical interview, psychological assessment battery). 3. Test scores from measures of cognitive, neuropsychological, and academic functioning should be provided, if administered. 4. A diagnosis consistent with established clinical criteria (e.g. DSM IV) must be given. Indication of the person s present symptoms and their degree of impairment (e.g. Global Assessment of Function score) should be provided. 5. Information regarding how the person s condition impacts him or her in an academic environment should be provided. This would include information about academic, personal, and interpersonal functioning. 6. Recommendations for accommodations should be provided. The requested accommodations ought to logically flow from the diagnosis and the associated symptoms. 7. Information about the person s prognosis for improvement and the timeline for a reevaluation should be provided. Because many psychological conditions follow a transient course and often improve with treatment and with time, annual re evaluations are generally required by the Office of Disability Services for persons receiving accommodations on the basis of psychological disability.
9 DS handbook 9 Physical / Medical Disability Documentation Guidelines 1. The documentation should be provided by a clinician qualified and appropriately licensed to diagnose and treat physical and medical disorders. Such persons are usually physicians and other health specialists. 2. A diagnosis of a physical or medical condition consistent with established clinical criteria must be given. 3. The documentation should indicate the functional impact that the physical or medical condition has upon the person in an academic environment (e.g. attendance, stamina, fatigue, mobility, work completion). 4. Information regarding the nature and course of the physical or medical condition should be provided (e.g. chronic, intermittent, situational). 5. Recommendations for accommodations should be made that logically flow from the person s condition and associated difficulties. 6. Information regarding the need for a re evaluation should be provided.
10 DS handbook 10 GENERAL INFORMATION OF SERVICES AND ACCOMMODATIONS The Whittier College Office of Disability Services offers the following services: 1. Provides both curricular and non curricular accommodations. Academic accommodations, access to assistive technology, housing accommodations, books on CD, text in electronic form. 2. Provides students with disabilities, particularly with psychological/psychiatric conditions with academic counseling and supportive education services (SES). Time management, organization/planning, interpersonal skills, stress/anxiety management. 3. Provides students with academic support and help to develop self advocacy skills. 4. Helps students with professional referrals, community resources, and disability resources. 5. Helps students with disabilities maintain active enrollment at Whittier College. 6. Coordinates with other offices and faculty to ensure adequate provision of services. 7. May assist students by facilitating leaves of absence if necessary. Please refer to the specific policies for more information. POSSIBLE ACADEMIC ACCOMMODATIONS Time Extension on Exams and Test Proctoring Policy: As part of Whittier College efforts to provide equal opportunity for scholastic success to students with disabilities, Disability Services offers testing accommodations to students who are approved for this accommodation. Testing accommodations may include the following: Time extensions on tests (Time and a half) Reduced distraction testing (separate testing environment) The usage of assistive technology (Voice dictation software, Reading software, Spell check) If a student has been approved to receive testing accommodations, the instructor will be notified by Office of Disability Services.
11 DS handbook 11 To implement this accommodation, the student and professor may agree to one of the following: 1. Have the professor arrange for the administration of the examination under extended time conditions. This may include use of departmental resources (alternate class room, vacant office, etc.). 2. Have the Disability Services office proctor the exam. If this option is chosen, the following procedures are to be followed: a. The student must submit to Disability Services a completed and signed by the professor Request for Test Proctoring Form available at the DS office. b. This form must be received at least 3 days before the examination so that a room can be scheduled. The student is to take the examination on the same date that the exam is administered to the class. c. Should a student claim a special arrangement (e.g. calculator) not indicated on the slip, the exam may be administered under the requested arrangement and the instructor will be notified. Testing accommodations are not intended to fundamentally alter the nature of an exam or compromise academic standards. The Disability Services office is committed to upholding the academic integrity standards established by the institution. Note Taking Services Policy: Students requesting note taking services must first meet with the Director of Disability Services and be a registered student with the Disability Services office. Students with certain documented disabilities may be permitted to use note taking services for class lectures. The Disability Services office supervises student note takers as well as provides them with monetary compensation as student employees. STUDENTS REQUESTING NOTE TAKING SERVICES Student s scope of responsibilities: 1. Students requesting a note taker are responsible for identifying and recruiting a note taker in his/her class. Once a note taker has been identified, the student must direct
12 DS handbook 12 the note taker to the Disability Services office for student employment procedures. If the student has difficulty finding a note taker, the student may ask the professor to make a recommendation or to ask the class if anyone is interested in becoming a note taker. It is recommended that the student speak to the professor about confidentiality before they make such an in class announcement. The Disability Services office can help facilitate dialogue between the student and the professor. 2. Although student note takers are supervised by the Disability Services office to ensure students receive their notes in a timely manner, it is the student s responsibility to work with the note taker to make sure they take the best possible notes. The relationship between the student and the note taker is very important because they may want to discuss issues such as legibility, abbreviations, and even course content. 3. If, at any time, these arrangements are not satisfactory, the student must contact Disability Services immediately. The DS office needs to be informed if a student does not receive notes in a timely fashion or if there are any problems with the quality of the notes. 4. It is imperative that the student understands that having a note taker does not excuse him/her from missing class. If the student does not attend class, the note taker is not obligated to provide materials from the missed class. The Disability Services office reserves the right to ask the professor about a student s class attendance practices. If there is a medical reason for a student missing class, then notes may be distributed. Students must discuss the reason for missing class with the note taker and the Disability Services office. After 3 unexcused absences, notes will be suspended. Note taker s scope of responsibilities: 1. Notes are to be delivered to the Disability Services office within 24 hours. 2. The note taker service is confidential. The note taker is not to divulge to anyone the identity of the student(s) for whom they are taking notes, or any information about that student.
13 DS handbook Note takers are recruited by the student receiving the notes. Note takers are paid employees. Note takers are responsible for any necessary paperwork related to their employment. They must enter their hours online for approval by Disability Services. 4. Note takers are required to sign in on the Disabilities Sign In Sheet in addition to online submission of hours. The sign in sheets are located in Disability Services and are completed at time note takers make photocopies of class notes. 5. The Disability Services office will communicate with students who use the note taking accommodation to ensure the note takers are providing them with quality notes and delivering them in a timely manner. 6. Should the note taker be absent from class, they must notify the Disability Services office immediately. It is still the note taker s responsibility to provide notes for the student. The note taker may need to make arrangements to provide notes on a day they are absent. The note taker will be paid half of the class time on the day of the absence. After 2 absences, the note taker will be terminated from the position. The Disability Services office may contact the professor to confirm the note taker s attendance in class. Class Attendance Modification Policy: Class attendance policies are not determined by Disability Services. Because attendance may be integral to the teaching process, these policies are set by the faculty of the College, the academic department, or by the administration. Attendance is fundamental to course objectives. For example, students may be required to interact with others in the class, to demonstrate the ability to think and argue critically, or to participate in group projects. In others instances, faculty may determine that students can master course content despite some absences. Students with disabilities are expected to attend classes in accordance with the professor s attendance policy as stated in the course syllabi. When a student s disability prohibits him/her from meeting the established attendance requirement, the student may request that an attendance exception be made as an accommodation from Disability Services. After the request for modified attendance is made, the Director of Disability will evaluate the request upon: 1. The nature and the extent to which the disability/condition functionally impairs the student. The Director of Disability holds the right to require the student to provide further documentation in order to determine degree of functional impairment.
14 DS handbook Previous history of class attendance. The Director may contact additional faculty members to inquire about attendance in their classes. 3. Collaboration with the professor to determine if the attendance modification accommodation fundamentally alters academic standards for the course. Once the accommodation has been approved, the Director of Disability Services will contact faculty members to inform them of the accommodation as well as the student s scope of responsibility. Students approved for this accommodation are expected to contact the professor and the Director of Disability Services, either by phone or via e mail, the day of the absence that is related to the documented disability/condition. The Director of Disability Services may contact the student to inquire about the absence and/or may contact the professor to discuss the nature of the absence. Early Registration Policy: Due to the nature of some disabilities/medical or psychiatric conditions, students may under certain circumstances be allowed to register earlier than their designated time. Students who qualify for this accommodation include those who require additional time between classes, classes at certain times during the day, specific professors whose classes are more congruent with the student s strengths, classes of specific duration and frequency, and students with mobility impairments that require specific classes in structurally accessible areas. Students requesting Early Registration must be registered with the Disability Services office and meet with the Director of Disability Services. The Director of Disability Services will determine the appropriateness of this accommodation based upon the nature of the student s disability/ condition and the impact of such a condition on the circumstances listed above. Once a student has been approved for this accommodation, the Disability Services office will notify the Registrar s office and the student will be able to register at an earlier date designated by the Registrar. Students who are permitted to register early still must meet with their faculty advisor for advisement and to receive the registration pin number. The Office of Disability Services will notify the student when he/she may register. Students cannot register early without the approval of the Director of Disability Services.
15 Reduced Course Load Policy: DS handbook 15 Students who experience a severe intermittent or episodic medical/psychiatric complication, may qualify for a Reduced Course Load accommodation. This accommodation will be determined at the discretion of the Director of Disability Services and is intended to be temporary, generally the duration lasting for one semester. Students who qualify for this accommodation may be eligible for some services otherwise requiring full time enrollment. The student s actual enrollment status will be reported to the National Student Clearinghouse, United States Department of Education, lenders, employers, insurers, and other third parties requesting verification of enrollment. It is important to note that all forms of financial aid (grants, scholarships, loans and work study) may be affected. Foreign Language Substitution Policy: The Disability Services office recognizes that due to the nature and severity of certain learning disabilities, some students may need to receive a foreign language substitution in order to complete their undergraduate degree. Disability Services further recognizes that academic integrity must be maintained in all academic programs. In keeping with the overarching goal of providing equal access for students with learning disabilities while maintaining academic integrity, the following conditions must be met in order for a student to receive a foreign language substitution on the basis of disability: 1. The student must make the request to the Disability Services office. 2. The student must submit documentation of a language based learning disability (e.g. Reading Disorder, Disorder of Written Expression) to Disability Services from a qualified evaluator. This documentation must include scores from standardized measures of intellectual ability (I.Q.) and academic achievement. Evidence of an ability achievement discrepancy must exist and a diagnosis of a learning disability must be given consistent with established clinical criteria (e.g. Diagnostic and Statistical Manual of Mental Disorders Fourth Edition). In some cases, other clinical conditions that involve impaired cognitive functioning will be considered. 3. Because many students with learning disabilities can be successful in foreign language classes with and without reasonable accommodations, the student will not be considered for this accommodation unless s/he previously attempted a foreign language class and possessed academic difficulties as evidenced by low grade(s), withdrawal(s), and/or previous foreign language waiver due to a learning disability (high school, community college). If the foreign language was waived in high school or a community college due to a learning disability, the student must submit proof of such accommodation to the Director of Disability Services.
16 DS handbook If the Director of Disability Services determines the substitution request appropriate, s/he will inform the Registrar s Office and will assist the student in processing the course substitution paperwork in accordance with the policy of the Registrar s Office. Printed Material in Alternate Format Policy: Students requesting their books and printed material in alternate formats such as: CD Large print Electronic Format must make their request to the Disability Services office at least one week before the material is needed. Books on CD are ordered through Recording for the Blind and Dyslexic. If a book is unavailable through RFBD, the Disability Services office will offer to scan the material into Kurzweil, a program that has text to speech properties. For students with visual impairments, all printed material (syllabi, class handouts, tests, books, etc.) can be requested in electronic form. Given that ordering or converting printed material in alternate format can be time consuming, students are asked to make alternate format accommodation requests at least one week before material is needed. Failure to do this will result in the delay of receiving your requested material in a timely manner. For students who require their books to be converted to text files by BookShare, a minimum of four weeks is required by that organization. SUPPORTIVE EDUCATION SERVICES (SES) Disability Services offers individualized support and services to students with psychiatric/psychological conditions, ADHD/ADD, and Autism Spectrum Disorders/Pervasive Developmental Disorders. The services consist of case management, collaboration and consultation with treating therapist/psychiatrist, non clinical counseling and support, and academic advising. The central focus of SES services is to equip and support students in order for them to be successful at Whittier College. This belief is central of SES and the foundation in which services are provided. SES helps students learn to cope with symptoms that can affect their college experience. Such symptoms can include (but are not limited to): Medication side effects Problems with concentration
17 Memory or learning difficulties Fatigue and sleep problems Test or performance anxiety Absences due to hospitalization or relapse Mood fluctuations Panic attacks or phobias Trouble with thinking or organization Conflicts and anger management Interpersonal difficulties DS handbook 17 Students gain skills in: Managing the academic and personal challenges at Whittier College Understanding individual strengths, weaknesses, and interests Becoming self advocates who can effectively interact with professors, staff, and peers Monitoring the effectiveness of approved accommodations SES is not clinical counseling. For students desiring clinical counseling services, they can contact the Counseling Center at x4239. Students wishing to receive these types of services must make an appointment with the Counseling Center. ASSISTIVE TECHNOLOGY (AT) Disability Services provides the opportunity for students to use Assistive Technology to maximize their learning experience at Whittier College. Currently, the Disability Services office possesses two computers with the following kinds of software: OCR (Optical Character Recognition): Kurzweil Voice Recognition Software: Dragon Naturally Speaking Enlargement Software: Zoomtext One computer is located in CAAS, which is adjacent to the Disability Services office, and the second is in a private room in the library. For students requesting books through RFBD, the office can loan out CD players, although supply is limited. The Disability Service office can also loan tape recorders, however students are encouraged to purchase their own.
18 DS handbook 18 Housing Accommodation Policy: POSSIBLE NON ACADEMIC ACCOMMODATIONS Housing accommodations are offered to those students whose disability/condition significantly impact their on campus housing experience, particularly those students with physical/health disabilities and/or students with psychological/psychiatric disabilities. Students requesting on campus housing accommodations, must provide documentation in accordance with the documentation guidelines (See page 6). Some housing considerations may include the following: 1. Single room: Availability of single rooms may vary each semester and cannot always be guaranteed. 2. Specific hall requests: Students may request a specific dorm that is generally quieter in nature. 3. A room in a structurally accessible for someone with a mobility impairment. Off Campus Requests: According to Whittier College housing policy: All Freshmen, Sophomores and Juniors are required to live in Whittier College housing (see housing license agreement for more details). It is institutional policy that students live on campus. On rare occasions, students may be allowed to live off campus due to a substantial medical or psychiatric/psychological condition that functionally impairs their ability to live on campus. Students with conditions that do not meet the definition of a disability in accordance with the ADA, Section 504 of the Rehabilitation Act of 1973, and/or do not provide documentation in accordance with the Disability Services documentation guidelines (See page 6) will not be considered. The decision to approve the off campus request is dependent upon several factors: 1. The diagnosis of a medical or psychological condition and the nature/severity of such condition upon the student s everyday functioning. The student must submit documentation in accordance with the documentation guidelines. The Director will have the student sign a release of information to speak with the treating physician/clinician/therapist. 2. History of academic functioning via unofficial transcripts or through communication with previous faculty to determine impact of condition upon academics. 3. History of disciplinary violations or concerns by the Dean of Student s office. The
19 DS handbook 19 Director holds the right to rescind off campus housing recommendations if the student has had a history of disciplinary sanctions. All housing accommodations must be done in a timely manner and by the following dates: New and Incoming Students: August 1 Spring Transfer Students: January 15 Returning Students: April 15 Requests for housing accommodations will be considered by the Director of Disability Services on a case by case basis. PRIVACY OF RECORDS AND CONFIDENTIALITY POLICY Disability Services maintains records in accordance with university policy for the handling of student records under the Family Educational Rights and Privacy Act (FERPA) and other applicable privacy laws (see FERPA Rights at the Registrar s website). Records maintained by Disability Services are considered property of the Division of Student Life. The designated custodian of such records is the Dean of Students. Clinical information provided in the professional documentation of disability includes the diagnosis of a physical, learning, or psychological condition, related test scores, and supplemental information provided by a licensed health care or mental health professional. Clinical information will not be released to anyone without the consent of the student except as necessary to implement accommodations or as needed for clinical consultation by the professional staff of the Disability Services office. Access to clinical information is restricted to the professional staff of the Disability Services, the Dean of Students, the Director of the Health Center, and the Director of the Counseling Center. Additionally, the Health Center and the Counseling Center maintain independent records and may not release verbal or written information about a present or former patient or client without a written release of information from the patient or client unless required by law. Clinical documentation provided directly to Disability Services from a clinician is considered property of the clinician and will not be released to the student without the consent of the clinician. Faculty and staff notification of disability status and accommodations will occur only at the request of the student. Except for the persons listed above, faculty and staff are not informed of the student s diagnosis of disability. However, in some instances, a student may verbally request that a member of the professional staff of Disability Services contact a faculty or staff member on his or her behalf. Any verbal requests for information release will be documented
20 DS handbook 20 in the student s Disability Services file. In most cases, the Disability Services office will inform faculty and staff of a student s disability status and accommodations by letter addressed to the faculty or staff member and given to the student for distribution. Disability Services will retain records for no more than five years following the closing of the student s file, the withdrawal of the student, or the graduation of the student. Students wishing access to their Disability Services file must make a request for access in accordance with Whittier College s FERPA policy. GRIEVANCE POLICY The Disability Services office acknowledges that students may not always agree with decisions made by Disability Services. In the event that a student wishes to appeal an accommodation, they are to follow the following guidelines: 1. The student shall submit a written appeal to the Director of Disability Services explaining the reason for the appeal. 2. The Director of Disability Services will then forward the appeal to the Dean of Students along with a written explanation for the denial. The Director of Disability Services will provide the student with a copy of the explanation for the denial within five (5) working days. 3. If the appeal is an academic issue, the appeal letter will be forwarded to the Associate Dean of Faculty, the ADA compliance officer, and the Dean of Students. All other matters will be handled by the Dean of Students and the ADA compliance officer. 4. Once a decision has been made, the student and the Director of Disability Services will receive a written response. 5. If the student is dissatisfied with the final resolution of the appeal, the student may also contact the U.S. Department of Education, Office of Civil Rights, California at (415) to file a disability grievance at any time in the process.
Guidelines for Documentation of a A. Learning Disability
Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who
More informationHandbook for Persons with Disabilities
Handbook for Persons with Disabilities Purpose of the Disability Resource Center The purpose of the Disability Resource Center is to assist individuals with disabilities with accommodations and services
More informationAccommodations STUDENTS WITH DISABILTITES SERVICES
Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities
More informationDisability Services Application
Disability Services Application Student must complete this application AND provide documentation of a disability. Documentation guidelines are available on the following page. Proper documentation is required
More informationDocumentation Guidelines for ADD/ADHD
Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association
More informationGuidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults
Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Third Edition 2016 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 Copyright
More informationGuidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students
Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation
More informationOffice of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a
Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning
More informationGuidelines for the Documentation of a Learning Disability in Adolescents and Adults
C O N C O R D I A C O L L E G E M O O R H E A D M I N N E S O TA COUNSELING CENTER, 901 8 TH STREET SOUTH, MOORHEAD, MN 56562 Guidelines for the Documentation of a Learning Disability in Adolescents and
More informationETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults
ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults First Edition 2013 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 2013 ETS All
More informationThe University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults
The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults Introduction The prevailing legal climate surrounding higher education and disability issues, combined
More informationEl Paso Community College
El Paso Community College Table of Contents El Paso Community College... 1 Introduction... 3 Eligibility for Services... 3 Procedures for Becoming an EPCC Student and Requesting Services from CSD... 3
More informationDisability Services (DS) offers a wide range of support services and accommodations to Columbus State students with documented disabilities
Disability Services @ Columbus State Training Module Adapted from Disability Services Instructor Training Module 2014 PowerPoint Disability Services (DS) offers a wide range of support services and accommodations
More informationCenter for Student Academic Support University of Tulsa. http://www.utulsa.edu/csas
Center for Student Academic Support University of Tulsa Services Guidebook 210 Lorton Hall 800 S. Tucker Drive Tulsa, OK 74104 918 631 2315 (Phone) 918 631 3329 (TDD) 918 631 3459 (Fax) http://www.utulsa.edu/csas
More informationTEXAS COLLEGE ADA POLICY STATEMENT
I. POSITION STATEMENT TEXAS COLLEGE ADA POLICY STATEMENT Texas College recognizes and supports the standards set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities
More informationPolicy for Documentation
Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified
More informationFamily Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet
Family Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet Study Title: Family Focused Therapy for Bipolar Disorder: A Clinical Case Series) We would like to invite
More informationGRADUATE PROFESSIONAL COUNSELOR
CHAPTER 91 GRADUATE PROFESSIONAL COUNSELOR 9100 GENERAL PROVISIONS 9100.1 This chapter shall apply to applicants for and holders of a license to practice as a graduate professional counselor. 9100.2 Chapters
More informationSPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus
SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus Credits: 3 Time: 4:30 7:30 pm Location: USU Salt Lake Center 2500 South State Street, SLC
More informationFACULTY GUIDELINES FOR ACADEMIC APPEALS Approved By the Administrative Board of the College of Arts and Sciences
1 FACULTY GUIDELINES FOR ACADEMIC APPEALS Approved By the Administrative Board of the College of Arts and Sciences The University of North Carolina at Chapel Hill is committed to helping each student reach
More informationCollege Planning for Students with Disabilities
College Planning for Students with Disabilities College Planning for Students with Disabilities A Supplement to the College Prep Handbook Your Journey to College Begins with Us College Planning for Students
More informationWilmington College Disability Services Handbook
Wilmington College Disability Services Handbook Wilmington College challenges students by providing an educational environment that fosters active learning, passionate engagement in service and leadership,
More informationAsk For Accommodations As a Part of Your Capital Cities Tour
ILLNESSES, DISABILITIES, OR DISABLING CONDITIONS The NYU School of Medicine is committed to providing reasonable accommodation(s), as required by the Rehabilitation Act of 1973 (PL 93-112) and the Americans
More informationCLINICAL PSYCHOLOGY HANDBOOK
College of Humanities and Social Sciences Department of Psychology CLINICAL PSYCHOLOGY HANDBOOK 1 Table of Contents Introduction... 3 Training Objectives and Evaluation Tools... 3 General Rules and Guidelines...
More informationRequired Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 )
Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 ) In accordance with Federal law, the U.S. Customs and Border
More informationAPPLYING FOR ACCOMMODATIONS AT RIVER PARISHES COMMUNITY COLLEGE
APPLYING FOR ACCOMMODATIONS AT RIVER PARISHES COMMUNITY COLLEGE The Office of Counseling Services at River Parishes Community College (RPCC) coordinates accommodations and services for students with disabilities.
More informationSTUDENT COMPLAINTS AND GRIEVANCES
STUDENT COMPLAINTS AND GRIEVANCES S6320 Statement of Philosophy The district believes that all students shall be afforded fair and equitable treatment in the application of all district procedures and
More informationCOLLEGE OF LIBERAL ARTS AND SCIENCES STUDENT ACADEMIC MISCONDUCT POLICY Effective April 29, 2009
COLLEGE OF LIBERAL ARTS AND SCIENCES STUDENT ACADEMIC MISCONDUCT POLICY Effective April 29, 2009 The following policy defines a uniform approach to acts of academic misconduct involving students in courses
More informationRULES AND REGULATIONS DEPARTMENT OF HEALTH DIVISION OF DEVELOPMENTAL DISABILITIES CHAPTER 1
RULES AND REGULATIONS DEPARTMENT OF HEALTH DIVISION OF DEVELOPMENTAL DISABILITIES CHAPTER 1 Rules For Individually-selected Service Coordination Section 1. Authority. The Department of Health, through
More informationHouston County Schools. Policy Regarding Homebound Services (Updated 2013)
Houston County Schools Policy Regarding Homebound Services (Updated 2013) 1 Superintendent Date: 2 Houston County Schools Policy Regarding Homebound Services In accordance with School Board Policy, Houston
More informationCHAPTER 2 CERTIFICATES. Applications for Certificate by Examination.
CHAPTER 2 CERTIFICATES Section 1. Issuance. A certificate as CPA may be issued to those who meet the requirements of W.S. 33-3-109(a)(i) - (iv) or W. S. 33-3-116, and can establish to the satisfaction
More informationIDEA, IEP'S, and Section 504 Plans: Differences between K12 and College
IDEA, IEP'S, and Section 504 Plans: Differences between K12 and College Many students and families find it difficult to understand how different disability laws affect the provision of services at college.
More informationRehabilitated Drug Addiction or Alcoholism
S T U D E N T D I S A B I L I T Y S E R V I C E S D O C U M E N T A T I O N G U I D E L I N E S Rehabilitated Drug Addiction or Alcoholism Date: 06/22/06 This document was adapted from the Association
More informationWHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM
WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process
More informationHandbook. for students with disabilities
Handbook for students with disabilities TABLE OF CONTENTS Updated July 2014 Mission and Mandate.................................... 2 Counselling and Accessibility Services.................... 4 Flow chart.............................................
More informationPlanning Guide for Minnesota Students Entering Postsecondary Education Programs
Planning Guide for Minnesota Students Entering Postsecondary Education Programs This pamphlet contains information for you and your family on postsecondary education. Postsecondary education includes many
More informationBUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238
BUTTE COLLEGE DISABLED STUDENT PROGRAMS AND SERVICES (DSPS) Main campus: SAS-238 Appointments available Monday-Thursday, 8:00 to 3:00 p.m. 895.2455 [voice] 895.2308 [TTY] 895.2235 FAX Email: dsps@butte.edu
More informationJanuary 10, 2011. Course MIS6319-001 Enterprise Resource Planning Professor Dr. Lou Thompson Term Spring 2011 Meetings Thursday, 4-6:45 PM, SOM 1.
Course MIS6319-001 Enterprise Resource Planning Professor Dr. Lou Thompson Term Spring 2011 Meetings Thursday, 4-6:45 PM, SOM 1.110 January 10, 2011 Professor s Contact Information Office Phone 972-883-2558
More informationKean University School of General Studies General Education Mentor (GEM) Peer Leadership Program Undergraduate Student Employment Application
General Education Mentor (GEM) Peer Leadership Program Undergraduate Student Employment Application This application packet contains the following: General Job Description and Expectations Mission, Goals,
More informationAdapted with permission from the University of Texas at Austin School of Social Work Standards for Social Work Education. Revised 10/12/2013.
STANDARDS FOR SOCIAL WORK EDUCATION Adapted with permission from the University of Texas at Austin School of Social Work Standards for Social Work Education. Revised 10/12/2013. Criteria for Evaluating
More informationDisability Support Services
INTRODUCTION 1 CAPE FEAR COMMUNITY COLLEGE Disability Support Services Faculty/Staff Handbook Cape Fear Community College is committed to encouraging persons with disabilities to participate in all programs
More informationAUBURN UNIVERSITY TITLE XII STUDENT ACADEMIC HONESTY CODE
AUBURN UNIVERSITY TITLE XII STUDENT ACADEMIC HONESTY CODE CHAPTER 1200 Definition 1200 This act shall be known as the Student Academic Honesty Code. The Student Academic Honesty Code applies to all students
More informationProgram Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007
Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of
More informationThe students are: The most important people on our campuses, without them there would be no need for us.
Student Handbook s 1 The students are: The most important people on our campuses, without them there would be no need for us. Not a cold enrollment statistic but flesh and blood human beings with emotions
More informationWestern University Management and Organizational Studies 4498 Business Analytics. Course Outline January 2015 April 2015
Western University Management and Organizational Studies 4498 Business Analytics Course Outline January 2015 April 2015 INSTRUCTOR Raymond Leduc rleduc@uwo.ca Tel: 519 661-2111 Ext 84930 Social Science
More informationGuidelines for the Clinical Research Program Test Accommodations Request Process
Guidelines for the Clinical Research Program Test Accommodations Request Process Introduction The Clinical Research Program (CRP) provides reasonable and appropriate accommodations in accordance with the
More informationMIS 6204 Information Technology and MIS Fundamentals
MIS 6204 Information Technology and MIS Fundamentals Course Information Course Number/Section MIS 6204 Section 596 Course Title Information Technology and MIS Fundamentals Term Spring 2010 Second 8 Weeks
More informationFlorida Gulf Coast University General Graduate Academic Policies
I. Graduate Admission Policies Florida Gulf Coast University General Graduate Academic Policies A. Graduate Admission Requirements Applicants to graduate degree programs or post-baccalaureate professional
More informationThe University of Texas at Dallas ACCT 6335- Ethics for Professional Accountants Spring 2012 Room: SM 2.717
The University of Texas at Dallas ACCT 6335- Ethics for Professional Accountants Spring 2012 Room: SM 2.717 Professor Contact Information Amy Troutman, CPA Office: SM 4.419 Phone: 972-883-6719 Email: amybass@utdallas.edu
More informationG E N E R A L I N F O R M A T I O N F O R G R A D U A T E S T U D E N T S
G E N E R A L I N F O R M A T I O N F O R G R A D U A T E S T U D E N T S This supersedes previous announcements by the Department of Philosophy. All regulations are to be interpreted in conformity with
More information2. SUPPORT SERVICES, ACADEMIC ACCOMMODATIONS, AND SPECIAL CLASS INSTRUCTION
LOS ANGELES COMMUNITY COLLEGES OFFICE OF THE CHANCELLOR ADMINISTRATIVE REGULATIONS REFERENCE: Title 5, Sections 56000, 56002, 56004, 56005, 56006, 56010, 56026, 56027, 56028, 56029 ISSUE DATE: October
More informationAnnual Public Notice of Special Education Services and Programs for Students with Disabilities
1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and
More informationfor Senior Colleges and Universities
for Senior Colleges and Universities 951 Market Street. Suite 205. Fort Mill, SC 29708 Phone 803.548.2002 The Program Purpose The Leroy Springs Student Loan Program is sponsored by The Springs Close Foundation
More informationARTICLE 8 DEVELOPMENT AND TRAINING
A. GENERAL CONDITIONS ARTICLE 8 DEVELOPMENT AND TRAINING 1. Employees may participate in career-related or position-related development programs, subject to approval by the University. Unless the University
More informationa. Services for Academic Success (SAS)
V. Resources a. Services for Academic Success (SAS) Services for Academic Success (SAS) is a federally-funded TRIO program supported by a grant from the U.S. Department of Education and funds from Rocky
More informationGraduate Student Handbook of the Mathematics Department
Graduate Student Handbook of the Mathematics Department Department of Mathematics North Dakota State University October 7, 2015 1 1 General Information The Department of Mathematics offers graduate study
More informationThe Student with a Disability:
The Student with a Disability: A Guide for Faculty and Students at Liberty University Created By The Office of Disability Academic Support (Part of the Center for Academic Support and Advising Services)
More informationRunning head: LEGAL, REGULATORY AND FINANCIAL MANAGEMENT THE UNIVERSITY OF TEXAS AT TYLER
Running head: LEGAL, REGULATORY AND FINANCIAL MANAGEMENT 1 THE UNIVERSITY OF TEXAS AT TYLER COLLEGE OF NURSING NURS 5535 Legal, Regulatory and Financial Management Syllabus Spring 2015 Helene Hakim, PhD,
More informationMaster of Science in Chemical Engineering
Texas A&M University 1 Master of Science in Chemical Engineering The Master of Science (MS) curriculum is designed to develop new understanding through research and creativity. Students have the option
More informationGUILFORD COUNTY SCHOOL SYSTEM SECTION 504 OF THE REHABILITATION ACT OF 1973 Revised following ADA Amendment of 2008
GUILFORD COUNTY SCHOOL SYSTEM SECTION 504 OF THE REHABILITATION ACT OF 1973 Revised following ADA Amendment of 2008 INTRODUCTION Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against
More informationAccommodating Students with LDs in Postsecondary Studies
Accommodating Students with LDs in Postsecondary Studies June 2012 Students with learning disabilities (LDs) form the majority of students seeking services from offices for students with disabilities at
More informationHow To Protect Data At Northeast Alabama Community College
Information Systems Security Policy Northeast Alabama Community College Center for Information Assurance Northeast Alabama Community College 138 AL Hwy 35, Rainsville, AL 35986 (256) 228-6001 1 5/22/2014
More informationUniversity of Tulsa College of Law MEDICAL LEAVE OF ABSENCE POLICY
University of Tulsa College of Law MEDICAL LEAVE OF ABSENCE POLICY To accommodate law students who are facing catastrophic medical or psychological problems, the Center for Student Academic Support offers
More informationSAN DIEGO COMMUNITY COLLEGE DISTRICT INSTITUTIONAL REVIEW BOARD (IRB) INVESTIGATOR GUIDELINES FOR RESEARCH USING HUMAN SUBJECTS
BACKGROUND SAN DIEGO COMMUNITY COLLEGE DISTRICT INSTITUTIONAL REVIEW BOARD (IRB) INVESTIGATOR GUIDELINES FOR RESEARCH USING HUMAN SUBJECTS The first priority of the SDCCD Institutional Review Board (IRB)
More informationAthens Technical College Student Support Disability Services 800 U.S. Highway 29 North Athens, GA 30601-1500 706-355-5006 / jfelts@athenstech.
Athens Technical College Student Support Disability Services 800 U.S. Highway 29 North 706-355-5006 / Dear Athens Technical College Applicant/Student: Thank you for contacting the Disability Services Office
More informationCochise College Administrative Policy
Cochise College Administrative Policy Category: Students Policy Number: 4005 Title: Americans With Disabilities Act Cochise College fully recognizes all provisions of the Americans with Disabilities Act
More informationLETTER TO STUDENTS. RE: Accommodations Information for Learning Disabilities
LETTER TO STUDENTS RE: Accommodations Information for Learning Disabilities Dear Student: Enclosed, please find important information you will need about accommodations offered at Presbyterian College
More informationPolicy Summary: Policy Statement:
FITNESS FOR DUTY POLICY - EXAMPLE #1 Reason for The COMPANY is committed to promoting a safe and healthy environment for its Policy: employees, students, patients and visitors. Such an environment is possible
More informationPsychology 4978: Clinical Psychology Capstone (Section 1) Fall 2015
Psychology 4978: Clinical Psychology Capstone (Section 1) Fall 2015 Instructor: Julianne Gray Ludlam, Ph.D. Class Location: McAlester 101 Class Time: T/Th, 9:30 AM 10:45 AM CST Office Location: McAlester
More informationHealth Authority Abu Dhabi. HAAD Standard for the Allocation of Physicians in Residency Training Programs in the Emirate of Abu Dhabi (TANSEEQ)
Health Authority Abu Dhabi HAAD Standard for the Allocation of Physicians in Residency Training Programs in the Emirate of Abu Dhabi (TANSEEQ) 1. Purpose 2. Scope 1.1 The Health Authority - Abu Dhabi encourages
More informationHow To Get A Grade At A College
Page 1 of 21 (1) GRADING SYSTEM: ACHIEVEMENT AT COLUMBUS STATE COMMUNITY COLLEGE (CSCC) Letter grades based on student achievement will be assigned to students enrolled in individual degree-credit courses
More informationHenrico County Public Schools Department of Exceptional Education
Henrico County Public Schools Department of Exceptional Education EDUCATIONAL EVALUATION CRITERIA FOR CONSIDERATION OF PRIVATE EVALUATIONS Revised 06/12/2013 Professionals utilize educational evaluations
More informationHealth Sciences 4250a: Population Health Interventions
The University of Western Ontario School of Health Studies Health Sciences 4250a: Population Health Interventions Instructor: Tamara Landry September 2014 Email: tmlandry@uwo.ca Office Hours Room Number:
More informationRutgers University Policy on Transfer credit from Non Affiliated Universities
AAU Institutions: Rutgers University Greg Knollman TRANSFER OF CREDIT RESEARCH 10/4/10 Rutgers University Policy on Transfer credit from Non Affiliated Universities Transfer of Credit Research - 10/1/10
More informationWentworth Institute of Technology Cooperative Education Student Handbook 1
Wentworth Institute of Technology Cooperative Education Student Handbook 1 Welcome to the co-op process. This document outlines the requirements, expectations and policies for your cooperative education
More informationCHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,
More informationHonors Program Student Handbook
Honors Program Student Handbook NAU HONORS Cowden Learning Community Room 104 P.O. Box 5689 Flagstaff, AZ 86011-5689 (928) 523-3334 www.nau.edu/honors MISSION The mission of the Honors Program at Northern
More informationDisability Programs and Services. Faculty Guide: Teaching Students with Disabilities
extendedtestingtimeminimaldistractio ntestingenironmentvolunteernotetaki ngalternativetextbooksinterpreterscri bereade rassistivetechnologty Disability Programs and Services specialse Faculty Guide: Teaching
More informationA Sample of California Special Education Regulations Related to Students with Emotional Disturbances
A Sample of California Special Education Regulations Related to Students with Emotional Disturbances 5 CCR 3030 - Eligibility Criteria Because of a serious emotional disturbance, a pupil exhibits one or
More informationcollege planning for students with disabilities
college planning for students with disabilities a supplement to the College Prep Handbook college planning for students with disabilities a supplement to the College Prep Handbook College Planning for
More informationTuition and Fees 2014-2015. Academic and Registration Info
Tuition and Fees 2014-2015 Academic and Registration Info North Idaho College 31 2014-2015 REGISTRATION Registration is the official process of enrolling in classes. NIC is on a 16-week Fall/Spring Semester,
More informationBYLAWS OF THE FACULTY College of Arts and Sciences Georgia State University
BYLAWS OF THE FACULTY College of Arts and Sciences Georgia State University 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 ARTICLE I. PURPOSES Section 1.
More informationSUFFOLK COUNTY COMMUNITY COLLEGE SCHOOL OF NURSING
SUFFOLK COUNTY COMMUNITY COLLEGE SCHOOL OF NURSING Student Policy Manual 1/13/15, 3/23/15, 4/17/15 P a g e 1 Suffolk County Community School of Nursing Student Policy Manual The School of Nursing Student
More informationCounseling Program Student Handbook:Policies and Procedures Department of Psychology University of West Florida
Counseling Program Student Handbook:Policies and Procedures Department of Psychology University of West Florida (Revised 2014) Overview and General Issues A. This review of the Counseling Program s graduate
More informationInstructor Information. Course Catalog Description: Student Learning Outcomes & Assessments. The student will be able to:
Instructor Information The University of Texas at Tyler College of Education and Psychology Department of Educational Leadership and Policy Studies Jennifer Jones, Ed.D. Office Hours: By appointment Office:
More informationDEPARTMENT OF HUMAN SERVICES DIVISION OF DEVELOPMENTAL DISABILITIES
DIVISION CIRCULAR #3 (N.J.A.C. 10:46) DEPARTMENT OF HUMAN SERVICES DIVISION OF DEVELOPMENTAL DISABILITIES EFFECTIVE DATE: January 22, 2013 DATE ISSUED: January 22, 2013 (Rescinds Division Circular #3,
More informationCollege-Bound Students With Disabilities
College-Bound Students With Disabilities Differences between High School and College As the student makes the transition from high school to college it is important to recognize the significant differences
More informationI. Master s Degree Requirements: A. Completion of appropriate course work as defined by the student s area (Behavioral Neuroscience, Clinical, or
I. Master s Degree Requirements: A. Completion of appropriate course work as defined by the student s area (Behavioral Neuroscience, Clinical, or Cognitive). Students are to fill out the area course check-list
More informationDEPARTMENT OF COMMUNITY SERVICES Disability Support Program. Level of Support Policy
DEPARTMENT OF COMMUNITY SERVICES Disability Support Program Effective: May 2014 TABLE OF CONTENTS 1.0 POLICY STATEMENT 2.0 POLICY OBJECTIVE 3.0 DEFINITIONS 4.0 LEVEL OF SUPPORT OVERVIEW 5.0 FUNCTIONAL
More informationMEMORANDUM OF UNDERSTANDING BETWEEN THE CALIFORNIA STATE UNIVERSITY AND THE CALIFORNIA DEPARTMENT OF REHABILITATION
MEMORANDUM OF UNDERSTANDING BETWEEN THE CALIFORNIA STATE UNIVERSITY AND THE CALIFORNIA DEPARTMENT OF REHABILITATION Introduction This Memorandum of Understanding (MOU) expresses the commitment of the California
More informationEDUC 1301: INTRODUCTION TO THE TEACHING PROFESSION COURSE SYLLABUS
EDUC 1301: INTRODUCTION TO THE TEACHING PROFESSION COURSE SYLLABUS INSTRUCTOR Name: Office: Email: Phone: Office Hours: COURSE INFORMATION Term: Section: Synonym: Days/Times: Location: COURSE DESCRIPTION
More informationADD and/or ADHD Verification Form
ADD and/or ADHD Verification Form Disability Services for Students (DSS) provides academic services and accommodations for students with diagnosed disabilities. The documentation provided regarding the
More informationFUNDAMENTALS OF NEGOTIATIONS Purdue University Fall 2014 CSR 34400-001 CRN 51571 Tuesday and Thursday 7:30 AM - 8:45 AM Krannert Building G016
FUNDAMENTALS OF NEGOTIATIONS Purdue University Fall 2014 CSR 34400-001 CRN 51571 Tuesday and Thursday 7:30 AM - 8:45 AM Krannert Building G016 Professor: Andres Vargas, PhD Office: Matthews Hall Room 216
More informationMental Health Counselor Practicum Training Brochure
The Mental Health Center Mental Health Counselor Practicum Training Brochure 1 Updated 02/05/13 Mission Statement The Mental Health Center's (MHC's) mission of service, training, and advocacy focuses on
More informationDispute Resolution Procedures for Administrative/Professional and Clerical/Service Staff Members
Dispute Resolution Procedures for Administrative/Professional and Clerical/Service Staff Members These operating procedures supplement the policy on Dispute Resolution for Administrative/Professional and
More informationWhat Parents Need to Know About a Section 504 Accommodation Plan
What Parents Need to Know About a Section 504 Accommodation Plan What is a 504 Accommodation Plan? Basic Information Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination
More informationSummer Semester, First Year SOPSY 660, Contemporary Social Psychology, is frequently offered during the summer.
Sequence of Academic Activities Social Psychology* * Students completing a Double Major in Counseling and Social Psychology should also consult the Resources for Counseling Students Fall Semester, First
More informationSTUDENT RECORD POLICY, PROCEDURES AND DEFINITIONS
STUDENT RECORD POLICY, PROCEDURES AND DEFINITIONS PURPOSE The purpose of establishing this policy is to ensure Virginia Union University s compliance with the Family Educational Rights and Privacy Act
More informationHow To Be A Responsible Student At Midland Technical College
PSY 212 Abnormal Psychology Social & Behavioral Sciences Department Catalog Course Description: This course is a study of the nature and development of behavioral disorders, including the investigation
More informationJACKSON STATE UNIVERSITY DEPARTMENT OF SCHOOL, COMMUNITY AND REHABILITATION REHABILITATION COUNSELING PROGRAM
JACKSON STATE UNIVERSITY DEPARTMENT OF SCHOOL, COMMUNITY AND REHABILITATION REHABILITATION COUNSELING PROGRAM NATURE AND SCOPE Jackson State University in cooperation with the U.S. Department of Education,
More information