Disability Services Handbook

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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.

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