7.1 General Student Policies

7.1.3 Services for Students with Disabilities

7.1.3.1 Identification

The manager of student disability services oversees the provision of services to students with disabilities. Services are provided on a case-by-case basis. Students may identify themselves in a number of ways. First, the manager contacts all incoming students inviting them to disclose information related to disability. Second, the Supplemental Data form, the Health Certification form and the Housing Preference form contain optional questions about disabilities requiring accommodations. If a student discloses a disability on any of these forms, the manager is notified and contacts the student. Third, faculty may refer students whom they believe may have a disability to the manager. Faculty members generally make such referrals when there is a significant discrepancy between the student's apparent knowledge of the course materials, and his/her ability to demonstrate that knowledge. All first year students and students new to the office are required to meet with a student disability specialist at the beginning of the academic term. Returning students who have previously received services from the office, have current documentation, and do not need adjustments to their plan, may request their accommodations without meeting with a student disability specialist.


7.1.3.2 Academic Adjustments/Auxiliary Aids and Services/Academic Accommodation Policy for Students with Disabilities

To allow auxiliary aids and services to be obtained or appropriate academic adjustments to be made by the start of the academic term, the student or prospective student who believes that he/she will need an academic adjustment/auxiliary aids and services must complete and return the Disability Identification Form with documentation of their disability to the office as soon as possible and at least 6 weeks before the first day of classes. Such notice will allow the student and the College a reasonable amount of time to determine whether the requested academic adjustments/auxiliary aids and services are necessary to permit the student to engage in class work desired and to identify the resources necessary for any auxiliary aids and services, etc. Failure to provide documentation within this time frame will result in the college not being able to guarantee the delivery of a written Academic Adjustment/Auxiliary Aids and Services Plan at the beginning of the semester. Typical academic adjustments/auxiliary aids and services include but are not limited to:

  • permission to audio record class lectures;
  • note taker services;
  • extended time for exams;
  • referral for content-area tutoring;
  • re-scheduling of class venues to accessible locations.

In cooperation with other College offices the manager also helps facilitate access to non-academic programs, services, and activities for students with disabilities. Typical non-academic modifications include but are not limited to:

  • modifications to residence hall rooms (e.g., installing visual fire alarms and door buzzers, shower benches, and ramps);
  • allowances for certified service animals;
  • snow removal;
  • early class registration to ensure availability of accessible classrooms;
  • housing accommodations for students with special medical/health needs.

The student disability specialist will evaluate documentation and in consultation with the student, determine what academic adjustments/auxiliary aids and services are appropriate. The student disability specialist will issue a written Academic Adjustment/Auxiliary Aids and Services Plan, signed by the manager or designee, describing the academic adjustments/auxiliary aids and services. The College will provide appropriate academic adjustments/auxiliary aids on a case-by-case basis and will not necessarily incorporate all requested academic adjustments/auxiliary aids and services. Faculty and other College personnel will only provide academic adjustments/auxiliary aids and services in accordance with this policy. Faculty, other college personnel, and students with questions/concerns with respect to the accommodations identified in the plan are encouraged to contact the manager to determine a comparable accommodation that guarantees the student equal access to Ithaca College programs and activities. In the case of the faculty member, if there is no resolution to the issue after meeting with the manager, the faculty member's department chair and then the dean will be consulted, as appropriate. In the case of other college personnel, attempts to resolve the issue will be made in consultation with the person’s immediate supervisor. Ultimately, final decisions relative to accommodations will be made by the Office of Equal Opportunity Compliance in consultation with the manager, academic advising center director, college counsel and provost, as appropriate. Students are encouraged to discuss adjustment plans with involved faculty and staff early in the semester. Ithaca College will provide appropriate resources to college personnel to ensure compliance with this policy.


7.1.3.3 Documentation

It is the responsibility of the student requesting academic adjustments/auxiliary aids and services to provide documentation including, but not limited to:

  1. Documentation not more than three years old prepared by a professional qualified to diagnose disabilities. Such professionals include, but are not limited to those appropriately certified or licensed as a physician, educational diagnostician, learning disability specialist or psychologist.
  2. Documentation including testing procedures followed, the instruments used to assess the disability, the test results and the interpretation of the results.
  3. Documentation specifying recommended academic adjustments/auxiliary aids and services.
  4. Documentation, which must be as comprehensive as possible, reflecting the individual's present achievement level.
  5. Documentation for individuals with learning disabilities must include a complete psycho-educational evaluation (preferably within three years of entry to Ithaca College) conducted by a qualified psycho-educational diagnostician. Documentation should include test results for at least the following characteristics: intelligence, vocabulary, reading rate, reading comprehension, memory and processing skills. Documentation for ADD/ADHD should have been updated within the past three years. Psychological disabilities require a current report and an update every six months. Physical or health-related disabilities may require periodic updates after receipt of a recent evaluation from a physician, neurologist or other qualified diagnostician.
  6. Students with certain disabilities may be required to provide additional testing or appropriate documentation of the disability as determined by the manager.

All information submitted concerning the disability is confidential and shared only on a need to know basis within the college.

Last Updated: April 12, 2013