Wingate Academics - Disability Services

HELPING MEET YOUR ACADEMIC GOALS

Introduction
We are aware that students with disabilities may be successful in the college environment, provided their particular needs for access are recognized and appropriate services are made available. The purpose of the office of disability support services is to ensure equal access to university classes, programs, and resources for qualified Wingate University Students. The student’s understanding of the impact of his or her disability in the learning environment, and the student’s own motivation and initiative in seeking assistance are critical factors to success in college. Students are encouraged to discuss their needs with the Director as a beginning step to understanding the support services that are available.

location of disability support services
The office of disability support services is located on the 2nd floor of the library in the Academic Resource Center. The office hours are 8 a.m. to 5 p.m. Monday through Friday. Phone: 704-233-8265 or 8269

the university’s commitment
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) provide for incorporating people with disabilities into the mainstream of society. With respect to programs of education, activities and services, a major objective of these statutes is to remove barriers to higher education. Wingate University will provide reasonable accommodations to eligible students to allow them equal access to its programs, activities and services.

It is the University’s policy not to discriminate against individuals and to provide reasonable accommodations as required by law, to otherwise qualified students with disabilities in all education programs, activities, services and programs including applications procedures, admissions, student assignment, course assignment, the awarding of degrees, discipline and dismissal.

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transition from high school to college
Most students entering college will find many differences between high school and college. There will be a transition period. With careful planning and awareness of policies and procedures, students will enhance their chances of success.

As a student with a disability, it is important that you understand your disability and how it will likely affect you in the college setting. You should know your rights and responsibilities. An excellent publication explaining some differences between high school and college is available from the Office of Civil Rights at http://www.ed.gov/ocr (Students with Disabilities Preparing for Postsecondary Education: Know your rights and responsibilities.) You should be willing to take an active role in your transition to college.

In addition to the publication listed above, many resources exist to assist you and it is expected that you will want to use these resources to your advantage. An excellent source of information is available through the Association on Higher Education and Disabilities (http://www.AHEAD.org). Another helpful website is www.thinkcollege.net. Resources can also include people on campus such as advisors, peer mentors, professors, counselors, library staff, and residence life staff, in addition to the staff of the Academic Resource Center. One of the most important aspects in using available resources is in asking for assistance. It is your responsibility to make your needs known.

definition of a person with a disability
A "person with a disability" is defined by the ADA and Section 504 of the Rehabilitation Act as "any person who has a physical or mental impairment which substantially limits one or more of such person’s major life activities, has a record of such an impairment, or is regarded as having such an impairment". Students are eligible for protection under these laws if they have a disability, have declared that disability, provided appropriate documentation, and are "otherwise qualified" to participate in the University’s programs and activities. A "qualified" individual is a student who meets the requisite academic and technical standards required for admission to the University. Students who have provided the University with documentation of a disability may request reasonable modification, accommodations, or auxiliary aids which will enable them to participate in and benefit from the University’s programs and activities, but will not alter the essential nature or requirements of the programs and activities.

summary of rights and responsibilities regarding accommodations
A college student with a disability has the right to appropriate accommodations and services under Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). It is the student’s responsibility to self-declare a disability and to provide the appropriate documentation to determine eligibility for accommodations. (Please see "Guidelines to Documentation") When seeking accommodations, it is the responsibility of the student to request accommodations. Requests are evaluated based on the documentation provided by the student.

Accommodations are intended to remove barriers for equal access. The student is expected to meet the standards for courses and requirements for graduation. It is the student’s responsibility to request accommodations in a timely manner, allowing sufficient time for faculty and/or staff to arrange for the appropriate modifications.

The request for accommodations should be initiated by speaking with the Director of Support Services. The Director can also assist if students are uncertain about the appropriateness of an accommodation or if guidance is needed in determining what accommodations might be needed.

GRIEVANCE PROCEDURES
A student who believes he or she has been treated unjustly regarding accommodations should attempt to resolve the dispute informally beginning with the Director of Disability Support Services. Every effort will be made to resolve the situation as expeditiously as possible. If a remedy is not reached after consultation with the faculty or other staff as appropriate, the student should submit his/her complaint in writing within 5 working days of the alleged injustice to the Dean of Students, and follow the University’s Grievance Procedure as outlined in the Student Handbook.

confidentiality
Students with disabilities are under the protection of confidentiality laws and need only to disclose the information, which would be appropriate for the particular situation. For example, a written expression disability may impact the performance on a written exam, and therefore the use of a computer may be an appropriate accommodation on exams requiring essay answers, but might not be an appropriate accommodation for multiple-choice exams. Students can receive assistance in identifying their needs to faculty members.

faculty member's rights and responsibilities
When a request for an accommodation is received, the faculty member has the right to ask for verification of the disability and confirmation of eligibility for the requested accommodation. Faculty members are not expected to provide accommodations that compromise the content of the course or the essential requirements of the course. Instructors have the right to expect students to understand academic policies, course standards and requirements, and polices and requirements for graduation.

Faculty members have the right to expect students to request accommodations in a timely manner. It is likewise the faculty member’s responsibility to provide reasonable accommodations in a timely manner, as well as to respect the right to privacy of the student and to maintain confidentiality.

requesting accommodations
Students bear the responsibility:

to make their abilities and limitations known
to provide appropriate verification and documentation for the establishment of eligibility for accommodation
to meet professors’ expectations concerning attendance, class participation, performance and standards
to request accommodations in a timely manner.

It is recognized that needs vary among individuals, even those with the same disability. Therefore, recommended accommodations provided in high school records represent only guidelines. The current classroom environment and academic standards are important in deciding on appropriate accommodations.

When accommodations are sought, students must register with the support services office by speaking with the Director during the first two weeks of the semester. Students may register after the first two weeks, but it is in the student’s best interest to register early so that appropriate accommodations can be in place for the semester. The Director will have evaluated documentation for eligibility and will be able to assist in discussing requests for accommodations.

Requesting Accommodations - A Summary:

Self-declare the disability to the Director of support services
Provide appropriate documentation
Request accommodations
Receive letter of eligibility listing appropriate accommodations
Discuss accommodation needs with instructors

Other Responsibilities

After students have registered for support service, and have requested accommodations, students need to:

be self-advocates by talking with professors about abilities and limitations
keep the Director informed of academic progress and any concerns
use other campus services where appropriate (such as tutoring)

frequently asked questions

Do all my professors have to know about my disability?
No. Only those professors from whom you are asking for accommodations.
Do my professors need to know what kind of disability I have?
No. They only need to know that you have a disability, that you are eligible for accommodations, and that the accommodations you have requested are reasonable and appropriate for your situation. This information is verified in the eligibility letter. You are encouraged to share information about yourself and your particular situation so that you can establish open communication with your professors.
When should I speak with my professors?
It is recommended that you speak with your professors during the first two weeks of class. If you are asking for accommodations, your professors will appreciate having ample time to make the arrangements to provide the accommodations and to get to know your needs early in the semester.
What kinds of accommodations are available?
The kinds of accommodations are based on the disability, the impact of the disability in the current situation, and the course requirements. Examples of accommodations might include use of recorded texts, extended time on tests, priority registration, special residence hall arrangements, use of note takers, and technical assistance.
Is my disability information kept confidential?
Yes. Your information and documentation is kept on file in the office of disability services. You determine if, to whom and when to disclose it.
What information is given to my parents?
All Wingate University students’ rights to privacy are protected by the Family Rights to Privacy Act. Therefore any educational records, such as grades, are considered confidential information. Confidential information can only be released by the student.

procedure for testing accommodations
Testing accommodations such as extended time and/or testing in the distraction reduced environment of the ARC are available to students whose documentation supports the need for testing accommodations. In order to arrange for test proctoring students should:

1. Register with the disability support services by providing appropriate documentation which supports the request for testing accommodations. You will then be given letters of verification that you will give to your professors in the classes for which you need testing accommodations.

2. Speak with professors at least a day in advance (at least a week in advance for final exams) to arrange for the test to be given in the ARC.

3. Speak with the disability services office staff at least a day in advance (a week in advance for final exams) of when the test is to be given, indicating day and time when the test is to be taken.

4. For further details on your responsibilities in arranging for test proctoring, please see Exam Proctoring Policy. The professors are under no obligation to provide testing accommodations without prior arrangement. It is in your best interest to read and understand this policy and follows through on the procedure to ensure you receive the appropriate accommodations.

procedures for note taking assistance
Requests for note taking assistance should be submitted to the disability services office by the end of the first two weeks of class during each semester. It is the student’s responsibility to follow-up on the note-taking request. Students are encouraged to assist in finding note takers. In order to receive the stipend, note takers must be approved by the office of disability support services before beginning to work as a note taker.

Students should let the disability services office know immediately of any changes in your schedule or in your need for notes. Students should inform the disability services office immediately if notes are late, incomplete or of poor quality. Students can expect notes for classes they attend. If a class is missed, it is the student’s responsibility to obtain notes.

Notes will be delivered to the ARC by the note taker and they will be held for one week after the "drop-off" date. After that, notes not picked up will be discarded.

assistive technology
The ARC has specialized software and technology for use in accessing course materials:

Kurzweil Readers (1000 & 3000) – Screen reading software and scanner
JAWS for Windows – screen reading software for visually impaired and blind
DUXBURY – Braille translation
Braille printer
4 track tape player and CD player for recorded books
Tape players for tests
Computers – The ARC has three computers for word processing (MS Word)
Victor Reader Software - reading software for RFB&D books on CD (http://www.rfbd.org)
Use of all equipment is subject to availability.

priority registration
Priority registration of students with disabilities is available, provided students are eligible for this accommodation. Examples of eligibility criteria include the need to secure interpreter services, the need to relocate class meeting spaces to allow access, or the need to provide class materials in alternate formats such as Braille or recorded books.

other campus resources
We recognize that the college years are a time of growth, change and development. Wingate University offers a range of services in order to foster personal and academic growth. Students are encouraged to take advantage of the many resources, which are listed in the Wingate University Student Handbook.

resources for faculty
Excellent resources exist for faculty seeking to better meet the needs of their students with disabilities. In addition to being familiar with the University's policies and procedures regarding disability services, the following may be useful as faculty consider their instructional design and accessibility for all students.

http://www.crlt.umich.edu/gsis/P3_1.html
This is a link to the Center for Research on Learning and Teaching from the University of Michigan. Faculty who are interested in creating inclusive classrooms, in which a variety of teaching methods are used to facilitate the academic achievement of all students, will find this site valuable.

http://deanofstudents.utexas.edu/ssd
This site includes a variety of information on specific disabilities and teaching strategies that may be helpful in meeting the needs of students. Additionally there is information about legal mandates for providing equal access to educational programs and services.

http://cte.udel.edu/tech.htm
Interested in instructional technology? At this site, a list of links can be found related to instructional design using technology to help make courses more accessible to students with diverse needs.

http://cte.udel.edu/disabilities.htm
Here faculty will find links for resources in working with students with disabilities.

http://www.washington.edu/doit/Faculty/
"The Faculty Room" at the University of Washington is a comprehensive resource containing information about how to create classroom environments and academic activities that maximize the learning of all students. At this site there are links to general information as well as suggestions and ideas for course specific tasks.

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