The Disability Office at Aquinas recognizes that disability reflects diverse characteristics and experiences and is an aspect of diversity integral to society. To that end, we collaborate with students, instructors, staff, and community members to create diverse learning environments that are usable, equitable, inclusive and sustainable.

We provide services for students through a variety of academic accommodations based on individual needs. Accommodations may include:

• Extended-Time Testing
• Reader-Assisted Testing
• Testing in a Separate Room
• Scribing for Tests
• Note taking
• Early Registration
• Advising Assistance
• E-Text Books
• Tutoring by Specialists
• Peer Tutoring
• Assistive Technology support and guidance
• Collaboration with AQ community, faculty and staff.

Guidelines for documenting a disability

Disability Office at Aquinas College complies with the Association of Higher Education and Disability (AHEAD)* Guidelines for Documentation of a Disability and the Educational Testing Services (ETS) Policy Statement.

Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are guaranteed certain protections and rights of equal access to programs and services.(Access to campus facilities and reasonable accommodations in programs, services and classroom activities.) To establish that an individual is covered under the ADA, the documentation should indicate that the disability substantially limits some major life activity, including learning. Reasonable Accommodations are individualized and determined on a case- by-case basis for students who are qualified for equal access to programs and courses.

In order to determine eligibility for services, the Disability Office requires complete and current documentation of disability. The documentation should include an evaluation by an appropriately qualified licensed professional that makes evident the current impact of the disability as it relates to the accommodation(s) requested.  The general guidelines listed below have been developed to assist you in working with your treating/diagnosing professional(s) to prepare the information required to evaluate your request for services.  

If you have questions after reading these guidelines, please call Sarah Cox, at (616) 632-2166.

Guidelines for Student:

• Students with disabilities are responsible for ensuring that the College is aware of disabilities that require accommodations. Students must provide documentation; such documentation must:
• Be current, generally within the past five years for LD, six months for psychiatric disabilities, or three years for all other disabilities.
• Include complete educational, developmental and medical history relevant to the disability.
• Include a copy of the most recent report or evaluation containing the actual scores used to diagnose the presence of the learning disability.
• Provide specific information on how the disability interferes with college life and educational performance.
• Diagnostic reports must include the names and titles and credentials of the examiners as well as the dates of testing.

Guidelines for professional:

• Current functional impact of the condition(s).
  The current relevant functional impacts on physical (mobility, dexterity, endurance, etc.), perceptual, cognitive (attention, distractibility, communication, etc.), and behavioral abilities should be described as a clinical narrative and/or through the provision of specific results from the diagnostic procedures/assessment.
• Treatments, medications, accommodations/auxiliary aids, services currently prescribed or in use.
  Provide a description of treatments, medications, accommodations/auxiliary aids and/or services currently in use and their estimated effectiveness in minimizing the impact of the condition(s). Include any significant side effects that may impact physical, perceptual, behavioral or cognitive performance. If you feel that any additional accommodations/auxiliary aids are warranted, please list them along with a clear rationale and related functional limitations. Any accommodations/auxiliary aids will be taken into consideration, but not automatically implemented.
• The expected progression or stability of disability over time.
  If possible, provide a description of the expected change in the functional impact of the condition(s) over time. If the condition is variable, describe the known triggers that may exacerbate the condition.
• A diagnostic statement identifying the disability.
  When appropriate, include International Classification of Diseases (ICD) or Diagnostic Statistical Manual (DSM) codes, the date of the most recent evaluation, or the dates of evaluations performed by referring professionals. If the most recent evaluation was not a full evaluation, indicate when the last full evaluation was conducted.

*http://www.ahead.org/

Guidelines for Proctoring and Testing Accommodations.

Please review your syllabi and discuss dates and times for ALL exams for the semester with your Instructors.  It is a student’s RESPONSIBILITY to work with instructors, complete appropriate documentation and discuss use of academic accommodations. 

• A student must be registered with Disability Services for the semester for which they are seeking testing accommodations (and must renew each semester).
• All tests, exams, quizzes etc. must be scheduled at least 72 hours in advance. 
• The student and instructor should agree upon the date and/or time of exam.  Where possible the student is expected to schedule during class time, and or during the office hours of instructor.  The instructor must approve any subsequent changes to the schedule. 

The office will be open for testing during the following times:

Testing must be concluded by 5:00pm (there will be an extended schedule posted for mid-terms and finals). Students in evening courses will schedule during the office’s open hours.

• Tests must be started and completed in the scheduled timeframe, i.e. a student may not stop working on an exam and return at a later time and/or day to complete the remaining unfinished exam without the instructor’s written approval.
• A student must bring all materials necessary for the exam as allowed by the instructor. 
• Students are expected to be on time for their scheduled exam. If the student arrives late the office might not be able to accommodate. 

Student:  How to Use the Proctoring Checklist Form.

If you have registered for the current semester there is a short Proctoring Checklist form, which you will receive from disability services. 

It is your responsibility to ensure that your instructor completes this document and that it is delivered along with your exam. 

This form must be completed each time you use testing accommodations.  We do not keep paper copies of this form; please request one through email.

Instructor:

Your student requesting testing accommodations will present you with a simple proctoring checklist form.  Please ensure that this is completed and delivered to our office along with the exam.   

Please deliver exam either:

• To AB2 (locked drop box)
• In electronic format (pdf preferred) along with proctoring instructions to coxsar@aquinas.edu
• Through intercampus mail/mailroom
• Directly drop off at Disability Office

For questions please contact S. Cox at x2166 or coxsar@aquinas.edu.