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Frequently asked questions about disability services

What is a disability?

An individual with a disability is any person who:

1. Has a physical, mental or emotional impairment, that substantially or materially limits one or more of their major life activities;
2. Has a record of such an impairment; or
3. Is regarded as having impairment.

How can I help my son or daughter have a successful college or university experience?

As first-year students arrive at a college or university and begin to venture forth they experience different reactions and thoughts. Some students will adjust to life with little difficulty, while others may find that the transition stretches beyond the first year. Parents can help by understanding the developmental process that their students will journey through as they enter a college or university and recognize that this process is part of the higher education learning environment.

Upon arrival, many students enjoy a period where the newness and excitement leads to strong positive feelings about college or university life. A few weeks into the semester, students begin to realize that higher education is not all glamour and fun - there is hard work, and there can be frustration and disappointment as well. Students may receive their first low grades. About mid-semester, students may begin wondering if life is better at another school. They might believe that transferring to another institution will solve the problems they are experiencing. Or they may wonder if they would be better off out in the work world.

Students also begin to learn that things at home have changed. Life has gone on without them. Alternatively, first year students learn that they have changed, and because of this, their relationships with family and high school friends may be different from what they remember. Like the college or university, home suddenly feels like a new and changing place.

As students progress through the semester they refine their academic and study skills, engage in their first deep conversations with classmates and enjoy expanding their circle of friends. It is often at this time that true intellectual fulfillment begins and meaningful relationships with classmates and faculty develop.

With the end of the semester near, students face large amounts of work. No matter how well students have been doing academically and socially, they may have anxiety about whether they will survive the papers and exams and if they will actually make it to the second semester. They may question again whether they really belong in college.

Sometime during the second semester, students begin to view higher education as a total experience. They come to see the classes, casual discussions with new friends, parties, and other elements of their life are related and part of an interrelated whole. First year students come to understand that the choices and commitment that they make have a tremendous impact on the shape of their higher education experience and future.

As a parent, what information is available to me from my son's or daughter's educational records?

In general, under federal and state privacy laws, students at colleges or universities have the legal right to control access to information about them. Some information, called "directory data," is public and available to anyone, even parents. Almost all other information such as grades or class schedules is private and, in most cases, a student's written authorization is required to release to a third party private information held by a college or university.

Parents are legally considered to be "third parties" and need their son's or daughter's written permission to access private data about them.

Colleges and universities may have a policy whereby parents who can provide proof that their child is financially dependent on them (usually by providing copies of tax records) have access to their child's record without specific consent. You may contact the institution to see whether they have such a policy. If the college or university does not have such a policy, parents need their child's written consent to obtain private information from the school unless there is a health or safety emergency.

What are reasonable accommodations?

Accommodations are modifications to the ways in which things are usually done. The purpose of effective accommodations is to provide students with disabilities an equal opportunity to participate and benefit from college. The disability services office at each campus works with students with disabilities and other campus officials to resolve questions of 'reasonable accommodation' and other issues related to the institution's compliance with disability laws.

Reasonable accommodations can be provided in various ways. The following are brief descriptions and examples of the most common categories of accommodations that permit a qualified student with a disability to effectively participate in the educational process.

1. Changes to a classroom environment or task; examples might include: extended time for an exam, the use of a dictionary or spell checker, materials in alternative formats such as large print, audio tape or computer disk.
2. Removal of architectural barriers; examples might include: adapting a classroom to meet the needs of a student who uses a wheelchair.
3. Exceptions to policies, practices or procedures; examples might include: priority registration or accessing assignments early.
4. Provision of auxiliary aids and services; examples might include: providing a sign language interpreter, or providing a notetaker or scribe.

In accordance with the law, there are some modifications that the college or university does not provide as a reasonable accommodation. Examples include:

• personal devices such as wheelchairs, or glasses,
• personal services, such as private tutoring or personal attendants (Note. Tutoring services may be available elsewhere at the campus),
• modifications that lower or change course standards or program standards,
• modifications that would change the essence of a program, such as allowing a student in an auto mechanics program to take a written test on repairing an engine instead of actually repairing an engine or allowing a student in a public speaking class to substitute a written paper for an oral presentation,
• services that are unduly burdensome, administratively or financially.

How do I request a reasonable accommodation?

To receive a reasonable accommodation, students must first request the accommodation and provide documentation of the disability. The disability services office is designated to certify eligibility for disability services, determine accommodations and maintain documentation separate from other college records. In general, the college or university will not act on its own to provide an accommodation to a student unless or until one is requested.

The disability services office will generally require documentation of the disability by the appropriate licensed professional in order to evaluate a request for a reasonable accommodation. Documentation should reflect the nature of the disability and how it affects you in an academic setting. The law allows the college or university to request recent documentation. If the disability has changed or fluctuates in intensity, then an up-to-date evaluation of the condition may be requested to determine reasonable accommodations.

Accommodations are arranged each term and students need to communicate with the campus disability services coordinator prior to, or at the beginning of, each term to arrange for academic accommodations.

What if I have a concern about my accommodations or access to programs, services or activities?

You are responsible for notifying the disability services office if the accommodations that have been provided do not meet your needs. If you have attempted to resolve issues related to your accommodations, but you are unsatisfied with the result, you may file a complaint. Complaints generally are about issues such as:

• accommodations provided,
• timely implementation of accommodations,
• access to buildings, or
• access to information.

Complaints are treated seriously. There is a process in place to investigate and help resolve them. Complaints should be filed in a timely manner and are usually, but do not need to be, submitted in written form. Ask the disability coordinator at the campus for information on the institution's complaint procedure.

How is a college or university different from high school?

1. High school students typically spend six hours per day, five days per week in class. College students typically are in class twelve to 18 hours per week, depending on their course load.
2. The high school academic year is about nine months long. The college academic year is two 16-week semesters.
3. In high school, time is structured by others and teachers closely monitor the student's attendance. In college, students arrange their own schedule with an advisor or counselor and manage their own time.
4. In high school, students are not responsible for knowing what it takes to graduate. College students are expected to know the graduation requirements for their particular program.
5. Teachers check high school students' completed homework. College instructors don't always do that.
6. High school teachers might remind students of missed work and provide students with information they missed when they were absent. College instructors don't remind students of missed work, and they expect students to get notes from classmates for any classes they've missed.
7. In high school, a case manager acts as an advocate, while college students must advocate for themselves.
8. In high school, services result from the Individual Educational Plan (IEP). In college, services are provided class by class and on a documented individual need basis.
9. In high school, there is regular parent contact. In college, parent contact is limited by privacy laws.
10. High schools are required to identify students with disabilities and determine what is needed for the student to be successful. Colleges are restricted from seeking out students with disabilities due to privacy laws.
11. Educational and psychological testing is provided in high school. In college, students are responsible for providing documentation to the college.
12. In high school, the relationship of the disabled student to the institution is governed by Entitlement law (IDEA). In college, civil rights and anti-discrimination laws (ADA, Rehabilitation Act, Section 504 and the MN Human Rights Act) apply.

How can I help my son or daughter prepare for higher education?

Preparing for a successful college or university experience begins early in school. Statistically, students with disabilities are less likely to enter college and those who do attend are less likely to graduate than their peers without disabilities. If your son or daughter is going to beat these odds, you have to plan and support the decisions that can lead to later success. Use the following list to help your son or daughter plan for a college or university, and discuss all of these points with your son or daughter:

1. Recognize that your son or daughter with a disability will go through the same experiences as their non-disabled peer.
2. Preparation for higher education needs to start early in your son's or daughter's high school years.
3. Ask the high school staff for information regarding appropriate post-secondary choices, such as technical college, community college, or university.
4. Explore the benefits of extending the high school graduation date to take advantage of transition programs.
5. Work with your son's or daughter's high school teachers and support staff, and community agencies to identify transition activities that will prepare your son or daughter for higher education.
6. Contact the admissions office of several colleges or universities. Ask to speak with the service provider for students with disabilities. Talk with the service provider about the admissions process for students with disabilities, how students must document their disability, and what services that institution offers to students with disabilities.
7. Ensure that your son or daughter will have the necessary recent testing that a college or university needs to document a disability. This includes but is not limited to learning disabilities. This testing can be done during the senior year of high school but schedule it early. Have these reports and copies of your son's or daughter's most recent disability assessment, IEP (Individual Education Plan), and transition plan available for college staff.
8. Encourage your son or daughter to contact rehabilitation services to determine eligibility for services. Rehabilitation services can help with financial and equipment support for students with disabilities.
9. If your son's or daughter's chosen college or university requires post admissions test results, learn the process for requesting testing accommodations. If your son or daughter needs testing accommodations, the need must be documented.
10. Ensure that your son or daughter learns to use reasonable and appropriate accommodations. These accommodations are determined based on documented need and may include but are not limited to test taking, notetaking, reading texts, and using adaptive technology.
11. Remember your son or daughter has the responsibility to notify the college or university that she or he has a disability identifying his/her needs and provide appropriate documentation of those needs. The college or university provides reasonable accommodation based on documentation of the disability.