Disability Policy and Procedures

ACCOMODATIONS FOR STUDENTS WITH DISABILITIES

It is the policy of William Carey University to comply with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, any other federal or state law or regulations governing individuals with disabilities, as amended.

Every reasonable effort will be made to meet the special needs of students who meet the definition of disability as defined by the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Americans with Disabilities Act Amendments Act of 2008. The definition of disability includes any person who “…has a physical, emotional, or is regarded as having a disability.” William Carey University is committed to providing reasonable accommodations for students with disabilities through the Office of Disability Services. The Office of Disability Services verifies eligibility for accommodations and works with eligible students to develop and coordinate plans to provide accommodations. Reasonable accommodations are offered in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendment Acts of 2008.

Eligibility for special accommodations will be available to students who are officially enrolled at William Carey University, who meet all university program requirements, and who meet the definition of disability as defined by federal law. The Disability Services Coordinator verifies eligibility for accommodations and works with eligible students to develop and coordinate plans to provide accommodations. Reasonable accommodations are offered in accordance with Section 504 of the Rehabilitation Act of 1973, and Americans with Disabilities Act of 1990.

• A reasonable accommodation in the student setting is a modification or adjustment to a class or program that will enable a qualified person with a disability to participate in the program or class or to enjoy the rights and privileges offered by the university. Modifications that impose an undue burden or pose a health or safety risk are not considered reasonable. The university is required to make reasonable modifications only to known and validated disabilities. Further, the university is not required to provide any aid or service or make any modification that would result in a fundamental alteration in the nature of the program.
• In order to receive services, students must self-report his/her disability to Michael Long, Counselor and Disability Services Coordinator. His office is located on the Hattiesburg campus of William Carey University in the King Student Center room 345. Mr. Long may be reached by phone at (601) 318-6211 or by email at mwlong@wmcarey.edu. Students on other campuses may contact your campus administrator for assistance with obtaining approval for services.

1. The process of registering with the Disability Services Coordinator is separate from the process of seeking admission into our university.
2. A student’s accommodations are not approved until ALL required disability documentation has been submitted to the university and there has been a meeting between the student and the Disability Services Coordinator to discuss the accommodation requests.
3. It is the student’s responsibility to ensure documentation is submitted to the office in the timely manner at least one week PRIOR TO the beginning of any term in order to ensure the implementation of the requested accommodations. Retroactive requests will not be accommodated.
4. Documentation should be current within three years, but exceptions may be necessary, dependent upon individual circumstances and the nature of the disability.
5. Students requesting accessible campus housing should indicate their medical needs on the Residence Housing Application and the Office of Disability Services.
6. Failure to comply with any of the above may result in the approval of your requested accommodations being delayed or denied.

1. Complete the Application to Register available in the Office of Disability Services. (To be completed at the start of any term in which accommodations are requested or upon any new diagnosis). Please note that a change in programs may result in a review.
2. Provide official documentation from a non-family member, qualified healthcare provider, regarding the diagnosis, date of diagnosis, and requested accommodation. See the Guidelines for Supporting Documentation.
3. Complete the accommodation request form. (Completed every term).
4. Once ALL documentation is received, it will be presented to either the Accommodations Committee (for all academic accommodations) or the Accessibility Committee (for all non-academic accommodations) for review.
5. Accommodation letters will be generated by the Disability Services Coordinator. The student is responsible for delivery of the letters to instructors. Accommodations will not be provided without this letter.

Requests for non-academic accommodations are reviewed by the Accessibility Committee. These include requests such as housing, food service, and campus activities. Committee members include a representative from Student Support, Residence Life, and Disability Services Coordinator. Representatives from Facilities and Dining Services may be requested as needed.

Requests for academic accommodations are reviewed by the Accommodations Committee. Committee members include a licensed mental health professional, a licensed physician in a non-teaching position, a Special Education Specialist, and Disability Services. Other representatives in specific fields may be requested as needed.

Each committee meets prior to the beginning of each term to review requests. Additional meetings may be scheduled as needed. Because it will take time for the committee to review, students must have completed submission of the application and documentation to the Disability Services Coordinator no later than one week before the start of each term. It is suggested that students submit materials well before this date.

William Carey University respects students’ privacy and strives to keep information related to students’ disability documentation confidential. Student’s name and other identifying information will be redacted from all documentation submitted to the Accommodations Committee and Accessibility Committee prior to review. Communication with other campus offices or instructors is limited to providing guidance on how to implement approved accommodations. Students registering with the Office of Disability Services must sign a Consent Form. With a student’s permission, the Disability Services Coordinator will consult with parents, faculty, staff, and relevant professionals. The Disability Services Coordinator does not disclose information about a student’s specific diagnosis.

Students are expected to maintain contact with the Disability Services Coordinator. If the approved accommodations are not implemented in a satisfactory manner, it is the student’s responsibility to inform the Disability Services Coordinator.

Students should be aware that the documentation submitted for accommodations through William Carey University may not be sufficient to qualify for accommodations on some standardized or licensing exams. Further, students should not expect to be eligible for an accommodation for standardized or licensing exams simple because they received an accommodation while they were served by the William Carey University Office of Disability Services. Long before it becomes necessary to take one of these exams, students should research eligibility guidelines in order to avoid the last-minute-denial of accommodations.

If a student’s request for accommodations or special services is denied, students should first express their concerns to the Disability Services Coordinator. If the student wishes to file a formal appeal of the decision, the appeal should be in the form of a typewritten, signed letter to the Vice President for Student Support, located in the King Student Center, telephone number (601) 318-6188, email address vbridgeforth@wmcarey.edu. The President of the University or designee may hear final appeals in such matters.

Guidelines for Supporting Documentation

Students who desire accommodations from the Office of Disability Services on the basis of a diagnosed learning disorder (LD) or attention deficit/ hyperactivity disorder (ADHD) are required to submit documentation to verify need and eligibility under Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990 (ADA), and the ADA Amendments Act of 2008. Protection under these civil rights statutes is based on documentation of a disability that substantially limits one or more major life activities, such as learning. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA. Since the goal of William Carey University is to provide reasonable and appropriate support services for students with disabilities, students are required to provide current and comprehensive documentation of their disorder justifying a need for accommodation. The following guidelines are provided to assure that documentation is appropriate to verify eligibility and is supportive of requests for reasonable accommodations on the basis of a learning or attentional disorder.

Professionals conducting assessments, rendering diagnoses of learning and attentional disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Qualified professionals usually include psychiatrists, psychologists, neuropsychologists and medical doctors with training and experience in the assessment of ADHD. Such evaluators are required to: 1) be trained in psychiatric, psychological, neuropsychological and/or psychoeducational assessment; and 2) have at least three years’ experience in the evaluation of students with learning disorders, ADHD, or psychiatric disabilities. The diagnostician should be an impartial individual who is not a family member of the student.

A single test, an individualized education program (IEP) or a 504 plan are not considered sufficient for the purpose of diagnosis. The following elements must be included in the evaluator’s report in order for a student to be considered for appropriate accommodations:

1. Specific diagnosis and date of diagnosis.
2. A clear statement of disability including the current Diagnostic and Statistical Manual of Mental Disorders diagnosis and description of severity.
3. Past and present symptoms that meet the criteria for diagnosis.
4. Approximate duration of disorder.
5. Clinical history.
6. Statement of current impacts and limitations of the disorder on one or more of the student’s major life activities. Examples of major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, writing, communicating, interacting with others, and working; or the operation of a major bodily function, such as the functions of the immune system, special sense organs and skin, normal cell growth, and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive systems.
7. Description of any past disability services or accommodations received.
8. A clinical summary or procedures, tests and instruments used to make the diagnosis, to include a diagnostic interview and testing.
9. A summary of evaluation results, including standardized scores.
10. Statement of current impact and limitations on student’s academic
performance with description of how these limitations were assessed.
11. Recommendations for academic accommodations to compensate for the disorder. Each recommended accommodation must include a rationale.
12. The name, title, and professional credentials of the evaluator. Information regarding license or certification as well as the area of specialization, employment, and state in which the individual practices should be clearly stated in the documentation. Please also include address, phone number, and fax number. All reports must be typed on official letterhead. The evaluator must sign and date all materials. By doing so, the evaluator certifies that he/she has conducted or formally supervised and co-signed the diagnostic assessment of the student and that their credentials meet the requirements list above.

Further assessment and/or documentation by an appropriate professional may be required if other disabling conditions are indicated. If psychiatric or physical disorders are involved, please refer to the documentation guidelines for those specific disabilities.

Students who desire accommodations from the Office of Student Disability Services on the basis of a psychiatric disorder are required to submit documentation to verify need and eligibility under Section 504 of The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) and ADA Amendments Act of 2008. Protection under these civil rights statutes is based on documentation of a disability that substantially limits one or more major life activities. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA. Since the goal of William Carey University is to provide reasonable and appropriate support services for students with disabilities, students are required to provide current and comprehensive documentation of their disability justifying a need for accommodation. The following guidelines are provided to assure that documentation is appropriate to verify eligibility and is supportive of requests for reasonable accommodations on the basis of a diagnosed psychiatric disorder.

Depending on the student’s condition, an appropriate evaluator might be a licensed psychiatrist, psychologist, neuropsychologist, or other qualified and licensed mental health or medical professional with training and experience in the assessment of psychiatric disorders. The diagnostician should be an impartial individual who is not a family member of the student.

The following elements must be included in the evaluator’s report in order for a student to be considered for appropriate accommodations:

1. Specific diagnosis and date of diagnosis.
2. A clear statement of disability including the current Diagnostic and Statistical Manual of Mental Disorders diagnosis and description of severity A summary of current symptoms.
3. Past and present symptoms that meet criteria for diagnosis.
4. Prognosis or the disorder.
5. A summary of historical information, diagnostic interview, and assessment procedures/evaluation instruments used to make the diagnosis. A summary of evaluation results, including standardized or percentile scores, should also be included.
6. Statement of current impacts and limitations of the disorder on one or more of the student’s major life activities. Examples of major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, writing, communicating, interacting with others, and working; or the operation of a major bodily function, such as the functions of the immune system, special sense organs and skin, normal cell growth, and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive systems.
7. Statement of current impact and limitations of the disorder on the student’s academic performance with a description of how these limitations were assessed.
8. Medical information relating to the student’s needs.
9. Recommendations for academic accommodations to compensate for the disorder. Each recommended accommodation must include a rationale.
10. The name, title, and professional credentials of the evaluator. Information about license or certification as well as the area of specialization, employment, and state or province in which the individual practices should be clearly state in the documentation. All reports must be typed on official letterhead. The evaluator must sign and date all materials. By doing so the evaluator certifies that he/she has conducted or formally supervised and cosigned the diagnostic assessment of the student and that their credentials meet the requirements listed above.

Further assessment and/or documentation by an appropriate professional may be required if co-existing disabilities are indicated. If learning, attentional, or physical disorders are involved, please refer to the documentation guidelines for those specific disabilities.

Students who desire accommodations from the Office of Student Disability Services on the basis of a diagnosed physical disability or chronic health impairment are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990 (ADA) and ADA Amendments Act of 2008. Protection under these civil rights statutes is based on documentation of a disability that substantially limits one or more major life activities. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA. Since the goal of William Carey University is to provide reasonable and appropriate support services for students with disabilities, students are required to provide current and comprehensive documentation of their disability justifying a need for accommodation. The following guidelines are provided to assure that documentation is appropriate to verify eligibility and is supportive of a need for reasonable accommodations, on the basis of a physical disability or chronic health impairment.

These individuals include physicians, surgeons, optometrists, audiologists, physical therapists, occupational therapists, neuropsychologists, and other relevantly trained healthcare professionals qualified to make such diagnoses. Documentation may be provided from more than one source when a clinical team approach employing a variety of professionals has been used. The diagnostician should be an impartial individual who is not a family member of the student.

The following elements must be included in the physician’s report in order for a student to be considered for appropriate accommodations:

1. A diagnostic statement identifying the disability.
2. A history of presenting symptoms, date of onset, duration and severity of the disorder, relevant developmental and historical data, and prognosis.
3. A description of the diagnostic criteria and/or diagnostic test used. This description should include the specific results of diagnostic procedures and diagnostic tests utilized.
4. A description of the functional impact of the disability. The current functional impact on physical, perceptual, and cognitive abilities should be described, including medical information describing the degree to which the current functional limitations restrict the condition, manner, or duration under which the student can perform a major life activity as compared to the average person in the general population.
5. Recommendations for academic accommodations to compensate for the disability. Each recommended accommodation must include a rationale.
6. Statement of current impacts and limitations of the disorder on one or more of the student’s major life activities. Examples of major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, writing, communicating, interacting with others, and working; or the operation of a major bodily function, such as the functions of the immune system, special sense organs and skin, normal cell growth, and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive systems.
7. Description of any past disability services or accommodations received.
8. Statement of current impact and limitations on student’s academic performance with description of how these limitations were assessed.
9. Recommendations for academic accommodations to compensate for the disorder. Each recommended accommodation must include a rationale.
10. The name, title, and professional credentials of the evaluator. Information regarding license or certification as well as the area of specialization, employment, and state in which the individual practices should be clearly stated in the documentation. Please also include address, phone number, and fax number. All reports must be typed on official letterhead. The evaluator must sign and date all materials. By doing so, the evaluator certifies that he/she has conducted or formally supervised and co-signed the diagnostic assessment of the student and that their credentials meet the requirements listed above.

Further assessment and/or documentation by an appropriate professional may be required if coexisting disabilities are indicated. If learning, attentional, psychiatric or psychological disorders are involved, please refer to the documentation guidelines for those specific disabilities.