Chapter 5: Services to Students with Disabilities
PART I. Introduction
SECTION 05.101
This section of The Student Handbook is intended to help students with
disabilities by giving some description of Miami University's Oxford campus and
by outlining services available. While portions will be applicable to students
attending Miami University's regional campuses in Hamilton and Middletown, this
information has been primarily designed for the use of students attending the
Oxford campus.
PART II. Services
SECTION 05.201 Concerns
05.201.A. There are two main concerns underlying Miami University's services
for students with disabilities: (1) removing architectural barriers, and (2) making
University programs accessible.
05.201.B. With the goal of ensuring access to University facilities,
a transition plan was developed to prioritize accessibility concerns, target problem
areas, and develop an itinerary for major and minor renovations. Currently, the
majority of Miami's buildings are wheelchair accessible; however, there may be
internal access concerns because most University facilities were built prior to
1977 when there were no accessibility standards for public buildings. Until such
time as all facilities are 100 percent accessible, Miami is committed to ensuring ":program
accessibility," which means if a University-sponsored event is scheduled
in a presently inaccessible location, the Office of Disability Resources will,
with proper notification, arrange for the relocation of the class or program to
an accessible site.
05.201.C. The Office of Disability Resources (ODR) coordinates accommodations
through various campus and state agencies to provide services such as taped textbooks,
route training, campus transportation, sign language interpreters, real-time captioning,
modified housing, testing accommodations, and advanced registration, to name a
few.
05.201.D. In compliance with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act of 1973, Miami University's Office of Disability
Resources provides access for students with physical disabilities to University-sponsored
events and programs. Each student who registers with the Office of Disability
Resources has a different set of abilities and limitations, therefore accommodations
will depend on the individual needs of the student. Also, in accordance with the
Americans with Disabilities Act, a student with a disability must self-identify
his or her needs to the Director of the Office of Disability Resources and provide
supporting documentation in order to receive accommodations. Information pertaining
to an individual's disability will remain confidential and only be used to provide
the individual with reasonable accommodations.
05.201.E. For more information, contact the Office of Disability Resources,
19 Campus Avenue Building, 529-1541 (TTY accessible), or visit www.muohio.edu/odr.
SECTION 05.202 Housing
05.202.A. On-Campus in Oxford
A number of residence halls have been modified for residential living for students
with physical disabilities. These modifications include: lowered wall telephones,
grab bars, bath and shower seats, and hand-held showerheads. If a student feels
he or she needs specialized housing accommodations, then the student is required
to contact the Director of the Office of Disability Resources to inquire about
facilities that will best meet his or her needs and/or make housing requests.
05.202.B. Off-Campus in Oxford
The Office of Student Housing and Meal Plan Services maintains a listing of
some off-campus housing. This listing is provided as a convenience to all students
and is not intended to indicate approval by the University of the housing listed.
In no way is this considered to be a listing of all the housing that is available,
but it surely will provide some assistance. Students with disabilities will find
that some housing accommodations have been identified as containing ":one
or more units that are accessible from automobile to inside the apartment." Other
accommodations are identified as containing ":one or more units that are
accessible by only one step." It is the responsibility of the student to
search out and evaluate off-campus housing arrangements.
SECTION
05.203 Campus Accessibility, Oxford
05.203.A. Miami's Oxford campus buildings feature a modified Georgian
architectural design. Renovation of existing inaccessible facilities has been
underway since the mid-1970s. Street curbs are beveled at every intersection and
various other points. Most of the older buildings have ramps and are accessible
to individuals who use wheelchairs. In those instances when a class is inaccessible,
upon notification, it will be rescheduled in an accessible location.
05.203.B. Elevators in academic buildings have been modified and are
available for use without keys. Keys for access to residence hall elevators are
available from residence hall staff.
05.203.C. Because students are not exempt from attending classes and
completing assignments, the Oxford campus can pose problems for those students
with physical disabilities. The distance between primary campus buildings is as
much as one mile, some of it over gently rolling hills. While major classroom
buildings are centrally located, students often travel more than one-half mile
from one class to the next. Inclement weather can also pose problems when navigating
the campus. Parking and Transportation Services operates Access Miami, a shuttle
service as an alternate to the Miami Metro. To request campus transportation through
Access Miami, students with disabilities can call 529-2277.
05.203.D. Miami University's modifications and services can help ease
the environmental difficulties posed by the Oxford campus. Some students bring
motorized wheelchairs to make the long distances easier. Students who use braces
or crutches may need manual wheelchairs to maneuver around the campus when carrying
books. Students with physical disabilities may need to start early to guarantee
on-time arrival at classes.
05.203.E. There are other methods of problem solving. As students with
disabilities are entitled to advanced registration, one can carefully schedule
classes taking travel time into consideration. Students can also discuss accommodations
with professors before classes begin.
SECTION 05.204 Transportation
05.204.A. Motor Vehicles
204.A.1. If you believe it is necessary to use a motor vehicle, you must consult
Parking and Transportation Services. It is required to have a State of Ohio disability
permit to park in designated spaces both on and off campus. For more information
about parking policies, contact Parking and Transportation Services at 529-8535.
204.A.2. It is strongly recommended that persons with physical disabilities
obtain a state permit from the State Bureau of Motor Vehicles. The Ohio permit
is honored by any community or state, as well as Miami University.
05.204.B. Access Miami
Access Miami provides accessible transportation for students with disabilities
by offering door-to-door transportation around campus and in the Oxford area.
To request accessible transportation, students may call 529-2277 and provide pick-up
and drop-off information.
SECTION 05.205 Fire Safety
05.205.A. The question of safe evacuation in case of a fire or other
emergency is a great concern on this campus. The major problem is, of course,
that most elevators cease to operate when there is smoke or an electrical fire.
Therefore, the method of evacuation becomes most important.
205.A.1. No one will look out for you as well as you. It is your responsibility
to study and remember the important parts of each building you are in, including
exits, stairways, phone locations, and elevator procedures.
205.A.2. Discuss evacuation arrangements with your Residence Hall Adviser and
instructors.
205.A.3. Many times, in the case of a false alarm, a small isolated fire, or
even in a larger fire in which you are some distance away, it may be better to
wait the few minutes for professional firefighters or Miami University personnel
to arrive and ascertain the degree of emergency and then, if necessary, have them
conduct the evacuation. Since being transported over one's shoulder generally
is not safe for you or firefighters, this procedure should only be used in actual
emergencies. These personnel will have elevator override keys for certain elevators
and can determine if the elevator is safe to use.
05.205.B. Since fire safety matters are such a vital concern, please
make your questions and concerns known to the Director of the Office of Disability
Resources.
SECTION 05.206 Academic Aids and Assistance
05.206.A. The understanding of class objectives and the instructor's
understanding of the student's abilities allows the development of innovative
academic procedures which ensures maximum student participation in each class.
It is the student's responsibility to contact his or her instructors well in advance
of the first day of class. This is particularly true if there are class requirements
such as fieldwork, and/or test taking procedures that may necessitate special
arrangements.
05.206.B. Note Taking
You are responsible for material covered in your classes. Several approaches
to note taking may be utilized. For example, there is a
":no-carbon-required" (NCR) paper, available at no charge through the
Office of Disability Resources, that is ideal to give to a classmate for your
notes. Photocopying is also an effective means for obtaining class notes. Students
may use the photocopier in the Office of Disability Resources to copy or enlarge
materials at no charge. Tape recorders are also helpful as a backup to your notes.
If you do not own a tape recorder, you may request one through the Office of Disability
Resources if you are registered for services. For assistance in obtaining note
takers, please notify the Director of the Office of Disability Resources.
05.206.C. Test Taking
If it is not possible for you to participate in a testing session with your
class for reasons related to your disability, prior arrangements must be made
with the class instructor. For further information regarding possible testing
accommodations, contact the Director of the Office of Disability Resources.
05.206.D. Textbooks on Tape
If you need to have your textbooks taped for access to course materials, you
can request assistance through the Office of Disability Resources. Miami University
has an institutional membership with Recordings for the Blind and Dyslexic (RFB&D),
a national agency that provides and maintains a library of taped textbooks for
college and other academic courses. If your textbooks are not immediately available
through RFB&D, the University has a Kurzweil 1000/3000 available at the computer
lab in 200 Gaskill Hall. This technology allows students to scan, save, and listen
to textbooks, and also enhances the student's independence. Training on this software
is available by contacting the Office of Disability Resources. For more information
regarding software programs, alternative media production, and other technology,
contact the Director of the Office of Disability Resources.
SECTION 05.207 Outside Agencies
All students who register for services through the Office of Disability Resources
may also choose to register with the Bureau of Vocational Rehabilitation (BVR)
in their home county. BVR may be able to offer resources and equipment in addition
to accommodations provided by Miami University.
SECTION 05.208 A Comment
The staff of the Office of Disability Resources is committed to providing quality
service with compassion, understanding and respect for privacy and confidentiality.
Thus, it is the individual's responsibility to contact the Office of Disability
Resources for assistance.
SECTION 05.209 Special Events and
Activities
05.209.A. Millett Assembly Hall
209.A.1. Among the special events and activities scheduled in Millett Assembly
Hall are sporting events, guest lecturers, and concerts. Accessible seating is
available as well as restrooms and elevator access. Parking for persons with disabilities
is also available near the accessible entrances.
209.A.2. While many activities at Millett Assembly Hall do not require the purchase
of tickets, events such as musical performances do require a ticket for admission.
If you have concerns about access for such performances, please contact the Office
of Disability Resources as early as possible to ensure and expedite arrangements.
05.209.B. Yager Stadium
Yager Stadium is home to the Miami RedHawk football team as well as May commencement
exercises. The stadium has reserved seating and parking for people with disabilities.
Because the number of seats and parking spaces is limited, it is recommended that
pre-arrangements be made as early as possible with the athletic ticket office
(529-3924) for home football games, and with the Office of Disability Resources
(529-1541) for commencement.
PART III.
Policy Statements for Students with Learning Disabilities
Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation
Act of 1973, some ":otherwise qualified"
individuals with disabilities are protected from discrimination and assured equal
access to educational programs. In order to establish that an individual with
a disability is covered under the ADA, the documentation of the disability must
indicate that it substantially limits a major life activity, including learning.
The following documentation guidelines are provided to help the evaluating professional
document his or her findings in a manner that meets the requirements of ADA and
supports the request for accommodation, including academic adjustments and/or
auxiliary aids.
Learning Disabilities Services complies with University policies and Federal
laws (Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities
Act of 1990) to help qualified students with documented learning disabilities
access programs and services throughout the University.
These guidelines provide students, professional diagnosticians, and University
service providers with a common understanding of the components of documentation
which are necessary to validate the existence of a learning disability; its impact
on the student's educational performance, and the need for accommodation. The
documentation should be comprehensive in order to avoid unnecessary time delays
in a student becoming eligible to work with Learning Disabilities Services and
in the subsequent determination of appropriate accommodation and services for
that student.
SECTION 05.301 Admission
Admission applications from students with learning disabilities are reviewed
under Miami's regular admission criteria. The Office of Admission accepts untimed
or taped ACT/SAT scores. The office immediately forwards all disability documentation
to Learning Disabilities Services.
SECTION 05.302 Learning
Disabilities Documentation Policy
What follows are the guidelines that specify the procedures to be followed and
the information that optimally should be contained in all documentation of a student's
Learning Disability (L.D.) report. Please note that the specific reporting format
is left to the professional, but the requested information must be clearly presented
and easily discernable. Regardless of format used, quality documentation includes
a clear diagnostic statement that describes how the condition was diagnosed, provides
information on the functional impact, and details the typical progression or prognosis
of the condition.
Assessment reports should include information about the student's presenting
concerns, history (developmental, family, medical, psychological, education, employment),
educational assessment, psychological functioning, and a summary/recommendation.
It is the responsibility of the student to obtain his or her documentation and
to present a copy to the office of Learning Disabilities Services. Any correspondence
regarding the adequacy of the submitted documentation will be sent to the student.
It is the student's responsibility to obtain additional information or clarification
if requested.
A school plan such as an Individualized Education Program (IEP) or a
":504 Plan" alone is insufficient documentation to support a student's
eligibility for accommodation and/or services at Miami University.
05.302.A. The ADA defines a covered disability as an impairment that substantially limits
a major life activity. In turn, the implementing regulations and guidance that
have been adopted by the Department of Justice state that the existence of a substantial
limitation is to be determined by comparing the individual in question ":to
most people
– that is, to the average person in the general population."
05.302.B. The Coordinator of Learning Disabilities Services is responsible
for collecting and maintaining disability files. Disability documentation (e.g.,
psycho-educational report) must adhere to the criteria established by the University
for full consideration:
- A qualified evaluator must complete the assessment. The best quality documentation
is provided by a licensed or otherwise properly credentialed professional who
has undergone appropriate and comprehensive training, has relevant experience,
and has no personal relationship with the individual being evaluated.
- Because the provision of all reasonable accommodation and services is based
upon assessment of the current impact of the student's disabilities on his or
her academic performance, testing should be relatively current in order to determine
adult learning style.
- Tests and assessment processes used to document eligibility should optimally
be technically sound (i.e., statistically reliable and valid), standardized for
use with an adult population, and representative of a comprehensive test
battery (see below).
- Test results should present clear and specific evidence and identification
of a learning disability, and must specifically verify the nature and extent
of the disability. Individual ":learning styles," ":learning
difficulties," and ":learning differences"
in and of themselves do not constitute a learning disability.
- When submitting tests with documentation, actual raw scores and accompanying
standardized scores provide a better context for meaningful interpretation. In
order for a learning difference to be considered a disability, documentation
should support that it is of substantial limitation to the major life
function of learning.
- It is most helpful if the diagnostic report includes specific recommendations
for accommodation as well as a rationale for why each adjustment is recommended.
The recommendations should be based on the specific test results and/or observations.
- In order to determine the most appropriate accommodation plan, the clinical
summary should include any record of prior accommodation or auxiliary aids and
may include specific recommendations regarding curriculum and testing considerations.
All documentation pertaining to an individual's disability will remain confidential
and will be used only to provide the student with reasonable accommodation.
05.302.C. Comprehensive Test Battery
302.C.1. Intellectual Assessment: a complete intellectual assessment including
all sub-tests and standard scores. Appropriate measures include the Wechsler
Adult Intelligence Scale, the Stanford-Binet or the Woodcock-Johnson
Tests of Cognitive Ability.
302.C.2. Academic Achievement: A comprehensive academic achievement battery
is important with all sub-test and standard scores reported, and should include
current levels of academic functioning in such relevant areas as reading (decoding
and comprehension), mathematics, and oral and written language. Samples of appropriate
measures include: the Woodcock Johnson Psycho-educational Battery, the Wechsler
Individual Achievement Tests, or the Scholastic Abilities Tests.
SECTION 05.303 Registration
Policy for Diagnosed Students
It is helpful if the diagnosing professional for all disabilities suggests appropriate
accommodations in an academic setting. The intent of the office is not to exclude
students from the use of services, but to ensure that those with legitimate disabilities
who have current functional limitations receive appropriate services. 504 plans
and IEPs alone are not acceptable documentation and must be accompanied by supporting
documentation.
To register for services, students with learning disabilities are expected to
(a) provide the documentation to the Coordinator of Learning Disabilities
Services and (b) request services as a student with a learning disability.
Students are strongly encouraged to request accommodation prior to or at the beginning
of each semester.
SECTION 05.304 Services
Available for Diagnosed Students
Services available to diagnosed students are most often specific to individual
course requirements and the student's evaluation data. Specific information contained
in the psycho-educational evaluation is used in determining the reasonableness
of accommodation. Accommodation is judged to be reasonable and appropriate when,
without the accommodation, the student might not be afforded equal access to course
content.
SECTION
05.305 Policy for Students Not Previously Identified as Learning Disabled
Should the coordinator determine that a student exhibits traits highly correlated
with those exhibited by students legally identified as learning disabled, the
L.D. staff will provide the student with information relative to public or private
testing services. Miami's Learning Centers are not responsible for formal testing
of any sort, at any stage of the screening process.
SECTION 05.306 Compliance
The Office of Equity and Equal Opportunity (OEEO) is the University's designated
department for compliance with federal statues including the ADA and Section 504.
Under the ADA and Section 504, individuals with disabilities are assured equal
access to educational programs. In order to establish that an individual with
a disability is covered under the ADA, the documentation must support that the
individual's diagnosis of a disability includes how the impairment is a substantial
limitation of a major life activity, including learning. Documentation guidelines
under Section 05.302 have been established in order to help the evaluating professionals
establish eligibility, document findings and determine reasonable accommodations
that may include academic adjustments and/or auxiliary aids.
Students with questions concerning discrimination and compliance issues should
contact OEEO at (513) 529-7157.
PART
IV. Documentation Policy for Students with Attention Deficit Disorder
SECTION 05.401 Diagnosed Students
05.401.A. A student who has been diagnosed with ADD/ADHD may qualify
as an individual with a disability under the regulations of Section 504 of the
Rehabilitation Act and/or the Americans with Disabilities Act of 1990 (ADA). Students
will not be identified as having attention deficit disorder without diagnosis
and verification from a licensed or otherwise properly credentialed professional.
There must be clear evidence that the condition substantially limits the individual
in a major life activity.
05.401.B. The Student Health Service physicians will, at the request
of the primary attending physician, perform appropriate laboratory studies, and
on occasion write a prescription for psychotropic medications for a limited period
of time if for some reason the student is running out of medication. They will
not be responsible for changing dosages of medications, determining the appropriateness
of the medications, or altering the medications. This should be the responsibility
of the primary attending physician.
SECTION 05.402 Learning Centers
Upon submission and approval of appropriate documentation (see below), Miami's
Learning Centers will determine eligibility for services and then work with the
student to advocate or arrange for appropriate services based on the medical and
psychological documentation provided by the student.
SECTION 05.403 Documentation
Policy for Diagnosed Students
Miami University has established specific documentation guidelines for identifying
ADD/ADHD as a disability. For a copy of those guidelines please contact the Bernard
B. Rinella Jr. Learning Center – 301 South Campus Avenue or call (513) 529-8741.
University guidelines specify the procedures to be followed and the information
that optimally should be contained in all documentation of a student's ADD/ADHD
report. Please note that the specific reporting format is left to the professional,
but the requested information must be clearly presented and easily discernable.
Regardless of format used, quality documentation includes a clear diagnostic statement
that describes how the condition was diagnosed, provides information on the functional
impact, and details the progression or prognosis of the condition.
Assessment reports should include information about the student's presenting
concerns, history (developmental, family, medical, psychological, education, employment),
educational assessment, psychological functioning, and a summary/recommendation.
It is the responsibility of the student to obtain his or her documentation and
to present a copy to the office of Learning Disabilities Services. Any correspondence
regarding the adequacy of the submitted documentation will be sent to the student.
It is the student's responsibility to obtain additional information or clarification
if requested.
A school plan such as an Individualized Education Program (IEP) or a
":504 Plan" alone is insufficient documentation to support a student's
eligibility for accommodation and/or services at Miami University.
SECTION 05.404 Requests for Services
Services and accommodation decisions are made on the basis of the disability
documentation, the functional limitations caused by the disability, and the current
needs of the student.
SECTION 05.405 Support Services
Support services may include access to testing in an area with minimal visual
and auditory distractions, extended time for testing, and liaison with the faculty.
SECTION 05.406 Compliance
The Office of Equity and Equal Opportunity (OEEO) is the University's designated
department for compliance with federal statues including the ADA and Section 504.
Under the ADA and Section 504, individuals with disabilities are assured
equal access to educational programs. In order to establish that an individual
with a disability is covered under the ADA, the documentation must support that
the individual's diagnosis of a disability includes how the impairment is a substantial
limitation of a major life activity, including learning. Documentation guidelines
under Section 05.403 have been established in order to help the evaluating professionals
establish eligibility, document findings and determine reasonable accommodations
that may include academic adjustments and/or auxiliary aids.
Students with questions concerning discrimination and compliance issues should
contact OEEO at (513) 529-7157.
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