St. John Fisher College

Disability Services Disability Accommodations

Policy on Reasonable Accommodations for Students with Disabilities

St. John Fisher College is committed to assisting students with documented disabilities who are otherwise qualified for admission to the College, in compliance with Section 504 of the 1973 Federal Rehabilitation Act and Title III of the 1990 American with Disabilities Act (ADA). Students requesting accommodations must submit appropriate written documentation to the Office of Academic Affairs. Disability information provided to the College is shared only with College personnel who work together in a cooperative effort to provide reasonable accommodations to students with documented disabilities. Final determination for providing reasonable accommodations rests with St. John Fisher College based on the relevant documentation/diagnosis information submitted by the student. Appeals of decisions made with respect to requests for reasonable accommodations must be submitted in writing to the Office of Academic Affairs.

Disability Services

St. John Fisher College does not operate a specialized learning disabilities program, but does provide services based on a student’s documentation of disability. Typical services may include, but are not limited to, accessible classroom location, alternate testing arrangements (extended time, alternate location or use of a computer), or note taker for class notes. Peer tutoring services and assistance through the Writing Center and the Math Center, which are available to all St. John Fisher College students, are not intended to be a substitute for independent study and preparation. Students who may require specialized services from outside the College (e.g. books on tape through Recording for the Blind and Dyslexic) are encouraged to make arrangements at least two months prior to the start of each semester. Assistance can be offered in procuring such services.

Academic Requirements

All students are expected to maintain satisfactory academic progress; therefore academic requirements may be accommodated, but they cannot be waived. These requirements are stated in the College Bulletin. Twelve semester hours (typically 4 courses) may be a preferable course load for some students, especially during their first semester at the College. With the student's written permission, supported by appropriate documentation, an Accommodation Verification form (.PDF) will be prepared so the student can notify the faculty of their need for accommodations. It is the student's responsibility to meet with his or her faculty within the first 2 weeks of each semester to discuss the course format and syllabus and to reach an understanding of how the disability may impact the course requirements.

Process for Accepted/Enrolled Students to Request Academic/Housing Accommodations

Complete and return the Disability Services Request Card that is enclosed in the Registration Kit sent to newly deposited students. Current students should obtain the Disability Service Request Card (.PDF) from the Office of Academic Affairs.
When the Disability Services Request card is returned to the Office of Academic Affairs, we will send a Release of Confidential Information Form (PDF). Complete and sign the "Release" form and return the form with the documentation of disability to the Office of Academic Affairs at least 6 weeks prior to the start of classes.
The responsible College staff will discuss with the student options for reasonable accommodations and will notify the student of the accommodation plan.

Academic accommodations are coordinated through the Office of Academic Affairs.
Housing accommodations are coordinated through the Office of Residential Life and are based on both availability and need.

Accommodations are arranged on a semester-by-semester basis. It is the student's responsibility to contact the Coordinator each semester to ensure that the appropriate accommodations can be arranged. Late requests may result in a delay in receiving accommodations.
The cost of providing the required documentation shall be borne by the student. The final determination for providing appropriate and reasonable accommodations rests with the College.

General Documentation Requirements*

A diagnostic statement identifying the disability, date of the current diagnostic evaluation, and the date of the original diagnosis. Prescription pad notes are not acceptable documentation.
A description of the diagnostic criteria and/or diagnostic test(s) used. Include the specific results of the diagnostic test(s)/procedures utilized and the date administered.
A description of the current functional impact of the disability.
Treatments, medications, assistive devices/services currently prescribed or used and their estimated effectiveness in ameliorating the impact of the disability should be included. Significant side effects that may impact physical, perceptual, behavioral, or cognitive performance should also be noted.
A description of the expected progression or stability of the impact of the disability over time should be noted. Recommendations concerning the predictable needs for reevaluation should be included.
A signed statement including the credentials of the diagnosing professional.
A completed Release of Confidential Information Form (PDF) signed by the student.

*Note: Recommendations from professionals with a history of working with the individual provide valuable information for the review process. They will be included in the evaluation of requests for accommodation and/or auxiliary aids. Where such recommendations are congruent with the program, services and benefits offered by the College they would be given deference. When recommendations go beyond services and benefits that can be provided by the College they may be used to suggest potential referrals to area service providers. No accommodation will be provided if it fundamentally alters the nature of the service, program or activity or if it would be unduly burdensome financially, administratively or otherwise.

Documentation Guidelines for Learning Disabilities (including ADD/ADHD):

Current documentation - testing completed within 3 years for freshmen, within 5 years for transfer/returning students
The name, title and professional credentials of the evaluator
Results of a comprehensive battery of tests (standardized for adolescent/adult populations) which assess aptitude and academic achievement
Documentation should validate the need for services based on the individual's current level of functioning in the educational setting
Information contained in an individual education plan (IEP) or 504 plan may be useful in defining accommodations, but cannot be the sole source of documentation

Documentation Guidelines for Emotional/Psychological Disabilities:

A current (within 1 year) DSM-IV diagnosis from an appropriate licensed professional. This would include a description of the specific symptoms associated with the diagnosis and any other conditions of dual diagnosis that may accompany the primary diagnosis.
Results of any psychological and/or neuropsychiatric testing
A summary of all prior diagnoses and treatment from the treating professionals
An educational history describing how the disability and its symptoms have affected the student's academic performance
A current treatment plan from a licensed mental health professional. This would include any prescribed medications, intensity and duration of counseling or psychotherapy, indications for adjunctive therapies (e.g. support groups, health regimens)

For Physical Disabilities refer to the General documentation requirements above.

Individuals requiring additional information may contact the Office of Academic Affairs, Kearney Hall, Room 202, 385-8034.