Frequently Asked Questions Regarding Services For Students with Disabilities

Q:

I have a disability and want accommodations for placement testing and in classes. What do I do?

A:

Students with disabilities or chronic health problems are encouraged to identify themselves to the Director of the Learning Resources Center as early as possible. Students with documented disabilities may qualify for an alternate placement testing format and/or academic accommodations such as extended time on tests, sign language interpreting or Braille.

Q:

When do I contact Randolph College about my disability?

A:

Upon acceptance to the college, students should contact the Director of the Learning Resources Center as soon as possible.

Q:

What do I have to do to receive accommodations?

A:

You must submit documentation of a disability and it must meet Randolph College guidelines. The Director of the Learning Resources Center will be glad to explain the guidelines or help you obtain needed documents.

Q:

How do I Request Accommodations?

A:

Disclosure of disabilities is voluntary; however, in order to ensure equal access to programs and services, students are required to contact the Director of the Learning Resources Center and to provide appropriate professional documentation of a disability. Students are required to request accommodations through Learning Resources Center in order to receive appropriate accommodations.
The following procedure should ensure that you receive the appropriate and reasonable accommodations that will assist you in gaining equal access:

1. As early in the semester as possible (or soon after acceptance or diagnosis of a disability) you should initiate contact with the Director of the Learning Resources Center (LRC) to request accommodations. At this time, you should provide the Director of the LRC with current documentation regarding your disability

2. Recommendations from documentation and consultation with the student are both used to determine accommodations. Final determination of accommodations rests with the college.

3. At your request, an "Accommodation Plan" will be produced and a “Letter of Accommodation” will be provided for you to give to faculty. You should plan on meeting with the Director of the LRC at the beginning of each semester to request accommodations and review how the disability effects you. At that meeting we will explore appropriate and reasonable accommodations that you may choose to use in a particular context.

4. If you are a continuing student, you should come in and fill out the appropriate paperwork for continuing accommodations such as books on tape, note takers and tutors, as well as signing your Accommodation Plan for the next semester.

5. If difficulties occur in the actual provision of approved accommodations and you are unsuccessful in resolving those issues, they you may appeal to Director of the LRC and request assistance with securing the appropriate accommodations. The Director of the LRC will work with both the student and the faculty member or department to arrive at an appropriate resolution.
If you would like additional information about requesting accommodations and services, please contact Tina Barnes, Director of the Learning Resources Center at (434) 947-8132.

Q:

What Documentation Do I Need?

A:

In order to fully evaluate requests for accommodations or auxiliary aids, Randolph College's Director of the Learning Resources Center and Disability Services will need documentation of the disability that consists of an evaluation by an appropriate professional that describes the current impact of the disability as it relates to the accommodations requested. All documentation needs to be dated within the past three years.

A brief statement written on a prescription pad from your physician is not sufficient documentation. All contact information and documentation received is kept in a separate confidential file within the Office of Disability Support Services. No information concerning inquiries about accommodations or documentation will be released without written consent.

Documentation provided will be used by The Director of the Learning Resources Center and Disability Services to evaluate requests for accommodations or auxiliary aids. The evaluation process includes a review of the documentation itself and in the context of the documentation, on the fundamental goals and essential standards of the program, course, service, or benefit in question. The evaluation process will generate a list of potentially reasonable accommodations that will then be reviewed based on potential effectiveness, preferences of the requester, maximum level of integration, and the potential for an undue financial or administrative burden. The guidelines below were developed to assist you in working with your treating professional(s) to prepare the information needed to evaluate you request. If, after reading these guidelines, you have any questions, please contact the Director of the Learning Resources Center at (434) 947-8132.

As appropriate to the disability, the documentation should include the following six elements:

1. A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.
   
2. A description of the diagnostic tests, methods, and/or criteria used. This description should include the specific results of the diagnostic procedures, diagnostic tests used, and when administered. When available, both summary and specific test scores should be reported as standard scores. When standard scores are not available, the mean, standard deviation, and the standard error of measurement are requested as appropriate to the construction of the test.
   
3. A description of the current functional impact of the disability which includes specific test results and the examiner's narrative interpretation. The current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described either explicitly or through the provision of specific results from the diagnostic procedure.
   
4. Treatment, medications, and/or assistive devices/services currently prescribed or in use. A description of treatments, medication, assistive devices, accommodations and/or assistive services in current use and their estimated effectiveness in ameliorating the impact of the disability. Significant side effects that may impact physical, perceptual, behavioral, or cognitive performance should also be noted.
   
5. A description of the expected progression or stability of the impact of the disability over time, particularly the next five years. This description should provide an estimate of the changes in the functional limitations of the disability over time and/or recommendations concerning the predictable needs for reevaluation.
   
6. The credentials of the diagnosing professionals if not clear from the letterhead or other forms. Information describing the certification, licensure, and/or the professional training of individuals conducting the evaluation should be provided.

Beyond the six elements expected to be included in documentation; recommendations for accommodations, adaptive devices, assistive services, compens

Q:

Will I receive the same accommodations that I received in high school?

A:

Requested accommodations must be consistent with the College's academic goals and standards. Accommodations are approved on a case-by-case basis, based upon individual student's requests. Therefore, accommodations may vary, are required to be reasonable, and are subject to the current needs of the student. Students should not assume that accommodations provided in high school will be provided in college.

Q:

Are 504 Plans and IEP accepted for use in documentation of a disability at the college level?

A:

504 Plans and IEP's are not considered to be acceptable documentation, however, this information is useful in understanding prior academic experiences of the student. Testing used to document a disability may be considered if current (usually within three years) and administered by a professional, and if such testing and evaluation meet guideline requirements and are deemed adequate to the College in documenting a substantially limiting physical or mental impairment.

Q:

I am graduating from high school this year and will need accommodations at college. What do I do? (See “Tips for Students With Disabilities Getting Ready for College”)

A:

Be sure that any testing related to your disability has been revised to meet Randolph College guidelines.

Q:

What types of classroom accommodations are considered?

A:

Typical accommodations depend on the disability and include, but are not limited to, extended time on tests, alternative (distraction-reduced) testing location, note takers, scribes, tutors, recorded materials, large print materials, etc.

Q:

I am transferring from another college and I have accommodations. Can I get accommodations at Randolph?

A:

Yes, provided your documentation meets Randolph College guidelines.

Q:

I need special technology that magnifies the computer. How do I get this?

A:

Randolph has a number of assistive technologies available in several locations on campus. The Director of the Learning Resources Center can provide a list and description of technologies found on campus, and can assist you in using these technologies.

Q:

Are housing accommodations available?

A:

Yes, upon acceptance, students should contact The Office of the Dean of Students to request these accommodations.

Q:

I don't want anyone to know that I have a disability or need accommodations. How is this handled?

A:

The Learning Resources Center maintains confidential contacts and records. Disability is never indicated on college student records. With the support of the Director of the Learning Resources Center, students receiving accommodations are typically responsible to interact with instructors, tutors and programs regarding implementing accommodations.

Q:

I have a disability but no current documentation/Or- I think I have a disability that interferes with my academic performance but I have never been tested. What should I do?

A:

The Learning Resources Center does not conduct testing for disabilities. If a student is interested in being tested, the LRC director is available to discuss the student's concerns and has a referral list of specialists in the area.

Q:

I have a physical disability and do not need any accommodations. Do I have to see the Director of the Learning Resources Center?

A:

Students with physical access concerns are strongly encouraged to meet with the Director of the Learning Resources Center to learn about specific campus access, parking, and wheelchair availability.

Q:

I broke my wrist skiing last week. Can the Learning Resources Center help me?

A:

Yes. The Center works with students with temporary disabilities. For instance, if you sustain an injury to your hand and are unable to write, the Learning Resources Center may be able to assist by identifying notetakers or providing scribes for exams.

Q:

What role do my parents play in the process?

A:

Students who are 18 years old or older are legally recognized as adults. In this case, the student is responsible for their own accommodation requests and disability-related decisions. However, students are encouraged to have an open dialog with their parents. Parents can be a great source of support.

Q:

What services are there for visitors to Randolph College?

A:

Visitors to Randolph College are eligible for the same level of courtesy services any other visitor is afforded. If you have a disability which will impact you while on our campus, please let us know when you plan to visit so we can make your stay as pleasant as possible. Possible accommodations would be:

• Preferential seating


• Alternative Format Materials


• Housing Modifications


• Handicapped Parking

Q:

Do you offer tutoring?

A:

Randolph College offers free tutoring to all students, not just those with disabilities. For more information look at the sites for the Learning Resources Center, the Ethyl Center for Science and Mathematics and the Writing Lab.