蘑菇短视频

ADA & Disability Services

蘑菇短视频 offers otherwise qualified students with a disability reasonable accommodation in accordance with the guidelines of the Americans with Disabilities Act and Sec. 504 of the Rehabilitation Act of 1973. Students may complete the Disability Accommodation Application to apply for academic, housing, emotional support animal, and/or dining accommodations and submit documentation of their disability from an appropriate licensed professional. 

Once an accommodation has been approved, the student must contact the ADA Coordinator in the Center for Student Success at the beginning of each academic year for which accommodation is requested. Students who are receiving disability accommodations are encouraged to establish a relationship with the ADA Coordinator to receive additional training and assistance in working with disabilities as a college student.

Required Documentation 

Students seeking accommodations should submit documentation to support their request. This documentation should meet the following requirements:

1. Adequately verify the nature of the student鈥檚 disability and include pertinent background information related to the disability. Documentation should state a diagnosis(es) and describe the current professional standards and techniques used to come to this conclusion.
2. Clearly describe how the student is substantially limited in one or more major life activities by this disability.
3. Clearly establish and explain the nexus between the functional limitations of the disability and the recommended accommodation.
4. Be current. This is generally defined as within a 3-year period of time unless the impact of the disability is stable over time. Each case is evaluated on an individual basis and exceptions may be granted depending upon circumstances and the disability.
5. Be provided by a licensed medical health care provider familiar with the student鈥檚 history and functional implications of the impairments. This person should be someone eligible to diagnose and assess in the field of the disability (e.g. a podiatrist would not be an appropriate professional to assess a digestive disorder, a mental health professional should diagnose a psychological disorder).
6. Be dated and signed, and include the name, title and professional credentials of the evaluator. Licensing or certification information should also be included.
7. Be printed on the letterhead of the evaluating professional and written in English.

If a requested accommodation is not supported by the information provided, 蘑菇短视频 College reserves the right to request additional information in support of the accommodation request.

Students requesting accommodation on the basis of a specific learning disability should provide documentation from a professional who has undergone comprehensive training and has relevant experience in differential diagnosis of a full range of cognitive and psychiatric disabilities (e.g., Psychologist).

A comprehensive testing battery typically contains the following elements. The clinician completing the report may select tests other than those listed in the following example if they provide a rationale for the tests selected. An IEP or 504 plan is typically inadequate in this regard.

1.   A diagnostic interview 鈥� the interview must include a description of the presenting problem(s), developmental, medical, psycho-social, and employment histories, family history, and a discussion of comorbidity where indicated;
2. An assessment 鈥� for the neurological or psychological evaluation to illustrate a substantial limitation to learning, the comprehensive assessment battery must contain the following domains:
   • Aptitude/cognitive ability 鈥� an assessment of global intellectual functioning as measured by the Wechsler Adult Intelligence Scale-IV (WAIS-IV) or the Wechsler Intelligence Scale for Children (WISC-III) with all subtests, standard scores, and index scores;
   • Academic achievement 鈥� a comprehensive achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery 鈥� III: Tests of Achievement), with subtest and standard score indicating current level of functioning in the academic areas of reading, math, oral and written language; and
   • Information processing 鈥� a comprehensive battery (e.g., Woodcock-Johnson Psychoeducational Battery-III: Tests of Cognitive Abilities), with subtest and standard scores, which addresses the specific areas of short and long-term memory, sequential memory, auditory and visual perception, processing speed, executive functioning, and motor ability.
3. A specific diagnosis which conforms to the criteria for the specific learning disability, as stated in the Diagnostic and Statistical Manual of Mental Disorders.
4. A clinical summary which:
   • Indicates the substantial limitations to major life activities posed by the specified learning disability;
   • Describes the extent to which these limitations impact the academic context for which accommodations are being requested;
   • Suggests how the specific effects of the learning disability may be accommodated; and
   • States how the effects of the learning disability are mediated by the recommended accommodations.

Types of Documentation Generally Not Accepted

The Center for Student Success is generally unable to accept the following types of documentation:

• Information originating from the Priesthill Center at 蘑菇短视频.
•  Photographs of documentation.
• Entries from patient medical charts or other clinical notes.
• Information written on prescription pads.
• Information that is illegible or in a language other than English.
• Self-evaluations.
• Information from non-professionals.
• Research articles.
• Copies of documentation that you will need to have returned to you. All physical documentation received is scanned into an electronic format and then confidentially shredded.

About IEPs and 504 Plans

A K-12 school plan such as an Individualized Education Plan (IEP) does not alone constitute documentation of disability but may be included in a student鈥檚 overall assessment as relevant background information.

Academic Accommodations

Any otherwise qualified student with a disability who may need academic accommodations should contact the ADA Coordinator in the Center for Student Success before the beginning of the semester or as soon as possible after a student has been diagnosed with a disability. Accommodations cannot be made retroactively. All documentation and questions should be directed to disabilityservices@covenant.edu. 

Academic accommodations will be granted on a case-by-case basis by the ADA Coordinator after official documentation is received. Common academic accommodations include low distraction testing environment, extended time for testing, audio books, and note-taking assistance.

While a student may submit a request for reasonable accommodations at any point during their academic career, accommodations are not applied retroactively. Therefore, 蘑菇短视频 College advises students to begin the registration process as early as possible.

Incoming first year students or transfer students are advised to start the process as soon as they have been admitted to 蘑菇短视频. Current 蘑菇短视频 students should contact the ADA Coordinator as soon as they have established a need for accommodations. A student鈥檚 failure to give timely notice may hinder 蘑菇短视频鈥檚 ability to adequately coordinate services and provide instructors with reasonable notice of the approved accommodations.

For students to receive appropriate accommodations, the course instructor must receive official notification of eligibility from the ADA Coordinator documenting the accommodation. Students should also speak directly to their instructor concerning their specific accommodations at the beginning of each semester or as soon as provided notification from the ADA Coordinator.

Testing Center

Some academic accommodations, such as extra time and a low distraction testing environment, are generally handled through the Testing Center. It is the student鈥檚 responsibility to notify their professor at least 3 days in advance of a test that they want to use their accommodations. The professor will then submit a list of students taking the test in the Testing Center. The Testing Center will work with students to schedule their test. 

Exams should be scheduled for the regular class time unless accommodations interfere with a class before or after or interfere with chapel. If there is a scheduling conflict, students should communicate with their professor to schedule a different time to take the test. The Testing Center is open Monday-Friday from 8:00 am鈥�4:30 pm when classes are in session. The final testing slot of the day is 3:00 pm. The Testing Center is closed during chapel (MWF 11:00-11:35 am), and tests cannot be scheduled during this time. 

If students wish to use their accommodation for a private room or to work with a scribe, they must schedule this with the Testing Center at least 48 hours in advance of the test. All tests should be scheduled at least 24 hours in advance of the testing time.

Housing Accommodations

Any housing accommodation requests must be sent to the ADA Coordinator, including documentation to establish a disability. Examples of housing accommodations include private room, sink in room, access to a kitchen, and handicap accessible room.

Emotional Support Animal policy  

Requests for information regarding Emotional Support Animals should be directed to the ADA Coordinator. The Emotional Support Animal policy can be found HERE.

Dining Accommodations

Dining Services works with the ADA Coordinator to accommodate food allergies and special dietary needs. If you have a food allergy, intolerance, or physician ordered diet, please contact covenantdining@covenant.edu to fill out the Allergenic and Dietary Need form. Documentation from the student鈥檚 licensed medical provider will be required for consideration of changes to meal plan requirements.

Appeal Process

A student who feels as though they have been denied a reasonable accommodation or is dissatisfied with the determination that they are not eligible as an Otherwise Qualified Individual may appeal in writing using the following process.

Appeals must be made in writing within five (5) days of notification of the denial to the Section 504 Appeals Coordinator, Nesha Evans (nesha.evans@covenant.edu).

The Section 504 Appeals Coordinator will schedule meeting(s) with the various individuals involved in the process. The Section 504 Appeals Coordinator will render a decision in writing. The decision of the Section 504 Appeals Coordinator is final.

Complaint to the Office for Civil Rights (OCR)

The availability and use of this 蘑菇短视频 Appeal Process does not prevent a student from filing a complaint of discrimination with external agencies such as the U.S. Department of Education, Office for Civil Rights (OCR). That office will determine whether a further investigation is warranted.

Information about how to file a complaint with OCR can be obtained from: How to File a Discrimination Complaint with the Office for Civil Rights (ed.gov)

Confidentiality of Information

The Center for Student Success views all materials pertaining to a student鈥檚 disability as confidential. All disability related information for students at 蘑菇短视频 is housed in the Center for Student Success. Only staff persons working at Center for Student Success have access to these files. Registration with the Center for Student Success will not appear on transcripts.

The Family Educational Rights and Privacy Act of 1974 (FERPA) and the Americans with Disabilities Act (ADA) do not allow faculty or others access to disability-related information (e.g. diagnosis, medications). The Center for Student Success will not share a student鈥檚 medical information with faculty or staff without the student鈥檚 consent. The Center for Student Success personnel will confirm registration and approved accommodations on a need-to-know basis.

Additional Information

If requested supporting information does not meet the guidelines listed above, students are still encouraged to submit any information they have related to their diagnosis. The Center for Student Success will work with students to determine what additional documentation may be necessary. In some cases, provisional accommodations may be granted while the student is in the process of gathering additional documentation.

If a student does not have any documentation, they are still encouraged to contact the Center for Student Success. Our office can provide more information about documentation requirements, as well as provide referrals to resources on and off campus.

Provisional Accommodations

Provisional accommodations may be provided for students and employees for a specific number of working days, up to and including one semester, pending the receipt of official and complete documentation of a student鈥檚 disability. These cases will be handled individually and at the discretion of the Center for Student Success. 

ADA Coordinator
Center for Student Success: Kresge 204
706.419.1262