Services for Students with Disabilities

Students with documented disabilities are encouraged to meet with a counselor in Learning Services to develop accommodations to help them demonstrate their ability. The accommodations that are granted must be reasonable and are based on documented need. To receive accommodations, students must self-identify by making an appointment with Claire Devereaux Smith in Learning Services. At the initial meeting, documentation must be presented for review. The documentation for a learning disability must include neuropsychological testing with all aptitude and achievement test scores included (see list of acceptable tests in Section 2 below). IEPs and/or 504 Plans are welcome, in addition to the testing, as they serve to document the history of services rendered, but they are not sufficient sources of documentation in and of themselves. It is necessary for students to meet with a counselor and develop a course specific accommodation request worksheet each semester, and it is the responsibility of the student to deliver the worksheet to their professors. Typical accommodations might include notetakers, extended time and/or separate location for tests and Preferred Access Registration. All accommodations are determined by review of documentation. Students wishing to utilize accommodations must request them within the first six weeks of each term.

Section 1: Reasonable Accommodations

Based on documentation, students may request reasonable accommodations for classes. Students are encouraged to meet with a counselor in Learning Services to clarify reasonable accommodations and to receive feedback on how to advocate for their needs with their instructors. Such accommodations must not fundamentally alter the nature or expected outcomes for classes. If a student must miss a class for disability related reasons, it is the responsibility of the student to meet with the instructor, obtain missed assignments and develop an instructor approved timeline for making up the assignments (any student that will be absent for over three days for a medically related reason should contact Advising Services at 662-5400). Bear in mind that reasonable is the key; missing the majority of classes, especially in a course where participation is a part of the grade, is not considered reasonable; failing to meet with the professor to obtain the missed assignments and/or failure to turn them in within a collaboratively developed timeline is not reasonable.

Accommodations which students receive in high school may not be applicable in college. For example, coaching and organizational support are not services that are available at MCLA. The table below may be instructive in clarifying some of the differences between services in high school vs. services in college.

High School (left hand column) vs. Postsecondary (right hand column)

Please note that disability is defined as any physical or mental impairment that substantially limits one or more major life activities; having a record of such an impairment; or being regarded as having such an impairment.

Section 2: Specialized Admission Process for Students with Learning Disabilities

Applicants to MCLA with a documented learning disability are not required to submit SAT/ACT scores. To waive the scores, however, students must submit the following:

Results of psychoeducational assessments conducted (preferably in the past 3 years), which include:

a. Aptitude testing (signed by the testing professional) with all subtests and standard scores reported (could be WAIS, WISC, KTEA, WJ Cognitive, etc.)

b. Achievement tests (WJ Achievement, WIAT, etc.)

All documentation is held in confidence and is used only to holistically evaluate applicants. High School GPA, course difficulty, class rank and academic unit requirements are also considered for admission.

Please note: Presenting documentation to the Office of Admission is not the same as requesting accommodations. To receive accommodations once enrolled, students must follow the process outlined above in the first paragraph, i.e., self-identify to Learning Services and provide current documentation. Learning to manage one's own disability needs is critical to success in higher education.

Section 3: Diagnostic Testing

Psychoeducational testing may be available on a limited basis to students who wish to be assessed for a possible disability or to update their understanding of their disability in order to facilitate appropriate accommodations for their studies at MCLA. Please note that Learning Services has limited funds for the testing and is only able to test a few students each year; students selected for the testing must undergo pretesting and complete an educational history intake. Students should speak with Claire Devereaux Smith if interested in learning more about the testing.

Section 4: Preferred Access Registration

Students with disabilities may register for courses prior to open registration. The names of students eligible for Preferred Access Registration are given to the Registrar each semester prior to the open registration period, and the students are then allowed to submit their registration forms at an earlier date. This process allows the student with a disability more flexibility in planning for his or her physical and learning needs. Please note that the registration forms must include the student's advisor's signature.

In Their Shoes is an online media presentation that invites viewers to consider what it like to have a disability in college. You can check it out by clicking on www.aa.psu.edu/intheirshoes and using the password trailblazer.

For more information on services at MCLA, please contact Claire Devereaux Smith, M.Ed., MACP at Claire Smith.