Student Accessibility Services

The mission of the Student Accessibility Services source Center is to promote and ensure equal access for all College of Eastern Idaho students, faculty, staff, and guests. The College is committed to providing educational opportunities to all qualified individuals and, in doing so, complies with the Americans with Disabilities Act of 1990 (ADA) as amended in the ADA Amendments Act of 2008 (ADAAA) and Section 504 of the Rehabilitation Act of 1973, which states that no qualified person shall, because of their disability, be denied access to, participation in, or the benefits of any program or activity operated by the College.

Individuals having questions about accessibility or requesting reasonable accommodations should contact the Student Accessibility Services, by visiting Building 5, Room 591; by calling (208) 535-5462; or by emailing student.accessibility@cei.edu.

Department Guidelines

Alternative Media Guidelines

Students who wish to request alternative media must be approved for accommodations through the Student Accessibility Services. Students must request alternative media in a timely manner as publishers often get overwhelmed with requests at the beginning of each semester.

Publishers who provide alternative media require proof of purchase of the textbook. Students must provide the Student Accessibility Services with copies of receipts to show the book has been purchased. Copies of receipts may be retained in office files. Once purchases have been verified the Student Accessibility Services will work with current resources to obtain the textbook(s) in an alternative format. The Student Accessibility Services will inform the student when the alternative media is available.

The student may not violate the copyright of the book by reproducing or distributing the alternative media.

Confidentiality Guidelines

Staff in the Student Accessibility Services strive to treat all personal information with the strictest confidentiality. During the intake process Student Accessibility Services staff and the student will discuss the Confidentiality Policy and what the student should expect.

Student information gathered for use in the Student Accessibility Services is considered education records under FERPA (Family Educational Rights & Privacy Act). Student Accessibility Services staff may release information to college faculty and staff on a “need to know” basis. The need to know must be based on compelling and legitimate educational reasons for the sharing of information. Student Accessibility Services staff will not routinely inform faculty and staff of the nature of an individual student’s disability. College policy requires that accommodations are provided once the Student Accessibility Services has verified the existence of a disability and interacted with the student to identify reasonable accommodations. On occasion, college staff other than the Student Accessibility Services may require student information for completion of required reporting or for internal auditing and monitoring. Every attempt will be made to maintain confidentiality standards identified in this document.

Students are encouraged to obtain and keep copies of their documentation for future use. They may request this documentation be released to persons or entities outside of the College; however, written authorization to release confidential information will be obtained from the student before any such information is released. This includes releasing information to parents. Third party documentation sent directly to the Student Accessibility Services may, at the discretion of Student Accessibility Services staff, require written authorization from the third party before it can be released to the student or to another agency or postsecondary institution.

Physical files and documentation of a student’s disability may be destroyed following the College’s record retention policy.

Course Substitution and Waiver Guidelines

Requests for a course substitution or waiver due to a disability are considered on a case-by-case basis. The following steps should be followed:

  • Students requesting this accommodation should first meet with the Student Accessibility Services staff, who will conduct an intake interview with the student. At the time of this meeting, the student should be prepared to present information to support his/her request such as:
    • Documentation of disability from a licensed professional.
    • History, if any, of previous attempts at course for which waiver or substitution is being requested.
    • Current transcript.
    • Letters of support from professionals and faculty members who can attest to student’s difficulty with subject matter, attempts at successfully completing the required course, class attendance, use of support services such as tutoring and study skills instruction, etc.
    • General Petition form available online or from the Registrar’s Office.
  • The Student Accessibility Services will follow the steps outlined in the Accommodation Policy with regard to an in-take interview with the student and review of documentation provided by the student.
  • The Student Accessibility Services will determine whether the student has a disability and is eligible for reasonable accommodations. Approval or denial of a course waiver or substitution shall not be the sole responsibility of the Student Accessibility Services. A committee shall be convened to determine whether a course waiver or substitution will lower academic standards or substantially modify the program of study. Members of the committee may include, but are not limited to: student’s faculty advisor, division manager for the program of study in which the student is enrolled, general education division manager, faculty responsible for delivery of the course being considered, faculty who delivered previously attempted coursework in relevant subject matter by student, a representative from the Student Accessibility Services, and a representative from the Registrar’s Office.

The following decisions may be reached by the committee:

  • Request approved for a course substitution with recommendations for an appropriate alternative course.
  • Request approved for a course waiver, considering the graduation requirements for the student’s program.
  • Request denied. The student will be provided the reason(s) for denial.

If the initial request is denied by the Student Accessibility Services or the request is denied by the Committee, the student has the right to appeal either decision using the Student Grievance Procedure outline in the Student Handbook. Appeals will be submitted to the Dean of Student Affairs.

Effective Communication

College of Eastern Idaho is committed to communicating effectively with individuals who have communication disabilities. The goal is to ensure that communication with people with these disabilities is equally effective as communication with people without disabilities.

Eligibility for Services

College of Eastern Idaho (CEI) is committed to providing educational opportunities to all qualified individuals. In doing so, CEI complies with federal civil rights laws: the American with Disabilities Act of 1990 (ADA) as amended in 2008 (ADAAA), and Section 504 of the Rehabilitation Act.

Americans with Disabilities Act
The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in employment, transportation, public accommodation, communications, and governmental activities. The ADA guarantees that individuals with disabilities have the same opportunities to participate in these areas as people without disabilities. To be protected by the ADA, one must have a disability, which is defined by the ADA as a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered.

Section 504 of the Rehabilitation Act
Section 504 of the Rehabilitation Act is a federal law designed to protect the rights of individuals with disabilities in programs and activities which receive federal financial assistance. Section 504 states: No otherwise qualified individual with a disability in the United States. . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . .” At the postsecondary level, the recipient (CEI) is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school’s program. CEI is not required to make adjustments or provide aids or services that would result in a fundamental alteration of its programs or impose an undue burden. Students with disabilities must meet the academic and technical standards requisite to admission or participation in College of Eastern Idaho’s programs or activities. CEI may not impose upon students with disabilities other rules, such as the prohibition of tape recorders in classrooms or of service animals in campus buildings, that have the effect of limiting the participation of students with disabilities in CEI’s educational programs or activities.

Grievance Procedure

College of Eastern Idaho has adopted an internal grievance procedure providing for prompt and equitable resolution of complaints alleging any action prohibited by the ADAAA and Section 504 of the Rehabilitation Act of 1973. If an individual with a disability believes he/she has been discriminated against he/she has the right to file a grievance by following the steps below. College of Eastern Idaho’s SAS has been given the responsibility of determining and approving a student’s need for accommodations, academic adjustments, and/or auxiliary aids. All requests for accommodations or assistance should first be filed with the SAS, following the College’s published accommodations request procedure. If the student believes the SAS’s decision is discriminatory on the basis of disability, the student should first meet with the SAS to review the decision. If an acceptable conclusion cannot be reached, the student may request a review of the decision as follows:

Within ten (10) working days of the decision, send a letter requesting a review to the College’s Dean of Student Affairs. Include the following:

  • Name and address of the person filing the complaint
  • Date of original accommodation or assistance request
  • Accommodation or service requested
  • Reason for the request
  • Reason the Student Accessibility Services’ decision is not deemed to be appropriate, reasonable, or effective

The Dean of Student Affairs will review the information and meet separately with the student andothers as needed and then will render a decision within five (5) working days. Written notice of the decision will be sent to the complainant. If the complainant is not satisfied with the decision, he/she may request a review by the Campus Appeals Committee. See Steps 3 and 4 of the Student Appeal Procedures as published in the Student Handbook.

If a complaint is brought by a student regarding denial or modification of an accommodation, academic adjustment, and/or auxiliary aid request:

  • The decision of the Student Accessibility Services to provide or deny said accommodation shall be implemented until such time as a formal resolution of the grievance procedure is achieved.

If a faculty member shall refuse to provide an accommodation, academic adjustment, and/or auxiliary aid in accordance with the Student Accessibility Services’ written notice, the student should:

  • Request the Student Accessibility Services’ assistance in resolving the dispute.
  • The Student Accessibility Services will then meet with the faculty member, or other faculty and administration officials as appropriate in order to attempt to resolve the complaint.
  • In the event the Student Accessibility Services is unable to resolve the complaint within five (5) working days of the request, the Student Accessibility Services will refer the matter to the Dean of Student Affairs.
    • The Dean of Student Affairs will follow the process as outlined above.
  • The Student Accessibility Services will notify the student of such action and provide all pertinent information to the Dean of Student Affairs.

If a complaint is brought by a student, community member or other individual regarding accessibility issues related to CEI buildings, grounds, or on-campus events:

  • The individual should request the Student Accessibility Services assistance in resolving the dispute in writing within ten (10) working days after the issue is identified.
  • The Student Accessibility Services will then to attempt to resolve the complaint.
  • If a resolution cannot be reached within five (5) working days, the Student Accessibility Services will refer the matter to the Dean of Student Affairs.
    • The Dean of Student Affairs will follow the process as outlined above.

Guidelines for Dual Credit Accommodations

Students with a disability are welcome to participate in CEI Early College Programs if they meet eligibility requirements.  College educational accommodations are often different than high school accommodations.  Early College students with a disability, 504, or IEP should contact the Student Accessibility Services to establish accommodations for CEI classes. 

College accommodations cannot alter the course material or the course outcomes.
The same work is always completed, but it may be completed or accessed in a different way.

The standard that is followed with all accommodations is “access”. We want all students to have
fair access to material, and to be able to show what they have learned.

Examples of appropriate accommodations:
“The student will be provided with extended time on all in class exams and quizzes.”
“The student will have access to all books in digital format to allow for the use of a screen reader.”


Examples of inappropriate accommodations for dual credit:
“The student will only complete the even answers on homework assignments.”
“The student will be allowed to use their textbook on all tests.”


If you have questions about specific accommodations for early college students, please call the Student Accessibility Services at College of Eastern Idaho at 208-535-5462.

Notetaking Services

Requests for notetaking services, and other reasonable accommodations, are considered on a case-by-case basis. There are several different types of notetaking services. Through an interactive process the Student Accessibility Services the student with a disability will determine the most effective form of notetaking accommodation.

Types of Notetaking Services

  • Livescribe Pen
  • Computerized pens which record the lecture and synch the notes with the recording. Pens are available for checkout each semester from the Student Accessibility Services/library.
  • It is preferred, but not required, that a student notify an instructor when a recording device is being used.
  • Digital/tape recorder for recording lectures
  • Students with disabilities are encouraged to utilize a tape recorder when needed.
  • It is preferred, but not required, that a student notify an instructor when a recording device is being used.
  • Peer note taker
  • Peer note takers may be recruited from the classes in which a student with a disability is enrolled. Every attempt will be made to maintain confidentiality for the student who is receiving this service. Notes are for the student with a disability only – they may not be shared.
  • Cell phone apps
  • There are a number of free or low-cost cell phone apps available for notetaking.

Rights & Responsibilities

  • Are entitled to equal access to participation in, or the benefits of, any program or activity operated by the College.
  • Must meet the College’s admission standards as outlined in the current catalog.
  • Must, in a timely manner, self-identify as a student with a disability seeking reasonable accommodations, academic adjustments, and/or auxiliary aids and, when requested, provide written documentation from a licensed professional.
  • To ensure that the Student Accessibility Services is aware of enrollment status, and request accommodations each semester
  • To rescind, in writing, at any time written permission given to the Student Accessibility Services to acquire or share confidential information.
  • To discuss with instructors, as needed, approved accommodations, academic adjustments, and/or auxiliary aids.
  • To appeal, in writing, any request for accommodations, academic adjustments, and/ or auxiliary aids denied by the Student Accessibility Services.
  • To notify the Student Accessibility Services should any problems with requested and approved accommodations, academic adjustments, and/or auxiliary aids arise during the semester.
  • To expect that no employee or representative of the College engages in retaliatory conduct against a student who exercises his/her rights under the ADA/ADAAA.
  • To report any such retaliatory conduct to the Student Accessibility Services, or to the Dean of Student Affairs, who may then conduct an investigation.

Service Animal Guidelines

Trained service animals* are allowed in campus buildings. All service animals must be on a leash or under control, and attended at all times unless otherwise approved by the Student Accessibility Services.

*Definition:
Service Animals:
Department of Justice rules and regulations, which went into effect March 15, 2011, define a “service animal” as a dog [or miniature horse*] which has been individually trained to do work or perform tasks for the benefit of an individual with a disability. According to the rules, the animal must be “individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability.” The rules state that the work or tasks performed by the service animal must be directly related to the person’s disability. Examples of tasks may include, but are not limited to, guiding an individual who is blind or has a visual impairment, providing stability or balance to individuals with mobility impairments, pulling a wheelchair, retrieving dropped items, alerting a person to a sound, reminding a person to take medication, pressing an elevator button, or calming a person with Post Traumatic Stress Disorder.
A service animal on CEI’s campus is required to be under the control of its handler. Under the ADA, service animals must be harnessed, leashed, or tethered, unless the individual’s disability prevents using these devices or these devices interfere with the service animal's safe, effective performance of tasks. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls.
Under the ADA, State and local governments, businesses, and nonprofit organizations that serve the public generally must allow service animals to accompany people with disabilities in all areas of the facility where the public is allowed to go. For example, in a hospital it usually would be inappropriate to exclude a service animal from areas such as patient rooms, clinics, cafeterias, or examination rooms. However, it may be appropriate to exclude a service animal from operating rooms or burn units where the animal’s presence may compromise a sterile environment.
The individual with the service animal cannot be asked about the nature or extent of his/her disability. Nor can they be asked to provide documentation or proof that the animal has been certified, trained, or licensed as a service animal. When the service animal’s tasks are not evident, CEI staff and faculty are permitted to only ask the following questions:

  • Is the animal required because of a disability?
  • What work or task has the animal been trained to perform?

CEI faculty and staff may not require that the service animal demonstrate the tasks it has been trained to complete.

Responsibilities of Service Animals and Their Partners/Handlers

  • The animal must be on a leash or harness, or otherwise under control, at all times as indicated above.
  • The partner/handler shall be in control of the service animal at all times.

If the service animal is not housebroken, is unruly or disruptive and not under control of the handler, or poses a direct threat to the health or safety of others, the College may ask the partner/handler to remove the service animal. Each situation will be considered on a case-by-case basis. If the dispute cannot be settled by the partner/handler and the Student Accessibility Services, a grievance may be filed by following the published procedure as found in the Student Accessibility Services section of the CEI Catalog or website.

*Refer to the Department of Justice rule § 35.136 “Service Animals” for information regarding use of a miniature horse as a service animal.

Services for Individuals who are Deaf or Hard of Hearing

College of Eastern Idaho is committed to providing educational opportunities to all qualified individuals. The College does not typically have American Sign Language (ASL) interpreters or real-time transcribers on staff. Every attempt will be made to arrange for interpreters and/or transcribers provided the request is made in a timely manner.

Cancellation/No Show Policy:
While the Student Accessibility Services understands that emergencies may occur, it is important that students make every attempt to notify the Student Accessibility Services as soon as possible if a change to arranged ASL or other services will occur.

  • If the instructor cancels a class it is the student’s responsibility to notify the Student Accessibility Services as soon as possible (within 24 hours, if possible).
  • If the student knows he/she will miss a scheduled class, the student is responsible for notifying the Student Accessibility Services as soon as possible (within 24 hours, if possible)
  • If an emergency arises, the student is responsible for notifying the Student Accessibility Services as soon as possible.

Failure to provide 24-hour notice may result in the following actions:

  1. First occurrence – a letter or e-mail will be sent to the student reminding the student of policy and procedures related to interpreter services.
  2. Second occurrence – a letter or e-mail will be sent advising the student he/she has failed to give 24-hour notice twice and that a third occurrence may result in suspension of services until the student meets with Student Accessibility Services staff.
  3. Third occurrence – Interpreter services may be suspended with a letter or e-mail being sent to student, who must then meet with Student Accessibility Services staff before consideration will be given to reinitiate services.
Students

How to request an accommodation

  1. Self Identify
    Go to the Student Accessibility Services or Contact Nancy Heyrend.
  2. Meet with a Student Accessibility Services Coordinator
    Be prepared to describe disability, provide documentation, provide a written request
  3. Student Accessibility Services Coordinator Reviews Request
    The Student Accessibility Services Coordinator will review the intake notes as well as third-party documentation to determine if the student has a disability and a barrier(s) to their academic experience.
  4. Coordinate Accommodation
    The Student Accessibility Services Coordinator and the student will meet to discuss the request for reasonable accommodations, academic adjustments, and/or auxiliary aids and the resulting decision of the DRS Coordinator.
  5. Appeal Decision
    Should the student disagree with the Student Accessibility Services Coordinator's decision the student should, within five days, submit a written appeal to the Vice-President of Instruction and Student Affairs. See Student Appeal Procedures in the Student Handbook.

Open Letter - Jane Jarrow

An Open Letter to Parents of Students With Disabilities About to Enter College – Jane Jarrow

Dear Parents,
I have been working in the area of students with disabilities at the college level for more than 30 years, but that is not why I am writing to you today. I am writing as a parent, and thus as someone who shares all your current anxieties. My daughter, who graduated from high school in early June, will be going away to college this Fall. She has Cerebral Palsy, uses a wheelchair, and has limited speech capabilities, so you can be assured that I have been very involved in the educational programming and planning she has received during her years in the public-school system. I wanted to be involved, but I also needed to be involved since, by law, the school could not do anything for, to, or with my daughter regarding her disability without my permission. I sat through countless IEP meetings over the years, I was insistent on certain issues of academic support when I needed to be, and I agonized over everything from teacher selection to her successful social integration with classmates. And now, as I prepare to pack her up and take her off to college in the Fall, I recognize that this role has ended for me – and the word “anxious” doesn’t even begin to describe my feelings.

If you are worried that your child with a disability will have a difficult time making a successful transition to college without your involvement… then you are probably right to be worried. Very few children with disabilities can succeed at the college level. On the other hand, students with disabilities survive and thrive on college campuses across the country. If you still think of your son or daughter as your “child,” and they still are comfortable in accepting that role, it is time to take a careful look at where you have come from and what lies before you. As parents, it is time for us to step back and allow/encourage/gently nudge our SWD’s (Students With Disabilities) to assume significant independent responsibility for their own lives, both academically and personally.

As you and your SWD prepare to visit campus for that initial meeting with a disability service provider at the college, you would do well to think about what can be accomplished at this initial meeting, what needs to be said – and who is going to say it!!! As I approach that same milestone with my daughter, I find myself a little panicky, realizing that there are things about her disability and how it impacts on her functioning that I know and that the disability services provider needs to know, and that I may not have many chances to say. There is no doubt that I can explain those things more fully than my daughter can explain them (or even understands them!). And it doesn’t matter. Much as I hate it, I know that SHE has to be the one to convey all this crucial information (not me!), for a number of reasons.

First, colleges and universities provide services and support to SWD under very different laws than those that governed services in the K-12 system. As a parent, I have no rights under Section 504/ADA in speaking for my SWD who is in college. (If you aren’t sure what “Section 504/ADA” means in this context, perhaps the disability service provider you meet with will have gathered some information that helps explain the differences between settings, both legally and practically. Two of my favorite websites for learning more are on a US Department of Education page and the GSEHD website.

The services and support available to SWD are sometimes very different than what was provided in high school, and the college is under no obligation to continue the services given in high school or to adhere to the recommendations of an outside diagnostician. The college will make its own determination of what services and support to offer, based on the documentation of disability and their interview with your SWD. There are no IEP’s in college, there is no place to sign off with my parental approval. Indeed, the college doesn’t legally have to care whether I am satisfied or not. My daughter is responsible for her own destiny now.

More importantly, while this may be your last chance to convey all that important information on to the college, it is your SWD’s first chance to convey that information all by himself/herself. Don’t spoil that opportunity, and don’t interfere. Remember, while you and your SWD are learning more about the campus, the resources, and the people who will be there to help when needed, the disability service provider is learning more about your son/daughter, as well. You want their first impression to be one that is positive and reassuring. The service provider is anxious to find out whether your SWD is mature enough to handle the responsibilities and independence of college life. Here are some specific suggestions for helping your SWD to shine in this newly focused spotlight:

  1. DON'T be insulted if you are not invited to sit in on the initial meeting between your SWD and the disability services folks. Some institutions have found that it is helpful for them to speak directly (and alone!) to the student in order to get a feel for how knowledgeable and confident s/he is in sharing information about past services, what works and doesn't work, and what accommodations they hope to have at the college level. You will get a chance to ask your questions, but recognize that it may come later, rather than sooner.
  2. If you are invited to sit in on the meeting with the disability services folks, DO acknowledge your SWD as the authority on their disability-related needs by making it clear that you believe they have all the answers! Try focusing your visual attention on your son/daughter instead of trying to make eye contact with the interviewer. If you look to your SWD, so will the professional.
  3. DON'T begin any sentence with “S/He needs to have…” Instead, you can try, “In high school, s/he had…” or “The person who tested him/her suggested…” but it would actually be better if you said nothing at all! Try to talk as little as possible in the meeting. This is not your meeting. Remember, you are there as an observer, not as a participant.
  4. DO take some time prepping your son/daughter in advance on the issues that you think need to be discussed – the things that you would say if you had the chance. Make a list of the topics you would bring up, explain why you think each is important, and make sure your SWD has the list in hand when s/he goes into the interview. Rehearse with your son/daughter, if they will let you. If they are typical teens and aren’t comfortable sitting through that kind of rehearsal, settle for making them sit and listen while you demonstrate how you would approach certain subjects. For example, “I think you should tell them about how the teachers arranged for extra time for you on tests when you were in high school. I’d probably say, ‘In high school, I was allowed extra time for tests in English because it takes me a long time to put my thoughts in writing, but I never needed it in Math.’” Your SWD may not acknowledge the strategies you share, but you may be surprised to hear those words come out of his/her mouth at the interview!
  5. DON'T interrupt. If you disagree with something the disability service provider says, or if your SWD says something that you know is incorrect, or if you see your SWD agreeing with/to something when you know they have no idea what they are agreeing to – DON’T INTERRUPT! Let the interview play out. Give the disability service provider a chance to draw your SWD out further, give your SWD an opportunity to clarify matters, or simply wait to see if the confusion/disagreement remains. It is important to know just how independent and accurate students are in describing their needs. You will get your chance.
  6. DO prompt your son/daughter to speak up and share those important points as the interview progresses. Instead of explaining to the disability service provider why Johnny needs a calculator in math classes, turn to Johnny and say, “Why don't you explain to Ms. __ why it is important for you to have a calculator for math and science classes. Is it because you have trouble lining up the columns, or because you have trouble remembering basic math facts or ????” Give an open-ended question that encourages your SWD to flesh out the response. At the same time, you are hinting to the interviewer that there is an issue here to be discussed (See? I told you that you would get your chance!)

Why not take notes as the interview progresses? When your son/daughter has exhausted the list of topics to discuss, and the disability service provider has shared all the information they thought was important, it is YOUR turn to talk. Go ahead and ask your questions. The most important thing to remember now is that you do not want to undermine your son/daughter’s credibility. If you have more information to share on a given subject, try starting the sentence with, “As Susie told you, she has used…” and then add whatever you need to on top of information already given. If you think your SWD gave incorrect information, tread carefully. You might say, “I was surprised to hear Jane say . I would have said , because…” You’ll get your point across without directly contradicting what your son/daughter said. Your goal is to assure both the SWD and the disability service provider that you are supportive of their budding understanding, and simply want to share another viewpoint.

An old adage maintains: There are only two things a parent can give to a child. One is roots; the other is wings.

It is time for our kids to solo. That is a scary thought for us, as parents, and it is sure to be scary for them, too. That’s OK. This is what we have all been working towards for a long time. Remember, your son/daughter will call, email, or text if they need you. They know what you can do for them, but now it is time for them to go it alone. Take a deep breath, cross your fingers, wish them well – and walk away. All will be well!

Best of luck,
Jane Jarrow
Proud (and Terrified) Mom

Reprinted with permission from Jane Jarrow

High School vs. College

High School

Applicable Laws
Individuals with Disabilities Education Improvement Act (IDEIA) of 2007 Section 504, Rehabilitation Act of 1973 IDEA is about success in school

Required Documentation
Individual Education Program (IEP), 504 Plan, and Summary of Performance (SOP) School provides evaluation at no cost Documentation focuses on determining if student is eligible for services under IDEIA

Self-Advocacy
School staff identify the student as having a disability School staff have responsibility for arranging accommodations Teachers approach you if they believe you need help and might have a disability

Parental Role
Parent has access to student records and can participate in the accommodation process parent advocates for the student

Instruction
Teachers modify curriculum and alter assignments as outlined in the IEP. Students are expected t read short assignments that are discussed in class. Students may need to read assignments more than once, often listening in class is enough

Grades & Tests
IEP or 504 Plan may include modifications to test format or grading Testing is frequent covering small amounts of material Makeup test are usually available Teachers often take time to remind students of assignments and due dates

Responsibilities for Studying
Tutoring and study support may be a service provided as part of an IEP or 504 Plan School staff often structure students’ time and expected assignments Students may study outside of class for as little as 0 to 2 hours a week and this may be mostly last-minute test preparation

College

Applicable Laws
Americans with Disabilities Act of 1990, Title II (A.D.A.) Section 504, Rehabilitation Act of 1973 & ADA are about access to facilities, programs, and services

Required Documentation
High school IEP and 504 Plans generally are not sufficient. Documentation guidelines specify information needed for documentation. Students must get evaluation often at their own expense. Documentation must provide information on specific functional limitations and demonstrate the need for specific services or accommodations.

Self-Advocacy
Student must self-identify to Disability Support Services staff, Learning Assistance Program (LAP) staff, or ADA/504 coordinator Student has responsibility for self advocacy and arranging accommodations Professors can be open and helpful, but most expect students to initiate contact at the start of the semester

Parental Role
Parent does not have access to student records and cannot represent the student without student’s written consent Students advocate for themselves

Instruction
Professors are not required to modify design or alter assignment deadlines Students are assigned substantial amounts of reading and writing which may not be directly addressed in class Students need to regularly review class notes and text material

Grades & Tests
Grading and test format changes (e.g. multiple choice vs. essay) are generally not available. Accommodations in HOW test are given (e.g. extended time, test proctors) available when supported by disability documentation Testing is generally periodic and may be cumulative, covering large amounts of info Makeup test are seldom an option; if they are, students are responsible for requesting them Professors expect students to read, save, and consult the course syllabus that describes course expectations, assignments and grading scale

Responsibilities for Studying
Tutoring generally DOES NOT fall under Disability Services’ accommodations requirements. Students with disabilities must seek out tutoring resources available to all college students. Students structure their own time and assignments. Students usually need to study at least 2 to 3 hours for each hour in class

Disability-Related Complaints Related to Academic Programs

This procedure shall apply to academic programs. Examples are:

  1. Requests for classroom accommodations such as audio recording devices, note takers, assistive listening devices and interpreters
  2. Requests for test modifications such as extended time, tests read aloud, or reduced-distraction testing.

If a complaint is brought by a student regarding denial or modification of an accommodation, academic
adjustment, and/or auxiliary aid request, the decision of the Student Accessibility Services to provide or deny said accommodation shall be implemented until such time as a formal resolution of the grievance procedure is achieved.

If a faculty member shall refuse to provide an accommodation, academic adjustment, and/or auxiliary
aid in accordance with the SAS’s written notice, the student should first request the Student Accessibility Services’ assistance in resolving the dispute. The request should be made in writing within ten (10) working days after the faculty member’s refusal to provide the accommodation, academic adjustment, and/or auxiliary aid. The SAS will then meet with the faculty member, the division manager, or other faculty and administration officials as appropriate in order to attempt to resolve the complaint.

In the event the Student Accessibility Services is unable to resolve the complaint within five (5) working days of the request, the Student Accessibility Services will refer the matter to the Dean of Student Affairs. It is the Student Accessibility Services’ responsibility to notify the student of such action and to provide all pertinent information to the Dean of Student Affairs.

The Dean of Student Affairs will review the information and meet separately with the student and
others as needed and then will render a decision within five (5) working days. Written notice of the decision will be sent to the complainant. If the complainant is not satisfied with the decision, he/she may request a review by the Campus Appeals Committee. See Steps 3 and 4 of the Student Appeal Procedures as published in the Student Handbook.

Disability-Related Complaints with Non-Academic Programs, Activities, and Services

This procedure shall apply to non-academic programs, activities, and services. Examples are:

  1. Concerns related to building or grounds accessibility
  2. Participation in College-sponsored events
  3. Requests for accommodations related to parking

If a complaint is brought by a student, community member or other individual regarding accessibility issues related to CEI buildings, grounds, or on-campus events, the individual should first request the Student Accessibility Services’ assistance in resolving the dispute. The request should be made in writing within ten (10) working days after the issue is identified. The Student Accessibility Services will then to attempt to resolve the complaint. If a resolution cannot be reached within five (5) working days, the Student Accessibility Services will refer the matter to the Dean of Student Affairs.

The Dean of Student Affairs will review the information and meet separately with the individual and
others as needed and then will render a decision within five (5) working days. Written notice of the decision will be sent to the complainant. If the complainant is not satisfied with the decision, he/she may request a review by the Campus Appeals Committee. See Steps 3 and 4 of the Student Appeal Procedures as published in the Student Handbook.

Accommodation Request Procedure

It is essential that students with disabilities self-identify and submit written requests for accommodations, academic adjustments, and/or auxiliary aids within a timely manner. Whenever possible, this request should be made prior to the start of the semester. Students requesting accommodations, academic adjustments, and/or auxiliary aids must follow these procedures:

  • Must have a documented disability and must self-identify to the Student Accessibility Services.
  • The student may be asked to provide appropriate third-party documentation which helps to establish the presence of a disability. Should documentation not be available, it is the student’s responsibility to obtain this at his/her own expense and provide it to the Student Accessibility Services.
  • Complete the online application by clicking here or by visiting MyCEI Apps, then clicking the Student Accessibility Services App
  • Schedule/participate in an intake meeting, at which time the student will be asked about the disability, and the impact or barrier(s) it has on their educational experience.
  • The Student Accessibility Services and the student will discuss the request for reasonable accommodations, academic adjustments, and/or auxiliary aids.
  • The Student Accessibility Services will review the intake notes and third-party documentation to determine the appropriateness of the accommodations requested.
  • The Student Accessibility Services will inform the student of the resulting decision.
  • For approved accommodations, academic adjustments, and/or auxiliary aids, the Student Accessibility Services will provide a letter of accommodation for each of the student’s instructors. It is the student’s responsibility to deliver the letter to the instructor(s) and discuss with them the implementation of accommodations.
  • Requests for accommodations, academic adjustments, and/ or auxiliary aids must be made to the Student Accessibility Services EACH semester of enrollment.
  • The Student Accessibility Services will update the accommodation letter and again provide a copy for each of the student’s instructors.
  • Should the student disagree with the decision of the Student Accessibility Services, the student must, within ten (10) working days, submit a written appeal to the Dean of Student Affairs, as outlined in the Grievance Procedure.

Reasonable accommodations are determined on an individual basis. No student has a right to any particular accommodation except those needed to properly address the disability and its barriers.

Examples of such accommodations and auxiliary aids may include, but are not limited to

  • Textbooks in an alternative format
  • Note takers
  • Use of tape recorder or other auditory recording device in class
  • Extended time for exams and quizzes
  • Reduced-distraction testing environment with proctor for exams
  • Reader and/or scribe for exams
  • Use of word processor for essay exams
  • Oral tests
  • American Sign Language (ASL) Interpretation
  • Assistive Listening Device
Faculty

Guidelines for Determining Flexibility in Attendance

Students are expected and encouraged to attend class. Faculty have a right to establish attendance policies. However, if a student has a disability that may occasionally impact his/her ability to attend class and/or complete assignments and tests at the scheduled time, flexibility in attendance is considered an appropriate accommodation. Hopefully, a student’s disability will not interfere with attendance; however, if the student has disability related absences during the semester, the accommodation allows for flexibility in attendance policies and make-up work.

Student Responsibilities

  • Student will provide appropriate documentation of a disability to the Student Accessibility Services.
  • Student will discuss impact of his/her disability with the Student Accessibility Services.
  • If deemed an appropriate accommodation, flexibility in attendance is added to the student’s accommodation letter.
  • Student will schedule an appointment to meet with the Instructor to determine a reasonable number of absences for the class and to establish a specific plan for making up missed work.
  • Student will contact the Instructor (not the Student Accessibility Services) as soon as possible to inform the Instructor that the absence was medically necessary.
  • Student will adhere to the agreed upon plan and complete make up work within the agreed upon alternate timeline.
  • Student will contact the Student Accessibility Services immediately with any questions or concerns.

Instructor Responsibilities

  • Instructor will meet with student during scheduled appointment to discuss flexibility in attendance and to determine a reasonable number of absences for the course and develop a specific plan for making up missed work.
  • Instructor will complete Flexibility in Attendance worksheet that is attached to the student’s accommodation letter.
  • Instructor will maintain the essential standards/learning outcomes of the class.
  • If the student notifies the Instructor of a disability related absence, the Instructor will return student’s voice mail/e-mail as soon as possible and verify the agreed upon alternate timeline for make-up work.
  • Instructor will contact the Student Accessibility Services immediately with any questions or concerns.

Disability Resource Center Responsibilities

  • The Student Accessibility Services discusses accommodation needs with the student and reviews student’s documentation. If reasonable, the Student Accessibility Services establishes that flexibility in attendance is an appropriate accommodation
  • The Student Accessibility Services will generate the student’s letter of accommodations and distribute it to the student and his/her Instructor(s).
  • The Student Accessibility Services will, if necessary, help faculty and student develop a plan for completing make-up work.
  • The Student Accessibility Services will address student/faculty questions and concerns regarding accommodations.

Considerations to Use When Determining Flexibility in Attendance

  • What does the syllabus say about attendance? Is there an attendance policy and are all students required to provide a doctor’s note if absent?
  • Is attendance factored into the student’s final grade?
  • What is the “time in seat” expectation for the class?
  • Are students required to actively participate in class discussions/activities?
  • How is participation figured into the final grade?
  • How are students expected to interact with each other (in class, group work outside of class, via Canvas discussion board, or email)?
  • Is the material provided in class sequential? Does each week’s material build on the material learned in the previous week(s)?
  • Are there other sections of the class that the student could attend in order to catch up on missed material?
  • What policies exist for making up missed exams, pop quizzes and late work?
  • Does the class use Canvas?
  • Could missed assignments be turned in via e-mail or through Canvas?
  • Are tests to be taken at a specific time and place, or is there a window of time when tests can be taken?
  • Is it possible for students to “work ahead” in this class?

Information for Faculty Concerning Students with Disabilities

Introduction
This document was designed to assist faculty in interacting with students with disabilities at College of Eastern Idaho (CEI). It addresses legislation and the rights and responsibilities of faculty. It was adapted from the Rights and Responsibilities of Faculty Concerning Students With Disabilities handbook, which was previously published and disseminated by CEI. Copies of the original Handbook are available in the Student Accessibility Services.

Legislation
What legislation covers higher education institutions?

The Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 as amended in 2008 (ADAAA) cover colleges and universities.

  • The Rehabilitation Act of 1973 is generally regarded as the first civil rights legislation for people with disabilities on the national level. Section 504 of the Rehabilitation Act is a program access statute. It prohibits discrimination on the basis of disability in any program or activity offered by an entity or institution receiving federal funds. Since 1977 all institutions receiving federal funding must be prepared to provide appropriate academic adjustments and reasonable modifications to policies and practices for people with disabilities. Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . .." “At the postsecondary level, the recipient {of Federal financial assistance} is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school's program. Recipients are not required to make adjustments or provide aids or services that would result in a fundamental alteration of a recipient's program or impose an undue burden.” Section 504 FAQ
  • The Americans with Disabilities Act (ADA) as amended in 2008 (ADAAA) is a federal civil rights statute designed to remove barriers that prevent qualified individuals with disabilities from enjoying the same opportunities that are available to persons without disabilities. It guarantees equal opportunity for individuals with disabilities in employment, public accommodations, transportation, State and local government services, and telecommunications. According to the ADA a person with a disability is someone with:
    • A physical or mental impairment that substantially limits one or more major life activities
    • A record (or past history) of such an impairment
    • Or being regarded as having a disability.

Fact Sheet on the EEOC's Final Regulations Implementing the ADAAA

Accommodations

What are accommodations?
Accommodations are services provided to qualified students with disabilities so that they have equal access to all facilities, programs, classes, and activities offered by College of Eastern Idaho.

How are accommodations determined?
Reasonable accommodations are determined on an individual basis. Students who wish to request accommodations must self-identify and meet with the Student Accessibility Services. The student may be asked to provide documentation which substantiates a disability and the need for reasonable accommodations. The Student Accessibility Services will review the documentation and determine reasonable accommodations. The Student Accessibility Services will generate the student’s letter of accommodations and distribute it to the student and his/her Instructor(s). The student is not required to disclose his/her specific disability to the faculty member. Should the faculty member have questions about the accommodation(s) identified in the accommodation letter he/she should contact the Student Accessibility Services. An instructor may NOT forbid a student’s use of an aid or accommodation if that prohibition limits the student’s participation in the school program. The faculty member is required to provide the accommodation until an agreement can be reached with the Student Accessibility Services. If an agreement cannot be reached, the faculty member should contact their Department Chair, respective Dean, and/or the Vice President of Academic and Student Affairs. The faculty member may appeal the decision using the steps outlined in CEI Policy 106: Grievances.

Use of a tape recorder or audio recording device in the classroom

Section 504 of the Rehabilitation Act specifically says “a recipient may not impose upon handicapped students other rules, such as the prohibition of tape recorders in classrooms, … that have the effect of limiting the participation of handicapped students in the recipient’s education program or activity.”

This also applies to new forms of audio recording technology such as the Livescribe Pen. Instructors may request that a student complete the Permission to Audio Recording Agreement form available through the Student Accessibility Services.

Other accommodation guidelines

  1. Faculty are NOT required to provide accommodations without a letter from the Student Accessibility Services.
  2. Because some disabilities may change over time and some accommodations may differ based on the class, students are required to have contact with the Student Accessibility Services each semester and will receive an updated letter of accommodation each semester.

Confidentially

Faculty and staff are required to treat all disability information with the strictest confidentiality. The Student Accessibility Services will not routinely release confidential information without the student’s permission to do so.

ADA Syllabus Statement

A copy of the ADA statement, which should be included on all course syllabi, can be found below. During the first scheduled class session, faculty are asked to make a general announcement regarding the availability of accommodations through the Student Accessibility Services.

Syllabus Statement

ADA Policy: College of Eastern Idaho is committed to providing educational opportunities to all qualified individuals, and in doing so, complies with the Americans with Disabilities Act of 1990 (ADA) as amended in 2008 (ADAAA) and Section 504 of the Rehabilitation Act of 1973, which states that “no qualified person shall, because of their disability, be denied access to, participation in, or the benefits of any program or activity operated by the College.”

Student Accessibility Services

Nancy Heyrend | Senior Coordinator

Alexander D. Creek Building 5, Room 591

208.535.5462

https://calendly.com/nancy-heyrend-cei

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