Accessibility Services at ODU
Our Commitment to Serving All Students
Ohio Dominican University is committed to providing all students with appropriate opportunities to benefit from and enjoy their ODU experience.
The Accessibility Services Office exists to provide students with disability, injury, or chronic conditions with equitable access, empowerment, resources, referrals, advocacy, collaboration and outreach throughout the University campus community. We strive to develop appropriate and reasonable accommodations that do not lower academic standards, alter degree requirements, or reduce the quality of the ODU experience.
ODU policy, in accordance with state and federal guidelines, calls for reasonable accommodations to be made for qualified students with disability, injury, or chronic conditions on an individual basis. The policy recognizes the importance of self-advocacy by the adult learner to actively seek available assistance at the University, to make needs known, to complete a disability disclosure and consent form, and to provide current documentation of his/her disability, injury, or chronic condition.
ODU's Accessibility Services Coordinator is available to all students to assist in the student accommodations process. Completing the Self-Disclosure form is the first step in a discussion with the Accessibility Services Coordinator about your disability and needs for accommodations.
CLICK HERE TO COMPLETE SELF-DISCLOSURE FORM
The link above will take you to a Microsoft Forms page. If you have any questions or concerns about the form, please email firstname.lastname@example.org or call (614) 251-4234.
A "reasonable and appropriate accommodation" is a modification, adjustment, and/or auxiliary aid that minimizes or eliminates the impact of a disability, allowing the student to gain equal access and opportunity to participate in the University's courses, programs, services, activities, and facilities.
A "reasonable and appropriate accommodation" is one that does not:
- require a substantial change or alteration in the curriculum to an essential element of a course or program
- fundamentally alter the nature of the service provided
- pose an undue financial hardship or administrative burden
- pose a direct threat to the health and safety of others
The Accessibility Services Coordinator determines the accommodation(s) using:
- Documentation of the disability from qualified professionals provided by the student
- Information gathered from a student intake interview
- Information from appropriate college personnel regarding essential standards for courses, programs, services, jobs, activities, and facilities
- The Accessibility Services Coordinator may also consult with the Faculty Advisory Committee to determine if an accommodation will alter the nature of a particular course, or may alter the overall curriculum
The determination of reasonable accommodation(s) considers the following:
- The barriers resulting from the interaction between the disability and the campus environment
- The array of accommodations that might remove the barriers
- Whether or not the student has access to the course, program, service, job, activity, or facility without accommodation(s)
- That essential elements of the course, program, service, job, activity, or facility are not compromised by the accommodation(s)
Won't providing accommodation(s) on examinations give an unfair advantage to a student with a disability?
- Accommodations don't make things easier, just possible; in the same way eyeglasses do not improve the strength of the eyes they just make it possible for the individual to see better. Accommodations are interventions that allow the learner to indicate what they know. Without the accommodations, the learner may not be able to overcome certain barriers.
- Accommodations are designed to lessen the effects of the disability and are required to provide fair and accurate testing to measure knowledge or expertise in the subject. Careful consideration must be given to requests for accommodations when the test is measuring a skill, particularly if that skill is an essential function or requirement of passing the course such as typing at a certain speed or turning a patient for an x-ray. In such cases please contact the Accessibility Services Coordinator for guidance.
- The purpose of such academic accommodations is to adjust for the effect of the student's disability, not to dilute academic requirements. The evaluation and assigning of grades should have the same standards for all students, including students with disabilities.
- For many students with disabilities, the most common accommodation is extra time on tests. In specific circumstances, students may also require the use of readers and/or scribes, a modification of test format, or the administration of examinations orally.
Adapted from Barry University, Miami Shores, Florida
To take your exam in the Accessibility Services office, it is your responsibility to schedule your exam a minimum of 48 hours in advance using the parameters established by your instructor.
- If a Professor does not provide test & quiz dates in the syllabus, it is the responsibility of the student to schedule their exam as soon as the professor announces an upcoming quiz or exam.
- The student must notify the professor prior to the test date if the student plans to take the test in the Accessibility Services Office using test accommodations.
- Students are expected to take tests at the same time as their classmates. If their schedule prohibits this, the student must make arrangements with the Professor (prior to the test date) to take the test at a different time than the class. The Accessibility Services Office will not give the test at a different time without authorization from the Professor.
- Illnesses or appointments that cause students to miss tests will be subject to the standards set in each Professor’s syllabus – disability issues do not automatically excuse a student from missing a test. Please consult the Professor & their syllabus for specific details regarding the possibility of make-up tests, and if tests can be made up at all.
The Coordinator will not have your test available for you if you do not notify your professor in advance.
Students must notify you prior to the test date if they plan to take a test in the Accessibility Services Office using test accommodations. To send an exam to Accessibility Services, please use the link below.
Testing Center Scheduling Availability
NOTE: While the Testing Center is open during regular business hours, you must schedule your exam to begin during the following times:
Monday - Wednesday: 8 a.m. - 3 p.m.
Thursday: 8 a.m. - 5:30 p.m
Friday: 8 a.m. - 1:30 p.m.
1st & 3rd Saturday: 9 - 11:30 a.m.
Please contact the Accessibility Services Coordinator at AccessibilityServices@ohiodominican.edu or (614) 251-4234.
- High School - Students are identified by the school districts
- College - Students must self-identify by registering with the Accessibility Services office
- High School - Information is shared with parents/guardians
- College - Student's right to privacy and confidentiality is upheld
Placement & Accommodations
- High School - Placement and accommodations include parents/guardians
- College - Placement and Accommodations do NOT include parents/guardians
Eligibility for Services
- High School - Eligibility for services is diagnosis-driven
- College - Eligibility for services is driven by severity and impact on major life activities.
- High School - Special Education teachers know you well and are aware of your specific difficulties or concerns, and know your strengths and weaknesses
- College - Students will need to initiate discussion and make your concerns known to college instructors, advisors, and accessibility services coordinators.
- High School - School district structures a student's weekly schedule
- College - Student is responsible for their own time management
Reminders & Deadlines
- High School - Teachers remind students of exam dates and assignment deadlines
- College - Students are expected to know exam dates and assignment deadlines by referring to their syllabi
Time Spent in Classroom
- High School - Time spent in classroom averages about 40 hours per week
- College - Time spent in classroom is approximately 13-16 hours per week. Don't let this fool you! You will be doing homework, reading, writing papers, etc., outside the classroom. Plan to spend 3 - 4 hours studying and doing schoolwork outside the classroom for every one hour that you spend in class
Time Spent on Homework
- High School - Time spent on homework is oftentimes substantially less than in college
- College - Time spent on homework is usually 2 hours for every hour you spend in class
Preparing for Exams
- High School - Preparing for exams usually involved memorization, and identification of information
- College - Preparing for exams will involve application of information
- High School - Tutors and/or extra instruction is provided by teachers
- College - Students must seek out their own tutors to get more information on specific content information. ODU's Academic Resource Center is a tutoring resource available to all ODU students.
- High School - Instructors might retroactively change grades by allowing a student to retake an exam
- College - Grades aren't usually retroactive
Altering Courses & Programs
- High School - Courses and programs can be fundamentally altered
- College - Courses and programs ARE NOT fundamentally altered
Adapted from the College of Applied Health Sciences at the University of Illinois Urbana-Champaign
Here are some helpful links that further explain college students' rights and responsibilities:
- Students with Disabilities Preparing for Post-Secondary Education: Know your rights and responsibilities
- Auxiliary Aids and Services for Posts-Secondary Students with Disabilities: Higher Education's Obligations Under Section 504 and Title II of the ADA
To this nation's over 43 million citizens with disabilities, the Americans with Disabilities Act (ADA) represents an unprecedented opportunity to eliminate the barriers to independence and productivity.
The ADA is modeled after the Civil Rights Act and Title V of the Rehabilitation Act of 1973 (e.g., the definition of a "qualified person with a disability" is the same and similar accommodations/modifications are mandated). The Bill was originally drafted by the National Council on Disability and is supported by every major disability organization. The ADA was signed into law in July 1990, and amended in 2008.
What is the purpose of ADA?
The purpose of ADA is to extend to people with disabilities civil rights similar to those now available to individuals on the basis of race, color, sex, national origin, and religion through the Civil Rights Act of 1964.
What does ADA do?
It prohibits discrimination on the basis of disability in private sector employment, services rendered by state and local governments, places of public accommodation, transportation, telecommunications and relay services.
Who is protected under ADA?
Under the ADA a person has a disability if he/she has a substantial physical or mental impairment, has a record of such impairment or is regarded as having such an impairment even if they are not continuously impaired by their disability, (e.g. random epileptic attacks), or have a personal relationship with someone with a known disability. Personal relationships are not limited to family members.
A substantial impairment is one that significantly limits or restricts a major life activity. It includes conditions controlled by medication such as epilepsy or depression or those mitigated by a prosthetic device. Major life activities include (but are not limited to) performing manual tasks, Learning, walking, working, seeing, caring for oneself, hearing, breathing, eating, sleeping, speaking, reading, learning, concentrating, thinking, and communicating.
THE REHABILITATION ACT of 1973, SECTION 504
What is Section 504?
"No otherwise qualified disabled individual in the United States...shall, solely by reason of... disability, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."
A disabled person is "any person who has a physical or mental impairment which substantially limits one or more of such person's major life activities, has a record of such an impairment, or is regarded as having such an impairment." This includes (but is not limited to) persons with mental retardation; specific learning disabilities; psychiatric problems; traumatic head or spinal cord injuries; orthopedic handicaps; neurological impairments; chronic illness; drug or alcohol addiction (i.e., former users only); and visual, hearing, or speech impairments.
A qualified disabled person is defined as one who meets the requisite academic and technical standards required for admission or participation in the post-secondary institution's programs and activities. Section 504 protects the civil rights of individuals who are qualified to participate and who meet the definition of a disabled person as defined above.
For college students with disabilities, academic adjustments may include such things as adaptations in the way specific course material is presented, the use of auxiliary equipment and support staff, and modifications in academic requirements. A college or university has the flexibility to select the aid or service it provides, as long as it is effective. Such aids or services should be selected in consultation with the student who will use them.
Accommodations include such things as removing architectural barriers; providing readers, note takers, and/or interpreters for classes and related course activities; providing alterations, substitutions, or waivers of courses or degree requirements on a case-by-case basis; altering length or times for exams, and/or allowing use of readers, scribes, etc.; and permitting the use of adaptive equipment or other technology to assist with test-taking and study skills.
Ohio Dominican University is committed to providing equal access to educational opportunities for students with disabilities.
For more information, contact the Accessibility Services Coordinator at AccessibilityServices@ohiodominican.edu or (614) 251-4234, or stop by Accessibility Services in 227 Spangler Learning Center from 8 a.m. - 4 p.m., Monday through Thursday.
- Autism Spectrum Disorders. Autism spectrum disorders affect 1 out of every 150 people. Find the facts about autism and Asperger’s syndrome at the Center for Disease Controls website. www.cdc.gov/ncbddd/autism
- Blindness. The American Federation for the Blind has all kinds of information about assistive technology, Braille and blindness. www.afb.org
- Center for Disease Control. The Center for Disease control has excellent information about a variety of disorders & diseases. www.cdc.gov
- Traumatic Brain Injury. The Center for Disease Control explains the effects of a TBI. www.cdc.gov/TraumaticBrainInjury/index.html
Disability & Social Justice
- From the Smithsonian Museum in Washington, DC, this interactive presentation is filled with information about the disability rights movement in America:
- This timeline explores the many advances that people with disabilities have made in furthering our civil rights and freedoms:
Disability & Higher Education
There is a marked difference between accommodations in secondary school, and accommodations in post-secondary school, please review these differences and plan your transition to college accordingly
- Students with Disabilities Preparing for Post-Secondary Education: Know your rights and responsibilities
- Auxiliary Aids and Services for Post-Secondary Students with Disabilities: Higher Education's Obligations Under Section 504 and Title II of the ADA
- The Western New York Consortium of Colleges outlines the legal differences between high school and college in a helpful, concise manner
- College is also different from high school academically. Think about taking tips from the DO-IT Center by reading their "College Survival Skills."
Disability & Employment
- Employment information and opportunities
- Job Accommodation Network is an excellent resource for information about accommodations for work.
- Rehabilitation Services Commission of Ohio is a federal agency that assists people with disabilities find employment, retain employment, and occasionally provides training and education for qualified individuals with disabilities.
Disability Studies is an emerging academic discipline that looks at disability from historical, legal, psychological, sociological, biological, educational, and literary perspectives.
The World Institute on Disability was founded by Edward Roberts, who was a political science teacher from California and a quadriplegic. It is a leading think tank in the disability studies field.
The Society for Disability Studies is an organization that studies the invaluable contributions that disabled people have made to our society. It also looks at legal issues surrounding disability, cross-cultural communication, and the portrayal of disabled people in the media.
At the Accessibility Services Office, our mission is to ensure equal access to services and programs for the Ohio Dominican community by promoting independence, self-determination and inclusion. We are guided by the Four Pillars of Dominican Life: Study, Reflection, Community, and Service.
Have Questions? We're Here to Help!
Spangler Learning Center
Ohio Dominican University
1216 Sunbury Road
Columbus, OH 43219