Disability Accommodations Policies and Procedures
Oak Valley College is committed to ensuring equal treatment, educational opportunity, academic freedom, and human dignity for students with learning, physical, and psychological disabilities, as well as chronic or temporary medical conditions that impact academics. Oak Valley actuates this commitment by providing reasonable and appropriate accommodations to students with disabilities, assisting in self-advocacy, educating the Oak Valley community about disabilities, and by ensuring legal compliance with state and federal disability law. These goals are further articulated:
To provide a safe, comfortable, and caring place of contact and support for students with disabilities
To understand the manifestation of the student’s disability and to implement appropriate accommodations which address the student’s limitations
To treat persons with disabilities with dignity and respect and to view disability issues as matters of diversity
To facilitate ongoing improvements in areas of structural access, assistive technology, accommodation availability, community education, and administrative advocacy
To assist students with disabilities in their professional development by encouraging them to participate in activities such as leadership experiences and career internships
To make meaningful professional connections/bridges with faculty, students, and staff
To encourage and promote self-advocacy for students
NON-DISCRIMINATION
Oak Valley is dedicated to providing students with disabilities access to its programs, services, and activities, as required by the Americans with Disabilities Act (1990) and by Section 504 of the Rehabilitation Act (1973). Section 504 states: “No otherwise qualified individual shall, solely by reason of his or her 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.” Title IX Coordinator and Civil Rights Officer maintains authority over the compliance and adjudication of all Title IX complaints and all other complaints of unlawful discrimination under this procedure with the exception of any complaint of unlawful discrimination based on disability, which will be overseen by the Section 504 Compliance Coordinator, designated below. However, depending on the Complainant’s affiliation with the College. All Section 504/ADA undergraduate student and staff complaints of discrimination should be directed to the Title IX Coordinator or the President’s Office.
For the complete Title IX discrimination policy and procedures please refer to Title IX.
GENERAL INFORMATION
Oak Valley provides disability services to students enrolled with learning, physical, and psychological disabilities, as well as accommodating students with chronic or temporary medical conditions that impact their studies.
The easiest way to request services is to contact the Dean, President’s Office, or use the form at the bottom of this page.
SCOPE OF RESPONSIBILITY
Oak Valley is responsible for providing services and accommodations to students with disabilities in all programs, activities, and functions.
Federal Definition of Disability Under the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973, a person is entitled to legal protection from discrimination and possible reasonable accommodations if:
The person possesses a physical or mental impairment that substantially limits a major life activity
The person has a record of such an impairment
The person is regarded as having such impairment
SELF IDENTIFICATION AND SELF ADVOCACY
Oak Valley students seeking accommodations on the basis of disability must self identify and request accommodation from the Dean, President’s Office or using the form at the end of this page. Students who request accommodations and/or services from other faculty and staff without the knowledge of these individuals may be referred to the President’s Office.
RECORDS AND FILES
A file will be opened for any student who submits a request and expresses a desire to receive accommodations, receives a clinical referral, or submits documentation of disability. Files will remain open as long as the student maintains enrolled. Student files may be closed if the student does not maintain updated information, especially if their accommodation is temporary in nature. Files may also be closed at any time at the request of the student. Closed files will be maintained for a minimum of five years and will then be destroyed by shredding.
Students with disabilities must submit clinical documentation of disability that clearly establishes the need for services and accommodations directly to the President’s Office. This documentation should meet the established documentation guidelines. (See appendix A.)
No information about disability status will appear anywhere on the student’s transcript. All student files and records are maintained in accordance with the requirements of the Family Educational Rights and Privacy Act of 1974 (FERPA). Under FERPA, students have the right to access and view their files. The President’s Office may also share information with appropriate college personnel on a need to know basis only. In most circumstances, clinical information, such as test data and diagnostic information will not be released to faculty or staff (unless directly pertinent to an accommodation plan/rationale). See Appendix A.
Students requesting to obtain copies of their clinical documentation must make a request in writing. Clinical and diagnostic information in a student’s file that were received for the purposes of disability registration will not be forwarded onto third parties.
All student files and records are secured in a filing cabinet in the President’s Office. The President’s Office is securely locked at the end of each day.
While students may access and view their file, photocopying of the file is discouraged in most cases. Should a student desire to photocopy the contents of his/her file, a written request must be made to the President’s Office. Additionally, please know that under FERPA, students have the right to inspect, but not necessarily, to copy their records.
REQUESTING AND RECEIVING ACCOMMODATIONS
Students who desire accommodations on the basis of disability must make a formal request by contacting the President’s Office. For any student registering for the first time, an intake appointment is required to discuss requests for accommodations and review applicable documentation.
All accommodation requests will be evaluated by the President and/or Dean. Factors involved in the evaluation of the request include the nature of the student’s disability, the type and extent of the requested accommodation and the essential departmental, or course requirements. Oak Valley reserves the right to contact appropriate college faculty and staff to discuss accommodation requests.
Decisions regarding the approval or denial of requested accommodations will generally be made within five working days of the receipt of request. Once a decision has been made, the student will be informed whether the accommodation request was approved, denied, or if additional documentation is needed. Students asked to submit additional documentation may be approved for temporary accommodations.
Students may be approved for temporary accommodations at the discretion of the Dean. In most cases, students will have submitted some form of clinical documentation prior to receiving temporary accommodations. Temporary accommodations may also be implemented to assist students with short term physical/medical or psychological impairments (e.g. broken limb, mono...). Temporary accommodations will expire on an established date. To extend a temporary accommodation, students must request an extension before the temporary accommodation expires.
For any diagnosis received requiring accommodations, the student will need to complete the release of information from the attending physician.
Academic accommodations requiring professor notification will be emailed directly to each faculty member. These letters will clearly state the recommended accommodation. Clinical information about students will not generally appear in these letters unless explicitly requested by the student or essential to the development of an effective accommodation plan. Professors are encouraged to contact the Dean with any questions or concerns regarding accommodations.
Faculty are requested to include the following statement in their syllabi: Any student in this course who has a disability that might prevent him/her from fully demonstrating his/her abilities should notify the instructor and meet with the Dean as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.
POSSIBLE ACADEMIC ACCOMMODATIONS
Students with disabilities are expected to attend classes in accordance with the professor’s attendance requirements as stated in the course syllabus. Exceptions to the attendance requirements may be requested as an accommodation or on a temporary basis in emergency situations. Approval of this accommodation will be made on a case-by-case basis and will involve the cooperation of the student and the professor (with the Dean being notified).
Students may request books in audio format. Students receiving audio books must provide proof of purchase and may not copy or distribute these books. Student can also sign up for a personal Learning Ally account and have their audio books sent directly to them or downloaded to their phone/computer/tablet.
Additionally, with recent technological improvements many students utilize e-books with text-to-speech capabilities and do not require additional recordings.
The student may take an exam at a date later than the original administration and is usually implemented after an acute “flare up” of clinical symptoms or a medical emergency. The modified administration date is established with the cooperation of the student, professor, and the Dean. This accommodation is not intended to be ongoing.
College and course materials can be enlarged for students with visual impairments. Enlargement of materials for personal use can be provided at cost. This accommodation does require early notification from the student to process in a reasonable timeframe.
Students whose disabilities impair their ability to effectively take class notes may receive note-taking assistance. Generally notes are obtained from another student in the class. The person taking the notes may use their personal notebook or type them digitally and email. Arrangements can be made for the photocopying of notes at no-cost to the students.
Students with primarily visual impairments may request a reader. Readers will generally be used if the student’s books and/or class materials cannot be obtained in alternate media and/or if the student’s need cannot be met by using assistive technology. Readers used during examinations shall not be relatives or close friends of the student.
In some cases, students with disabilities may record their lectures. When a digital recorder is used, the student is responsible for the set up of the equipment and for the recording of the lecture. Once recorded, the lecture recording/file may not be shared with other students. The professor may stipulate conditions for recording. All files and/or recordings are to be erased or destroyed at the end of the semester.
Students whose disability causes them to become distracted when taking exams in the regular classroom and whose disability documentation supports such an accommodation are able to take exams in a private room by the professor, or may be proctored by the in a private testing location.
A scribe may be made available for students taking exams who are unable to perform regular writing tasks. Scribes used for examinations shall not be relatives or close friends of the student.
Students whose disability requires extra time be given on exams will their exams proctored based on agreed upon time extension, typically prescribed by the accommodation documentation (e.g. 150% of standard time). To arrange and schedule a proctored exam students must make arrangements with the President’s Office. Exams with extended time may be required to be proctored outside the regular classroom due to time constraints.
Students with certain disabilities may receive extra time to complete class assignments and projects on a case-by-case basis. This accommodation is generally implemented after an acute “flare up” of clinical symptoms or emergency medical situation and only applies to specific assignments. This accommodation is not intended to be ongoing and is not granted as a “blanket” semester accommodation.
The Library staff provides various kinds of assistance to students with disabilities. Available services include removing books from shelves, electronic database assistance, and assistive technology consultation.
Students with structural access needs may meet with the President’s Office to discuss structural changes needed in classrooms, etc.
SERVICE ANIMAL & SUPPORT/THERAPY ANIMALS
In accordance with the Americans with Disabilities Act (ADA), service animals will not be restricted from Oak Valley College facilities and events. Support animals/therapy pets while potentially allowed on campus, are subject to different regulations and restrictions.
Service Animal: “any dog that is 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. Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition. The work or tasks performed by a service animal must be directly related to the handler’s disability.” (28 CFR § 36.104, ADA regulations)
Support/Therapy/Comfort Animals: Animals that individuals with disabilities might utilize for support or assistance, but which do not meet the ADA criteria for Service Animals. Types of support animals might include emotional/social anxiety support animals. Support animals are not Service Animals.
These guidelines have been developed with the understanding that all service animals working on the college campus will be dogs. Examples of work or tasks include, but are not limited to, assisting individuals who are blind or have low vision with navigation and other tasks, alerting individuals who are deaf or hard of hearing to the presence of people or sounds, providing non-violent protection or rescue work, pulling a wheelchair, assisting an individual during a seizure, alerting individuals to the presence of allergens, retrieving items such as medicine or the telephone, providing physical support and assistance with balance and stability to individuals with mobility disabilities, and helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors. The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks for the purposes of this definition. (28 CFR § 36.104, ADA regulations)
Current and prospective students will work with the President’s Office when bringing a service dog to campus. Students are responsible for any damage caused by their animals and must take appropriate precautions to prevent property damage or injury. The cost of care, arrangements and responsibilities for the well-being of a service or support animal are the sole responsibility of the student at all times.
Service animals on campus must:
Meet Legal Requirements: All requirements for the presence of animals in public places (vaccinations, licensure, ID tags, etc) mandated by State or local ordinances must be followed, including but not limited to: a. County Animal Services Dog License, updated yearly. b. If the animal is intact (not spayed or neutered), a County Animal Services Unaltered Animal Certificate, updated yearly.
Be under Control of Student: A service animal shall be under the control of its handler. A service animal shall have a harness, leash, or other tether, unless either the handler is unable because of a disability to use a harness, leash, or other tether, or the use of a harness, leash, or other tether would interfere with the service animal’s safe, effective performance of work or tasks, in which case the service animal must be otherwise under the handler’s control (e.g., voice control, signals, or other effective means). (§ 36.302, ADA regulations)
Adhere to Cleanup Rule: The partner must follow local cleanup ordinances when the animal defecates. Individuals with disabilities who physically cannot clean up after their own service animal may not be required to pick up and dispose of feces.
Procedures for requesting permission for a support animal:
To make a request, contact the appropriate office: Students and regular visitors contact the President’s Office
Documentation required must include: Medical documentation must include the clinician’s professional opinion regarding the need for a support animal as a reasonable accommodation for the specific disability of the requesting person.
The President’s Office will provide approval or denial of the request within five business days of the date all required documentation is received. If the request to have a support animal on-campus is approved, the partner is expected to abide by all sections of the Service Animal Policy.
Service Animals may be ordered removed for the following reasons:
A student may be directed to remove an animal that is unruly or disruptive (e.g. barking, running around, bringing attention to itself, jumping up on people), or has not been properly housebroken. If the improper behavior happens repeatedly, the student may be prohibited from bringing the animal into any college facility until the student can demonstrate that s/he has taken significant steps to mitigate the behavior.
Any animal that exhibits aggressive or unsafe behavior may be prohibited from college facilities. In addition, any animal that is not properly housed/restrained will be subject to removal. (28 CFR § 36.104, ADA regulations)
Animals who are ill should not be taken into public areas. A partner with an ill animal may be asked to remove the animal from college facilities.
Partners must ensure that their animals are kept clean and well groomed. Partners with animals that are excessively unclean (e.g., flea infested, foul smelling and/or shedding excessively) may be asked to leave college facilities.
APPEALS
Students who wish to appeal the denial of an accommodation are requested to meet with the Dean to clarify the reason for the denial and to discuss whether the accommodation can be implemented. Students who wish to formally appeal an accommodation are to follow the following procedures.
The student shall inform the Dean that s/he would like to appeal an accommodation decision and may request that the Dean provide him/her with a written explanation for the denial. The Dean will provide this explanation the student within five working days
If the accommodation denial is based upon clinical reasons (e.g. accommodation not supported by clinical documentation), a qualified health or mental health clinician is to be involved in the review process
Once a decision has been made regarding the accommodation appeal, the student and the Dean shall be informed in writing.
If agreement cannot be reached, the Dean or student may bring the matter to the attention of the President.
EXPECTATIONS
Students with disabilities are expected to meet at least the minimal academic standards of the College. This includes meeting the College’s behavioral standards as outlined in the Honor Code. It is further expected that students not pose a danger to themselves, to others, and that they do not jeopardize the educational process of other students. Student disability status is not an excuse for behavior that is inappropriate in a community setting. See Appendix E.
CRISIS MANAGEMENT
In the event of an emergency call 911.
HARASSMENT
Students with disabilities are to be treated with respect and dignity at all times. Students with disabilities who have experienced disability harassment may report the incident and the persons involved to the Title IX Coordinator (Section 504/ADA Compliance).
ADMISSIONS POLICIES
Applicants with disabilities applying to the College follow the same admissions procedures as students without disabilities and must submit application materials as requested by the Admissions Office. The Admissions Office will make its initial decision of acceptance in accordance with established admission standards. Initial decisions regarding acceptance will be made without regard to disability.
The Admissions Office asks that prospective students not submit documentation of disability prior to receiving initial notification regarding acceptance to the College. Documentation of disability provided before the Admissions Office has made an initial acceptance decision may be returned to the student.
Should a student with a disability not be accepted, she/he may request that a re-evaluation of his or her application occur with regard given to disability. Such reconsideration requests may be made by contacting the Admissions Office. Students requesting reconsideration of their application will be asked to submit documentation of the disability. The Admissions Office will then make the final decision regarding acceptance.
Students with disabilities who received services and accommodations on the basis of disability in high school, junior college, or at another college are advised to obtain relevant information, including clinical evaluations, prior to enrollment. High school students receiving special education services are recommended to meet with their IEP (Individualized Education Program) committee prior to their graduation to obtain a formal transition plan (IEP, 504...). Students are also advised to receive a clinical reevaluation, if needed, prior to enrolling.
Under the Individuals with Disabilities Education Act of 1997, students with disabilities enrolled in private, including parochial and home schools, are entitled to evaluative and special education services. Students and parents are encouraged to contact their local public school district if diagnostic testing or educational services are needed.
APPENDIX A DOCUMENTATION AND PRIVACY
In order to qualify for services and accommodations on the basis of disability, students must submit clinical documentation directly to the President’s Office. The following guidelines are intended to assist clinicians in their preparation of reports and to inform clients as consumers of clinical services. Additionally, the following guidelines are not intended to comprehensively address the unique information needed for different types of disabilities. Furthermore, some accommodation requests may require additional substantiation of need. Thus, the College reserves the right to require the provision of specific information on a case-by-case basis.
Documentation must be based upon an evaluation by a healthcare or mental health professional appropriately licensed by the state to diagnose medical, psychological, and learning disorders. Such persons are usually physicians, psychiatrists, psychologists, and school psychologists. Documentation from third parties or from persons not licensed to diagnose such conditions will not be accepted.
The documentation must be based upon a clinical evaluation thorough enough to objectively establish the need for accommodations and/or services.
The documentation should be printed on professional letterhead and signed by the evaluator. Additionally, the license number of the clinician is requested.
The documentation should include the contact information for the clinician. This information is crucial because the Academic Resource Center will not release clinical documentation to third parties without first obtaining the permission of the clinician if the documentation was sent directly from the clinician to the Academic Resource Center. This process is followed to avoid any potential harm to the student if untrained persons obtain clinical information and data.
The clinician submitting the documentation must not be a family member or relative of the student.
Documentation will be accepted from student interns and from clinicians under supervision provided the supervisor is qualified and appropriately licensed. The supervisor must co-sign the report and must list his/her license number.
A copy of the person’s signed release of information form accompany any reports must be sent directly from clinicians.
Most learning disabilities require reassessment every 3-4 years. Psychological/ mental health situations can vary by diagnosis with many may requiring current and ongoing care and assessment.
The evaluation to determine whether a person possesses a learning disability must be conducted by an individual who is qualified and appropriately licensed to diagnose learning disabilities.
The evaluation must minimally include the administration of a measure of intellectual ability (e.g. Wechsler Adult Intelligence Scales – 3rd Edition) and a measure of academic achievement (e.g. Wechsler Individualized Achievement Test – 2nd Edition, Woodcock Johnson Tests of Achievement, 3rd Edition). It is recommended that consideration be given to the presence of other medical or psychological conditions that mimic learning disabilities and/or that impair academic performance.
The diagnosis of a learning disability must be based upon established clinical criteria (e.g. Diagnostic and Statistical Manual of Mental Disorders – 5th Edition).
Test scores should be included in the report. This would include I.Q. scores, factor scores, and subtest scores. Additionally, indication of the classification ranges associated with the scores should be present (e.g. average, high average, impaired).
Concerns regarding the validity of the evaluation and its findings should be addressed. This would include factors such as limitations in the test’s norming sample, performance impairments resulting from co-morbid medical and psychological conditions, academic difficulties related to acculturation issues, and the client’s motivation for testing.
Recommendations for accommodations should be provided. The test findings should provide a logical rationale for the recommended accommodations.
Psychological Disability Documentation Guidelines
The documentation must be submitted by an appropriately licensed clinician qualified to diagnose and treat psychological disorders. Such a clinician is usually a psychologist or psychiatrist.
The evaluative methods used to establish the diagnosis should be indicated (e.g. clinical interview, psychological assessment battery).
Test scores from measures of cognitive, neuropsychological, and academic functioning should be provided, if administered.
A diagnosis consistent with established clinical criteria (e.g. DSM-V) must be given. Indication of the person’s present symptoms and their degree of impairment (e.g. Global Assessment of Function score) should be provided.
Information regarding how the person’s condition impacts him or her in an academic environment should be provided. This would include information about academic, personal, and interpersonal functioning.
Recommendations for accommodations should be provided. The requested accommodations ought to logically flow from the diagnosis and the associated symptoms.
Information about the person’s prognosis for improvement and the timeline for a reevaluation should be provided. Because many psychological conditions follow a transient course and often improve with treatment and with time, annual re-evaluations are generally required for persons receiving accommodations on the basis of psychological disability.
Physical / Medical Condition Documentation Guidelines
The documentation should be provided by a clinician qualified and appropriately licensed to diagnose and treat physical and/or medical conditions. Such persons are usually physicians and other health specialists.
A diagnosis of a physical or medical condition consistent with established clinical criteria must be given.
The documentation should indicate the functional impact that the physical or medical condition has upon the person in an academic environment (e.g. attendance, stamina, fatigue, mobility, work completion).
Information regarding the nature and course of the physical or medical condition should be provided (e.g. chronic, intermittent, situational)
Recommendations for accommodations should be made that logically flow from the person’s condition and associated difficulties.
Information regarding the need for a re-evaluation should be provided.
Clinical information provided in the professional documentation of disability includes the diagnosis of a physical, learning, or psychological condition, related test scores, and supplemental information provided by a licensed health care or mental health professional. Clinical information will not be released to anyone without the consent of the student except as necessary to implement accommodations or as needed for clinical consultation. Access to these records is limited to those with a pertinent educational need to know or review in conjunction with other medical or disability diagnosis’ for the students academic and physical well being.
Clinical documentation provided directly the College from a clinician is considered property of the clinician and will not be released to third parties without the consent of the clinician. Faculty and staff notification of disability status and accommodations will occur only at the request of the student. Requests for faculty and staff notification will generally involve the student’s completion of a faculty/staff release form. However, in some instances, a student may verbally request that a member of the professional staff contact a faculty or staff member on his or her behalf. In most cases, the College will inform faculty and staff of a student’s disability status and accommodations by email to the faculty or staff member.
The College will retain records for no less than five years following the closing of the student’s file, the withdrawal of the student, or the graduation of the student. Students wishing access to their Academic Resource Center file must make a request for access in accordance with the Providence Christian College FERPA policy.