Accessibility Services: Office of Accessibility
The Office of Accessibility provides students with disabilities with reasonable accommodations and services to assist them in accessing the curriculum and school environment. Students with either permanent or temporary disabilities may be eligible for a variety of support services
We offer a variety of services that students with either permanent or temporary disabilities can benefit from. Some services for students with disabilities include:
1. Books in alternative format
2. Testing accommodations
4. Materials in Braille
5. Alternative media
6. Assistive technology
7. Support and advocacy
8. Priority Registration
9. Support for Practicum
Receiving An Accommodation
Please put your request in at least three weeks before accommodations are needed as some services require considerable review. Review our accommodation approval process and fill out the correct forms to initiate your accommodation application. Links are provided below.
Eligibility Process – Streamlined For You
The eligibility process is a 3-part process. Accommodations are arranged with the Office of Accessibility Coordinator on each campus through a review of documentation, consideration of the request, and meeting with the student. Accommodations will be provided based on your individual needs and we have simplified the documentation process to make it convenient for you. The 3 steps are not dependent on one another, they can be completed in any order but all three steps need to be completed in order to be eligible to receive accommodations.
In order to be eligible for accommodations, students must have a disability, as defined by the ADA – a physical or mental impairment that substantially limits one or more major life activities (including but not limited to walking, talking, hearing, seeing, or learning); a record (or past history) of such an impairment; or being regarded as having a disability.
Students will need to self-identify as a person with a disability, requesting accommodations to the Office of Accessibility Campus Coordinator. Self-identification is required for all students attending a post-secondary institution that wish to receive accommodations.
Self-identification can be done by completing the OOA Intake Form or by scheduling an appointment with the OOA Coordinator to discuss accommodations and fill out the form.
Please note, this form will only be available to those that have been confirmed as an Alliant student (to be confirmed, you must sign the Enrollment Agreement).
Students requesting accommodations must provide verification of disability. It is the responsibility of each student to provide a comprehensive evaluation, verifying the disabling condition and resulting limitations. Documentation must validate the need for accommodations based on the individuals’ current level of functioning.
The professional must indicate recommended learning and/or physical accommodations necessary to assist the disability. It is the student’s responsibility to provide or pay for the cost of this documentation. In addition to a description of the disability and objective evidence of a substantial limitation, the professional must include a rationale for the specific accommodation that is supported by the documentation.
The Verification Form: Medical and Physical Disabilities and/or the Verification Form: Psychiatric and Learning Disabilities can fulfill the documentation requirement.
After consultation with the coordinator of the Office of Accessibility, students may be requested to submit additional documentation that will assist in clarifying the most appropriate level of service.
The student meeting is an important part of the eligibility process. During the meeting, the coordinator will learn first-hand the educational and functional barriers the student is experiencing. Also, the student and coordinator will work collaboratively to determine reasonable accommodations and ensure the accommodations are congruent with the educational outcomes identified by the academic program.
Applying for Accommodations and Documentation
When a student requests accommodations and services from Alliant, a procedure for determining appropriate and reasonable accommodations will take place. Students who think that they might need disability related accommodations should begin this process as soon as possible. Students should be aware that the process for accommodations may take time to be established and implemented (approximately 2 weeks). The first step is to contact the disability coordinator at your campus to make an official request for accommodations. This will initiate an interactive process between the student and school. Accommodations will be determined based on student disclosure, discussion with disability coordinator, and documentation from a trained professional qualified to assess the disabling condition in question. All accommodations are considered on a case by case basis.
It is standard practice for a university or college to require documentation of disabilities when an individual puts the disability at issue. Alliant has the right to request documentation of any disability, disabling condition or nature of functional limitations due to the disability, but may choose not to exercise this right in some instances when a disability is readily visible and the student is able to describe the functional limitations. Documentation must be provided by a professional qualified to diagnose the disability. Alliant reserves the right to request for further documentation at anytime.
The professional writing the letter of documentation should be qualified to diagnosis the condition the student is requesting accommodations for. For example a chiropractor could not document a learning disability, although they might diagnosis and recommend accommodations for a physical disability. If you have further questions about this, you should consult your disability coordinator to determine who is the best individual to document a disability.
Students in an academic track that leads to licensure, should take into consideration that Alliant may accept documentation that a licensure agent may not. It is strongly suggested that students consider updating their documentation to confirm that the accommodations they receive in school is consistent to the licensing agency. This consistency is important in demonstrating a history of accommodations. Students should contact the licensing awarding agency to see what standards might apply to them.
In general, documentation must include the following:
- A diagnosis of the condition
- Assessment(s) this diagnosis is based on (testing, self-reports, what diagnostic criteria are met)
- How this condition impairs or impacts the student in the educational setting
- Recommended accommodations and services
- Qualifications of the professional making the diagnosis
Please note that the University has the right to determine accommodations through an interactive process with the student. Recommendations from the professional will be taken into consideration but may not necessarily be implemented.
The following is a more specific description of what is needed in documenting a disability:
The qualifications of the evaluator, the testing procedures followed, the instruments used to assess the disability, the test results, and an interpretation of the test results, which includes a diagnosis of a specific learning disability. Such documentation must reflect the individual’s present achievement level, be as comprehensive as possible, and adequately measure cognitive abilities and academic achievement skills. For assessment of learning or attentional disabilities, the achievement test should sample reading, math, and writing. It must include test results for at least the following characteristics: intelligence, vocabulary, reading rate, reading comprehension, spelling, mathematical comprehension, memory, and processing skill.
Documentation should state the disability or disabling condition that impacts the student’s academic functioning. This should include the methodology used. This may include but not limited to tests, assessments and/or clinical information.
It is always preferable to have recent documentation. Many students who were tested in elementary and high school, have received services throughout their education, and reasonably can be assumed to continue to have the disability. Nonetheless, more current documentation may be requested.
Documentation should include current level of functional limitations. This should include how the disability impacts student major life functions. These limitations should substantiate the student’s request for accommodations. This should include a description of the expected progression or stability of disability.
Documentation should include current and past accommodations, services, and applicable medications. This might include adaptive devices, assistive technology, and compensatory strategies.
If there is no documented record of a disability but the student feels there is one, the student may pursue an evaluation at his or her own expense. The Coordinator of the Office of Accessibility can assist you in finding an appropriate professional to perform an evaluation for a learning disability. However, the Office of Accessibility and Alliant are not responsible for the quality and nature of any subsequent evaluation.
Records and Privacy
The school will maintain confidential records related to the disability within the Office of Accessibility(“Accessibility”) relating to academic adjustments and accommodations based upon the student’s disability. The records will include documentation submitted to verify the disability, documentation requests for reasonable accommodations, and correspondence with the “Accessibility” coordinator. Information will only be released on a need to know basis such as clarify accommodation requests or in the case of grievances. The records are subject to FERPA/HIPAA rules and regulations.
Accommodation Forms and Documents
Forms for Documenting Disability
It is the responsibility of each student to provide a comprehensive evaluation that verifies the disabling condition and resulting limitations. This documentation must be from a professional qualified to diagnose and treat the disability and validity must reflect the student’s current level of functioning.