Center for Disability Services

What is the process?

1. Download and fill out the Intake form
2. Download and fill out the Release / receipt form
3. Identify the documentation requirements for your form of disability and collect the necessary information (see below)
4. Make an appointment for an interview with the Disability Services Coordinator.
   1. Phone number: 334-386-7185
   2. Fax number: 334-386-7124
   3. Students not attending the Montgomery campus may also request a computer mediated interview (ex. Skype) or a telephone interview.
5. For the interview bring the completed intake form, release/receipt form, and documentation. If you are not attending the Montgomery campus please fax the information to the office.

Documentation should be sent to:

Disability Services Coordinator
Faulkner University
5345 Atlanta Highway
Montgomery, AL 36109

or

disabilityservices@faulkner.edu
1-800-879-9816
1-334-386-7185
1-334-386-7124 (fax)

Request to Schedule a Test in the Testing Room

Qualifications of evaluators

Professionals conducting assessments, rendering diagnoses of specific disabilities and making recommendations for appropriate accommodations must be qualified to do so. Comprehensive training with regard to the specific disability being addressed and direct experience with an adolescent and/or adult population are essential.

The name, title and professional credentials of the evaluator, including information about license or certification (e.g., licensed psychologist), the area of specialization, employment, and state/province in which the individual practices should be clearly stated in the documentation. It is of utmost importance that evaluators are sensitive and respectful of cultural and linguistic differences during the assessment process. It is not considered appropriate for professionals to evaluate members of their own families.

Requirements for evaluators of various disabilities

ADHD, Learning Disabilities and Mental Health or Psychiatric disabilities

Professionals must have training in differential diagnosis and pertinent psychiatric disorders. Examples of qualified professionals are psychologists, neuropsychologists, psychiatrists, and other relevantly trained individuals.

Chronic illness/health

Specialist in field that covers particular illness or health condition. Examples of qualified professionals include gastroenterologist, rheumatologist, endocrinologist, internal medicine, or other physician knowledgeable to condition.

Developmental Disability (i.e. Autism Spectrum Disorder)

Professionals conducting assessments and rendering diagnoses of Developmental Disabilities must have training in differential diagnosis and pertinent psychiatric disorders. Examples of qualified professionals include neurologist, psychiatrist, clinical psychologist, and neurodevelopmental physician.

Head injury / Traumatic Brain Injury

Professionals conducting assessments and rendering diagnoses of Traumatic Brain Injury must have post-doctoral training in identification and treatment of TBI. Examples of qualified professionals include neuropsychologists, educational psychologists with postgraduate concentration in cognitive strategy development and remediation, and relevantly trained clinical psychologists.

Mobility / Physical

Specialist in field that covers mobility / physical conditions. Examples of qualified professionals include physical therapist, orthopedic surgeon, and physician knowledgeable to condition.

Speech and Communication Conditions

Specialist in field that covers the various speech and communication disorders such as a speech language clinician.

Documentation Guidelines

Students who request to be considered for reasonable accommodations under section 504 of the Rehabilitation Act and the appropriate titles of the Americans with Disabilities Act must submit a current written documented verification from a licensed physician, psychologist, or other qualified professional. A school plan, such as an IEP or a 504 Plan, is not sufficient documentation, but may help to establish a history of the disability.

It is the responsibility of the student to obtain documentation and present a copy to Center for Disability Services. If documentation is not adequate, the student will be duly notified. It is the student’s responsibility to obtain additional information when requested.

To be considered for reasonable accommodations, you must apply directly to the director of Center for Disability Services . Other university entities do not forward documentation of a student’s disability to Center for Disability Services.

Please be aware that Faulkner University reserves the right to determine if the condition or the diagnosis rises to the level of a disability under the ADA and what constitutes reasonable accommodations as well as the fundamental nature of the program.

Documentation should meet all seven (7) criteria listed below:

1. Licensed or credentialed evaluator: this individual has specific training or expertise related to the condition being diagnosed, and who is not related to the individual.
2. Clear diagnostic statement, including diagnostic sub-types where relevant: this describes how the condition was diagnosed and provides information on the functional impact of the condition. A full clinical description will convey this information, as will diagnostic codes from the DSM-V.
3. Description of the diagnostic methodology used: to include diagnostic criteria, evaluation methods, tests and dates of administration, clinical narrative, observations, and results. Diagnostic methods must be congruent with the particular disability and with current professional practices in the field.
4. Description of the current functional limitations: the disabling condition helps establish the possible disability and identify possible accommodations. A combination of the individual’s self-report, results of formal evaluation procedures and clinical narrative are recommended.  Quality documentation will demonstrate how a major life activity is significantly, amply, or substantially limited by providing evidence of frequency and pervasiveness of the condition(s).
5. Description of the progression or stability of the disability: provide a) over time and b) in context.
6. Description of current and past accommodations, services or medications: please include items that have worked and items that have not worked. For example, a medication has that has side effects thus interfering with a student accessing the educational environment may require a reasonable accommodation from our office.
7. Recommendation: in this section the professional provides recommendations for accommodations, assistive devices, assistive services, compensatory strategies, and/or collateral support services that correlate with the educational need of the student.

Recommendation for consideration of current documentation:

• Learning Disability documentation should be no more than 5 years old
• ADHD documentation should be no more than 3 years old.
• Traumatic Brain Injury (TBI) and other conditions that are frequent to change or subject to medication or other treatments should be renewed once a year.

Situations where flexibility in documentation will occur:

• Previous assessment is applicable to the current or anticipated setting
• Student was an adult at the time of testing
• Student has a long-standing history of receiving accommodations or services in school or in another postsecondary institution
• Original testing used measures that were normed on adult populations

Specific Documentation Guidelines:

1. Learning Disabilities
2. Attention Deficit/Hyperactive Disorder
3. Psychological
4. Mobility/or Chronic Health Disorders
5. Low Vision or Blindness
6. Deaf or Hard of Hearing

Types and specific documentation required:

Learning Disability

Specific Learning Disability

Examples:

• Communication (ex. Nonverbal Learning Disorder)
• Mathematics (ex. dyscalculia)
• Reading (ex. Reading comprehension; dyslexia …)
• Writing / written expression (ex. Dysgraphia)

Documentation (complete test and subtest results including standard scores and / or percentiles from reliable, valid, and standardized measures)

• Intellectual assessment using complete and comprehensive battery
• Complete achievement battery
• Evidence that alternative explanations were ruled out

Speech Language Disorders

• Specific diagnosis, including presenting problems
• Developmental and educational history
• Evidence that demonstrates current impact of a speech / language disorder on reading, written expression, and / or learning

Physical / Sensory Disability

Hearing Impairments (Deaf or Hard of hearing)

• Most recent audiogram and / or
• Evaluation of communication skills including
  • Speech
  • Reading
  • Receptive / expressive language skills

Medical conditions (ex. Diabetes and epilepsy)

Examples

• Diabetes
• Epilepsy
• Orthopedic impairments (Cerebral palsy, amputation, congenital birth defect …)

Documentation

• Specific diagnosis and age / date of onset
• Current and / or prior course of medical treatment, including the impact of medical treatment specific to the student
• Current and / or previous therapy outcomes (ex. Counseling, PT, OT …)
• Current impact on student’s education (absences, reduced school schedule …)
• Current impact on academic functioning (psychological or neuropsychological evaluations, grade reports, transcripts, and / or other standardized testing)

Vision Impairments

Examples:

• Blind
• Sight cannot be corrected to “normal level” through glasses and/or contacts

Documentation required

• Specific ocular diagnosis
• Record of complete ocular examination from within the past 12 months
• Results of a measure of reading (decoding, rate, and comprehension) if the diagnosed condition is purported to effect reading

Psychological Disability

General documentation requirements:

• Age of onset and course of illness
• Psychological tests used
• History of treatment for the disorder
• How the impairment affects functioning across settings

ADHD (inattentive, hyperactive or combined)

• Evidence of early impairment
• Evidence of current impairment, including presenting problem and diagnostic interview
• Evidence that alternative explanations were ruled out
• Results from valid, standardized, age-appropriate assessments
• Number of applicable DSM-IV or DSM-V criteria and description of how they impair the individual

Autism Spectrum Disorder

• Adaptive behavior
• Executive functioning
• Attention
• Mental health
• Academic fluency

Psychiatric Disorder (ex. Mood / anxiety disorders, PTSD)

Emotional Behavioral Disorder (ex. Oppositional Defiant Disorder, Conduct Disorder …)

Traumatic Brain Injury (TBI)

• Date of accident
• Status and diagnosis
• Current and / or previous therapy outcomes (ex. Counseling, PT, OT …)
• Evidence of current, continued educational impairment relating to requested accommodations, supported by objective data (psychological / neuropsychological testing, observations, rating scales …)

Other Psychological / Cognitive Disability including Intellectual Disorder

• Full Scale IQ required

The Center for Disability Services: Project Key (CDS) acknowledges that individuals with temporarily disabling conditions that are a result of injuries, surgery or short-term medical conditions may need access to services and resources similar to individuals with permanent disabilities.

Examples of temporary disabilities

• Broken limbs
• Hand injuries
• Short-term impairments following surgery / medical treatments

Documentation

When requesting accommodations for a temporary disability, the student must submit documentation to CDS indicating:

• The type of disability
• Severity
• Limitations
• Prognosis
• Estimated duration of the disabling condition
• Adverse side effects caused by medications
• Recommended accommodations

Documentation should be recent enough to identify current limitations.  Accommodations stop once the temporary disability has ceased to exist.

How to register with CDS

1. Download and fill out the Intake form
2. Download and fill out the Release / receipt form
3. Gather required documentation
4. Make an appointment for an interview with the Disability Services Coordinator.
   • Phone number: 334-386-7185
   • Fax number: 334-386-7124
   • Students not attending the Montgomery campus may also request a computer mediated interview (ex. Skype) or a telephone interview.
5. For the interview bring the completed intake form, release/receipt form, and documentation. If you are not attending the Montgomery campus please fax the information to the office.
6. Accommodations will be based off the interview and the docume

Section I. Introduction and Background

Faulkner University recognizes the importance of providing reasonable accommodations in its housing policies and practices where necessary for individuals with a disability to use and enjoy University Housing. This Policy explains the specific requirements and guidelines which govern requests for reasonable accommodation in University Housing regarding Assistance Animals. For the purpose of this policy, such animals provide emotional support or comfort to persons with disabilities who have a disability-related need for such support or comfort.

Faulkner University reserves the right to amend this policy at any time as circumstances require.

Section II. Procedure for Requesting Reasonable Accommodation for Assistance Animals

The Center for Disability Services: Project Key is responsible for evaluating whether to grant or deny requests for reasonable accommodation in University Housing.  In evaluating the request, Disability Services will consult with University Housing, as necessary, to determine whether the requested accommodation is necessary and reasonable. Individuals with a disability who reside or intend to reside in University Housing who believe they need a reasonable accommodation must contact Disability Services.

Requests for reasonable accommodation in University Housing policies and practices are governed by the following requirements:

1. Requesting a housing accommodation
   1. An individual with a disability must request a reasonable accommodation. For an accommodation related to an Assistance Animals, the student must complete the “Assistance Animals in University Housing Policy and Form”. Copies of the request form are available via the Project Key website and in the Disability Services office.  If the individual requires assistance in completing the request form because of his/her disability, Disability Services will provide assistance in completing the form.
   2. Faulkner will accept and consider requests for reasonable accommodation in University housing at any time; however, the request must be made prior to moving into University housing.  If the request for accommodation is made fewer than 60 days before the individual intends to move into University housing, Faulkner cannot guarantee that it will be able to meet the individual’s accommodation needs during the first semester or term of occupancy.
   3. If the need for the accommodation arises when an individual already resides in University housing, he/she should contact Disability Services and complete the request form as soon as practicably possible during the semester in which the request is received.
   4. Faulkner will attempt to provide a written response to a reasonable accommodation request within fourteen (14) business days of receiving the information described in paragraph 2 below.
2. Disability Services shall limit its requests for information to only the information necessary to verify whether the individual making the request has a disability and/or to evaluate if the requested accommodation is necessary to use and enjoy University housing.
   1. Obvious Disability and Obvious Necessity: If the individual’s disability and the necessity for the accommodation are obvious (e.g. an individual with a physical disability using a wheelchair needs an accessible room), the individual need only explain what type of accommodation he/she is requesting. No verification of disability and/or necessity is required under these circumstances.
   2. Non-Obvious Disability and/or Non-obvious Necessity
      1. If the disability is obvious but the need for the accommodation is not obvious, Disability Services will require the individual to complete the Reasonable Accommodation Verification Form for University Housing (“Verification Form”) to submit reliable documentation of the individual’s disability related need for the emotional support/therapy/comfort animal but may not seek information about the individual’s disability.
      2. If the disability and necessity for the accommodation are not obvious, Disability Services will require the individual to complete the Verification Form to submit reliable documentation of a disability and the individual’s disability related need for the emotional support/therapy/comfort animal. “Reliable documentation” of a disability and/or of an individual’s disability-related need for an emotional support/therapy/comfort animal is appropriate documentation provided from a physician, psychiatrist, clinical psychologist or other appropriate licensed professional.
      3. Barring unforeseen circumstances, within seven (7) business days of receiving the completed Verification Form, the Director of Disability Services, will determine if the accommodation is necessary because of a disability to provide the individual an equal opportunity to use and enjoy University Housing.
      4. If the third party returns the Verification Form without sufficient information for Disability Services to determine whether an accommodation is necessary within seven (7) business days of receiving the verification, the Director of Disability Services will inform the individual in writing of the verification’s insufficiency and may request additional information, including speaking directly with the individual supplying the verification.
      5. The individual requesting the accommodation must cooperate with Disability Services in a timely manner in providing all information needed to determine whether the requested accommodation is necessary.

1. Determination of reasonableness
   1. Disability Services, after consulting with Housing, may deny the requested accommodation if implementing the accommodation is not reasonable.
   2. An accommodation is unreasonable if it: (1) imposes an undue financial and/or administrative burden; (2) fundamentally alters University Housing policies; (3) poses a direct threat to the health and safety of others or would cause substantial property damage to the property of others, including University property; and/or (4) is unduly disruptive to the operation of the affected University housing facility.
2. Approval of accommodation
   1. If Disability Services determines a requested accommodation is necessary and is not unreasonable, it will contact the individual, in writing which includes e-mail, within seven (7) business days of its determination, to arrange a meeting to discuss the implementation of the accommodation.
3. Denial of accommodation / appeal
   1. If Disability Services determines an accommodation of some sort is needed but that the requested accommodation is unreasonable, Disability Services will contact the individual, in writing which includes e-mail, within seven (7) business days of its determination and engage in an interactive process with the individual to determine if there are alternative accommodations that might effectively meet the individual’s disability-related needs.
   2. If the individual is unwilling to accept any alternative accommodation offered by Disability Services or there are no alternative accommodations available, Disability Services will provide a verbal explanation and written notification to the individual of the denial, the reasons for the denial, the right to appeal the decision, and the procedures for that appeals process. The notification shall be in writing and made within seven (7) business days of the notification from the individual of his/her unwillingness to accept any of the alternative accommodations offered or the determination that there are no alternative accommodations available.
   3. The appeal process is explained at https://www.faulkner.edu/undergrad/student-life/living-on-campus/student-services/student-complaint-process/.
   4. One may also file a complaint through the Office of Civil Rights
      1. Southeast Region – Atlanta (Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee)
         Timothy Noonan, Regional Manager
         Office for Civil Rights
         U.S. Department of Health and Human Services
         Sam Nunn Atlanta Federal Center, Suite 16T70
         61 Forsyth Street, S.W.
         Atlanta, GA 30303-8909
         Customer Response Center: (800) 368-1019
         Fax: (202) 619-3818
         TDD: (800) 537-7697
         Email: ocrmail@hhs.gov
      2. HUD/FHA http://portal.hud.gov/hudportal/HUD?src=/program_offices/fair_housing_equal_opp/complaint-process
4. Confidentiality and Recordkeeping
   In processing requests for reasonable accommodations, Faulkner will take all steps required by federal, state, and/or local law to protect the confidentiality of any information or documentation disclosed in connection with the requests. Such measures may include limiting access to such information to individuals specifically designated to determine and implement requests for reasonable accommodations, who will disclose the information only to the extent necessary to determine whether to grant the request, determine if the request is unreasonable, and implement any request granted, keeping all written requests and accompanying documentation in a secure area to which only those designated individuals have access, except as otherwise required by law.

Section III. Assistance Animal Forms

Assistance Animals in University Housing Policy and Form

On-Campus Animal Housing

Policies and Procedures

It is Faulkner University policy that all on-campus residents are required to purchase a 14 or 20 meal per week plan. Meal plans may be used at the J.L. Perry Cafeteria or the Grille, which offer a variety of hot entrees, sandwiches, salads or snacks.

Faulkner recognizes the some students may have medical conditions that require special diets and/or special care through dining services.  Through the collaborative efforts of the Center for Disability Services and the Campus Dining program, meals that meet the needs of individuals that require special diets and/or special care are created.  If, through the collaborative efforts, no reasonable accommodations can be designed, students may request an exemption to the meal plan through Disability Services.  In order to ensure that each request is considered in a consistent and appropriate manner, students should follow the guidelines listed below.

Guidelines for Documentation

Students who wish to request medical accommodations for the meal plan should have their qualified evaluator submit a letter containing the following information:

• A current statement of the diagnosis and date of onset
• A summary of the procedures and laboratory results used to arrive at the diagnosis.
• Explain why the regular menu with self-selection is detrimental to the student’s health.
• List the diet/diets recommended for this student.
• Indicate if this student should receive guidance in how to select food appropriate for his/her diet.
• An estimate of the length of time that this treatment will be necessary

The letter should be on letterhead, dated and signed by the physician. Documentation on prescription pads is not acceptable.

When the documentation is received it will be reviewed and a consultation with a physician will be scheduled as necessary.  Students will be notified of the decision as soon as possible.

Meal Plan Accomodation Form

Request for Meal Plan Exemption

All documentation should be sent to:

Heidi Guy
Faulkner University
Disability Services
5345 Atlanta Highway
Montgomery, AL 36109

Phone: 334-386-7185

Fax: 334-386-7124

Faculty Rights & Responsibilities

Faculty plays a large role in the implementation of accommodations for students with disabilities. Faculty members should have input and should arrange with students and the Center for Disability Services (CDS) the means for providing accommodations in a particular class. According to federal law, faculty may not refuse to provide required accommodations, question whether the disability exists when accommodations have been authorized, or ask to examine the student's documentation. Faculty has certain responsibilities in instructing students with disabilities and must actively participate in the accommodation process:

• Work collaboratively with CDS personnel to provide authorized accommodations and support services.
• Provide accommodations in a fair and timely manner.
• Meet with the student as quickly as possible upon notification of special needs. Students should initiate this meeting, but faculty may take the initiative when students are reluctant to self-advocate.
• Contact CDS with questions or suggestions regarding the appropriateness of a required accommodation. The faculty member should continue to provide the accommodation until it is set aside or modified by CDS.
• Refer the student who is requesting an accommodation without official notification to CDS in writing or by phone. If the disability is visible (use of wheelchair, hearing aids, service dog, etc.), and the requested accommodation is obviously appropriate; the faculty member should notify CDS and provide the accommodation while paperwork is being completed.
• Refer students to CDS who may benefit from or qualify for CDS services.
• Faculty should add a statement to their syllabus regarding disability accommodations (see example).

Please note:

• Accommodation letters are effective for one semester and must be requested each semester.
• Accommodations are not retroactive.
• Students have been asked to deliver a copy of their accommodation letter to each professor at the start of the semester. Students have been advised that accommodations go ‘into effect’ after the Professor and student have signed the accommodation letter and the letter has been returned to Disability Services.
• Last minute student requests for accommodations that require advanced planning time may pose barriers to the provision of accommodations within the classroom.
• Accommodations are course specific. Students are asked to discuss mutually agreeable practical arrangements for each accommodation with the faculty well in advance of the need to use the accommodation(s).
• Students and faculty are encouraged to discuss accommodations for Final Exams, especially when double time or technological accommodations may require exams to be held in certain time slots and/or in specific locations.

 

All employee disability falls under Human Resources. If you have a disability yourself, you need to contact HR for assistance. Faculty and staff disability does not fall under the Center of Disability Services office.