Students with Disabilities Statement
In recognizing the unique value of each human being, the Carroll College Mission Statement is in accord with the spirit of both Section 504 Rehabilitation Act of 1973 and the Americans With Disabilities Act of 1990. Currently, the Academic Resource Center (ARC), in cooperation with other campus departments, coordinates assistance for students with special needs during their academic careers. Specifically, Carroll offers the following services to students with disabilities:
- Personal counseling from the staff in the Wellness Center;
- Coordinating accommodations with faculty for students with disabilities and special needs in the classroom, as necessary, e.g., administering tests at the ARC, additional time for tests, or other adjustments, such as (but not limited to) peer note-takers, alternative textbook formats, and other reasonable accommodations that ensure equal access to the educational experience.
- Course substitutions, credit reductions, course requirement waivers, if deemed appropriate by the Vice President of Academic Affairs. Such accommodations will be coordinated with the student, the student’s academic advisor, and the Director of the ARC.
In turn, the College requires the following from students who would like to use these services:
- Disclosure of the disability to the Director of the Academic Resource Center (ARC), preferably prior to, or immediately after, enrollment for the first semester.
- Documentation of the disability from a qualified professional whose credentials are appropriate to the disability (for example, a physician for a physical disability, a learning disabilities specialist or psychologist for a learning disability). Verification or more recent documentation may be requested by ARC or the Vice President for Academic Affairs. While a student may submit an Individualized Education Program (IEP) it is not acceptable for disability documentation. Disability documentation must follow the requirements below:
- Be typed or printed on official letterhead and be signed by an evaluator qualified to make the diagnosis and must include information about license or certification, background and area of specialization.
- Include current adult cognitive and achievement measures for students with learning disabilities and ADHD. Testing must have been completed within 3 years of enrollment, unless the assessment was completed after the age of 18 and the documentation clearly reflects current functioning. For psychiatric disabilities, assessment must have been completed within the last 12 months. These time limitations do not apply to students with physical or sensory disabilities of a permanent or unchanging nature.
- Include educational, developmental, and medical history relevant to the disability for which testing accommodations are being requested.
- Clearly state the diagnosed disability and include a DSM IV-TR clinical diagnosis as appropriate. The diagnostic report should use direct language in the diagnosis of processing deficits as well as ADHD and avoid using terms such as “suggests,” “is indicative of,” or “attention problems.”
- Fully describe functional limitations resulting from the disability.
- Include test instruments and subtest scores used to document the stated disability. This requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature.
- Include recommendations for academic accommodations and a detailed explanation of why each accommodation is required.
- State medications prescribed along with any side effects of the medication that may affect college-level study or learning.
It is important to note that Carroll College maintains the same academic standards for all students regardless of ability. Carroll College cannot provide accommodations for individuals with disabilities if the accommodation fundamentally alters the nature of the services, privileges, advantages, or opportunities provided or poses an undue burden on the College.