ADA Office

Transition from High School to College

Legal Requirements

• The Americans with Disabilities Act prohibits discrimination on the basis of disability in employment and public accommodations.
• There must be equal access to all facilities, programs, services, and activities of the college.
• The college is NOT covered under the Individuals with Disabilities Education Act (IDEA which applies to K-12 institutions and requires individualized education plans (IEPs).

What Is a Disability as Defined by the ADA?

• A physical or mental impairment that substantially limits one or more major life activities
• What Is a Major Life Activity? Breathing, Seeing, Walking, Working, Hearing, Caring for oneself, Speaking, Learning

Who Is Covered?

• Protects all persons with a disability from discrimination in an educational setting based solely on a disability.

How to receive accommodations?

•  Once accepted as a JSCC student, please contact the ADA Office and self-identify as a student with a disability
•  Provide current sufficient documentation of a disability
•  Set up an Intake appointment to review documentation, discuss eligibility and reasonable accommodations

What About Documentation?

• Who is responsible for providing documentation?
  • Under The ADA/504 Postsecondary, it is the student's responsibility to provide adequate documentation of disability

Classroom Placement

• IDEA - Placement in special classrooms, resource, or regular classroom
• ADA/504 - Placement in regular classroom with accommodations

What Is The Required Documentation? (Requirements vary with the disability.)

• Health Condition, Mobility, Hearing, Speech, Vision - A report from a treating professional with a clearly stated diagnosis with defined levels of functioning and any limitations. Also provide documentation of any current treatment and medication with a current letter/report (within 1 year), dated and signed.
• Psychological Disorder - A letter or report from a mental health professional with a clearly stated diagnosis and defined levels of functioning and any limitations. Also, supporting test data, history and documentation of current treatment and medication (within a year)
• Traumatic Brain Injury - A comprehensive evaluation report by an appropriate specialist which includes the following information:
  1. Assessment of cognitive abilities, including processing speed and memory.
  2. Analysis of educational achievement skills and limitations (reading, writing, spelling and math abilities).
  3.  Defined levels of functioning and limitations in all affected areas (communication, vision, hearing, mobility, psychological, seizures, etc.)
  4. Current treatment and medication.
  5. Current letter/report, (within one year) dated and signed
• Learning Disability - A comprehensive evaluation report from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or diagnostician, including the following:
  1. Clear statement of presenting problem; diagnostic interview
  2. Educational history documenting the impact of the learning disability
  3. Alternative explanations and diagnoses are ruled out
  4. Relevant test data with standard scores are provided to support conclusions
  5. Defined levels of functioning and any limitations, supported by evaluation data
  6. Current report (within 3 years of enrollment date) signed and dated
• Attention Deficit Disorder ADD/ADHD - A comprehensive evaluation report from a physician, psychiatrist, clinical psychologist, neurologist, or neurophysiologist including:
  1. Clear statement of presenting problem; diagnostic interview
  2. Evidence of early and current impairment in two different environments
  3. Alternative explanations and diagnoses are ruled out
  4. Relevant test data with standard scores provided to support conclusions
  5. Clearly stated diagnosis of ADD or ADHD based upon DSM-IV criteria
  6. Defined levels of functioning and any limitations, supported by data
  7. Current report (within 3 years of enrollment date) dated and signed
• PLEASE NOTE - A High School IEP, 504 Plan, and/or a letter from a physician or other professional will not be sufficient to document ADD or ADHD. Medication cannot be used to imply a diagnosis.

What are classroom accommodations?

• Examples:
  1. Extended time for tests/quizzes
  2. Testing in a distraction-reduced environment
  3. Use of a tape recorder
  4. Use of an electronic Speller
  5. Enlarge tests and handouts

Accommodations and Accessibility

• Interpreters, Books on tape, TDD Readers/Proctors, Buildings/Facilities, Information Programs & Materials, Activities & Services

Institutions are not responsible for personal services such as:

• Attendants, tutors, readers, typists Personal devices such as hearing aids, wheelchairs, guide dogs, etc.

Plan Ahead

• Choose the college you plan to attend
• Request the requirements for admission
• If admitted, you may contact the Jefferson State ADA Office and set up an appointment (205) 856-6077 alemaster@jeffstateonline.com