Policies & Procedures

Students with documented disabilities are eligible to register with the Office of Student Accessibility Support Services. According to the Americans with Disabilities Act (ADA), an individual with a disability is defined as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. 

Once a student is registered with the Office of Student Accessibility Support Services, they may request reasonable and appropriate accommodations to ensure access. Accommodations will be considered on a case-by-case basis. 

The following guidelines have been developed to assist students in gathering information which may aid the Office of Student Accessibility Support Services in 1) verifying the presence of a disability, which substantially limits a major life activity and 2) establishing the need for accommodation, due to barriers created by the disability, in order to assure equal access. The guidelines outlined here are not all-inclusive and should not be viewed as such. Documentation is reviewed on a case-by-case basis.

Please note: prospective students should not submit any documentation to the Office of Student Accessibility Support Services prior to officially enrolling at the college.

Current students may submit any and all documentation in support of their request for accommodation. They should not delay meeting with the Accessibility Coordinator out of a concern for not having appropriate paperwork. The Office of Student Accessibility Support Services will meet with any interested student and provide individual guidance on necessary documentation.

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Mobility, Systemic, or Health-Related Disabilities:

• A diagnosis or other identification of disability
• An assessment of current functional limitations, major life functions limited, and barriers created by the disability
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Hearing Loss:

• An audiological evaluation and/ or audiogram which reflects current levels of functioning, particularly if hearing loss is progressive
• An assessment of current functional limitations, major life functions limited, and barriers created by the hearing loss
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Visual Impairments or Blindness:

• An ocular assessment or evaluation which reflects current levels of functioning
• A low-vision evaluation of residual visual function, when appropriate
• An assessment of current functional limitations, major life functions limited, and barriers created by the visual impairment or blindness.
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Specific Learning Disabilities, Attention Deficit Hyperactivity Disorder, and/ or Psychological Disorders Affecting Learning:

• A comprehensive psycho-educational or neuropsychological report which reflects current levels of functioning and includes:
  • Evaluation by a qualified diagnostician with comprehensive training and experience (i.e. licensed clinical psychologist, school psychologist, educational psychologist, neuropsychologist, psychiatrist, other relevantly trained medical doctors)
  • Diagnostic Interview, including a description of the presenting problem(s) or referral concern(s); relevant developmental, medical, psycho-social, and employment history (including evidence of early onset for ADHD diagnoses); family history; language history and current level of English fluency; current medications; and a discussion of co-morbidity, as appropriate
  • Assessment, including standardized achievement assessment, standardized cognitive assessment, standardized behavioral rating scales, informal achievement assessment, observation, and other relevant data
  • Clinical summary, which includes relevant educational classifications, DSM-5 diagnoses, or other diagnoses and demonstrates current functional limitations, major life functions limited, and barriers created by the cognitive impairment
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Traumatic Brain Injuries and/ or Concussions:

• A comprehensive neuropsychological evaluation which reflects current levels of functioning and includes:
  • Evaluation by a qualified diagnostician with comprehensive training and experience
  • Diagnostic interview, including a description of the presenting problem(s) or referral concern(s); relevant self-report and third-party information regarding developmental history, family history, learning or psychological difficulties, medical history, and academic history; current medications; and a discussion of co-morbidity, as appropriate
  • Assessment of the following areas: attention, visual perception, visual reasoning, language, academic skills, memory/ learning, executive functioning, sensory, motor, and social-emotional functioning
  • Clinical summary, which includes relevant educational classifications, DSM-5 diagnoses, or other diagnoses; clinical impressions and expected timelines for improvement and/ or resolution, as appropriate; and demonstrates current functional limitations, major life functions limited, and barriers created by the brain injury.
• Recommendations regarding accommodations which may provide access
• Information regarding assistive technology and accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Documentation containing the following information may assist the Office of Student Accessibility Support Services in determining appropriate accommodations for students with Psychological, Psychiatric, and/ or Mental Health Disabilities:

• A specific, current diagnosis or identification of disability consistent with the DSM-5, which includes any relevant specifiers and subtypes
• An assessment or description of current symptoms, functional limitations, major life functions limited, and/ or barriers created by the disability
• Details regarding date of diagnosis, ongoing treatment (if applicable), and treatment plan (if applicable)
• Prescribed medications, including dosages, schedules, side effects, and consistency of utilizing medications
• Recommendations regarding accommodations which may provide access
• Information regarding accommodations which have been helpful in the past
• Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.)

Emory & Henry College recognizes the highly confidential nature of disability-related information. The Office of Student Accessibility Support Services complies with the Family Educational Rights and Privacy Act (FERPA) regarding access to this information.

Disability-Related information released to the Office of Student Accessibility Support Services will be maintained in the Office of Student Accessibility Support Services, separate from other educational records. Information will be kept in locked storage for the duration of a student’s education at Emory & Henry and for seven (7) years following the graduation, withdrawal, or separation of the student from the college. Seven years after last contact with the student, the file and its contents will be shredded.

Disability-related information will be released to college personnel only on an as-needed basis. Whenever possible, the student will be notified before information is released. Further, the Office of Student Accessibility Support Services will make every reasonable effort to respect confidentiality and disclosure preferences of the student.

Disability-related information will never be released to personnel outside of the college without permission from the student, in the form of a signed release of information form. Exception to this policy may occur if the student has granted a parent or guardian permission to access their educational records through a FERPA release form.

I. Purpose

This is Emory & Henry College’s grievance procedure mandated under the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The ADA and Section 504 prohibit the college from excluding people from participation in its educational programs or activities based on their disability, from denying them the benefits of such programs or activities, and from discriminating against such individuals. The ADA and Section 504 also require a process for grievance relating to disability-based discrimination.

II. Scope

This procedure applies to Emory & Henry College, including the School of Heath Sciences.

Any student who believes that they have been discriminated against on the basis of disability or have been denied access or accommodation required by law may make a complaint under this procedure. Further, faculty and staff who believe that approved accommodations are unreasonable and/ or inappropriate may make a complaint under this procedure.

This is not the procedure for initially requesting accommodation from the college. Students who have documented disabilities and would like to request accommodation should refer to the Procedure for Requesting Accommodation and/ or contact the Office of Student Accessibility Support Services.

This is also not the procedure for grievances against other students or student organizations. Please refer to the Student Code of Conduct and/ or the Dean of Students’ Office for more information regarding grievances against other students or student organizations.

III. Student Procedure for Filing A Complaint

Students who believe that they have been discriminated against on the basis of disability or have been denied access or accommodation may follow the steps outlined below. Students are encouraged to make a complaint as soon as possible following the alleged discrimination or denial of access. Complaint procedures must be initiated within 60 days of the decision to be reviewed, unless the student can show good cause for the delay.

Until a resolution to the complaint has been reached, the decisions made by the Office of Disability Support Services should remain in place.

Prior to filing a formal complaint, students are encouraged, but not required, to speak to the Director of Disability Support Services regarding the concern. Often, complaints can be resolved at this level without the need for a formal complaint.

Step 1: Informal Review by the Director of the Powell Resource Center

Students who wish to begin complaint procedures should begin by requesting a meeting with the Director of the Powell Resource Center. During this meeting, the Director of the PRC will discuss the complaint with the student. If the Director of the PRC believes the complaint can be resolved informally, they will try to do so, working with all involved parties. If the Director of the PRC believes the complaint should be resolved formally, they will provide the student with the Student Complaint Form (found in the student handbook) to issue a formal complaint.

Step 2: Formal Review

The student should complete the Student Complaint Form (found in the student handbook). This form should be submitted to the Director of Human Resources. Following receipt of the official complaint form, the formal complaint will be reviewed and acknowledged within 15 business days of receipt. The complaint will be investigated, evaluated, and addressed within 30 business days of the date of acknowledgement. The investigation/ evaluation process is conducted by the Provost or his/ her designee and includes interviews with the complainant, those involved in the complaint, and any other associated parties. Signed statements can be requested and consultation with other campus administrators may be utilized. Upon completion of the review, the student will be notified regarding actions taken to resolve the complaint.

IV. Faculty Procedure for Filing a Complaint

Faculty or staff who believe that approved accommodations are unreasonable and/ or inappropriate may follow the steps outlined below. Complaint procedures must be initiated within 60 days of the decision to be reviewed, unless the faculty member can show good cause for the delay.

Until a resolution to the complaint has been reached, the decisions made by the Office of Student Accessibility Support Services should remain in place.

Step 1: Informal Review by the Director of Disability Support Services

Faculty who wish to begin complaint procedures should begin by requesting a meeting with the Director of Disability Support Services regarding their concerns. During this meeting, the Director of DSS will discuss the concerns. If the faculty member and the Director of Disability Support Services believe that the complaint can be resolved informally, they will attempt to do so by working with all involved parties. If the complaint is not able to be resolved informally or if the faculty member is not satisfied with the informal resolution, the faculty member may proceed to step 2.

Step 2: Formal Review by the Director of the Powell Resource Center and/ or Provost

The faculty member may submit the complaint in writing to the Director of the Powell Resource Center and the Provost. The complaint should clearly define the problem, describe the outcome of step 1, and state the specific relief requested. The Director of the PRC and Provost will then consider the facts, conduct an investigation, and make a decision. The decision will be communicated to all involved parties within a reasonable time after the complaint is received. 

Emory & Henry College recognizes the importance of providing reasonable accommodations in its housing policies and practices where necessary for individuals with disabilities to fully participate in the College housing program. This policy explains the specific requirements and guidelines that govern requests for reasonable accommodation in College housing. Emory & Henry reserves the right to amend this policy at any time as circumstances require. Students who request housing accommodations should follow the process outlined below.

Students who request housing accommodations must complete the Disabilities Disclosure and Accommodation Request Form, available here or in the Powell Resource Center. This form should be submitted in conjunction with documentation of disability to the Accessibility Coordinator in the Powell Student Success Center.

 At the minimum, documentation must include evidence of a documented disability and supporting evidence for the specific accommodation requested. Documentation will be considered on a case-by-case basis and must be supplied by a reliable third party. Documentation may not be accepted if written by professionals related to the student. Documentation may not be necessary for obvious or visible disabilities. Please contact the Accessibility Coordinator with specific inquiries regarding documentation.

If documentation received is insufficient for the Office of Student Accessibility Support Services to determine whether an accommodation is reasonable and appropriate, the Accessibility Coordinator will inform the individual in writing and may request additional information, including permission to speak directly with the reliable third party supplying the documentation, within ten (10) business days of receiving the verification.

The student making the request for accommodation must cooperate with the Office of Student Accessibility Support Services in a timely manner in providing all information needed to determine whether the requested accommodation is necessary.

Emory & Henry will accept and consider requests for reasonable accommodation in residential facilities at any time. The student making the request should provide the form and documentation to the Accessibility Coordinator as soon as possible before moving into College residential facilities. However, if the request for accommodation for the fall semester is made after February 15^th for returning students or after May 15^th for new students, or if the request for accommodation for the spring semester is made after October 15^th for new or returning students, Emory & Henry College cannot guarantee that it will be able to meet the individual’s accommodation needs during the first semester or term of occupancy. 

If the need for accommodation arises when an individual already resides in College housing, the student should contact the Office of Student Accessibility Support Services and provide the request form and documentation as soon as possible. Emory & Henry will accept and consider all requests, but cannot guarantee that it will be able to meet the accommodation needs during the semester or term in which the request is received.

All requests must be renewed annually by February 15^th. Updated documentation may be required for students with changing prognoses.

Following receipt and approval of a request for housing accommodation, the Accessibility Coordinator will notify the student in writing of the approval and communicate with the Director of Housing regarding an appropriate housing assignment for the student.

Students with an approved accommodation will select rooms in the first week of April. Students will be scheduled to choose rooms in room draw order before the room draw process takes place. Students and their roommates must meet with the Director of Housing and sign the housing contract for the upcoming year. All students must be present for the signing or be represented by a proxy.

Students who wish to request dining accommodations, due to diagnoses requiring dietary alterations, should complete the process to register with the Office of Student Accessibility Support Services, including providing documentation of their diagnoses. Students will then meet with the Accessibility Coordinator to discuss the request and to determine whether the request seems reasonable.

If the request is determined to be reasonable and appropriate, the Accessibility Coordinator will request that the student sign a Release of Information for communication with Student Life. The Accessibility Coordinator will then pass the request to Student Life, who will implement accommodations, as appropriate.

Students with temporary diagnoses, disabilities, or impairments who wish to request temporary accommodations should complete the process to register with the Office of Student Accessibility Support Services, including providing documentation of their diagnoses, symptoms, and prognosis. Students will then meet with the Accessibility Coordinator to discuss the request and to determine whether the request is reasonable and appropriate.

If the request is determined to be reasonable and appropriate, the Accessibility Coordinator will work with the student to develop an appropriate accommodation plan. 

EMOTIONAL SUPPORT ANIMALS

 

*BRINGING AN ANIMAL ON CAMPUS BEFORE IT IS APPROVED IS A VIOLATION OF THE STUDENT CONDUCT CODE. IF AN UNAPPROVED ANIMAL IS FOUND ON CAMPUS, IT WILL BE REMOVED AND THE STUDENT WILL HAVE TO WAIT UNTIL THE FOLLOWING SEMESTER TO REGISTER IT.*

Emory & Henry welcomes emotional support animals (ESA’s) into its residential facilities as a housing accommodation for students with documented mental health disabilities. A disability is defined as an impairment that substantially limits one or more life activities.

ESA’s are only permitted following an application and approval by the ESA Committee. Animals (apart from fish) housed in residential facilities without approval constitute a violation of the student code of conduct and must be removed.

To inquire about an emotional support animal, please contact the Accessibility Coordinator.

Because ESAs are considered housing accommodations, students applying for an ESA must meet the housing accommodation deadlines outlined below. Applications received after these dates will be considered, but accommodation may not be available until the following semester.

If the request for accommodation for the fall semester is made after February 15th for returning students or after May 15th for new students, or if the request for accommodation for the spring semester is made after October 15th for new or returning students, Emory & Henry College cannot guarantee that it will be able to meet the individual’s accommodation needs during the first semester or term of occupancy.

If the need for accommodation arises when an individual already resides in College housing, the student should contact the Office of Student Accessibility Support Services and provide the request form and documentation as soon as possible. Emory & Henry will accept and consider all requests, but cannot guarantee that it will be able to meet the accommodation needs during the semester or term in which the request is received.

All requests must be renewed annually by February 15th. Updated documentation may be required for students with changing prognoses.

SERVICE ANIMALS

Emory & Henry welcomes students, faculty, staff, and community members who utilize service animals on and around campus. Under the ADA, a service animal is defined as a dog that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person’s disability. Animals that provide comfort, but are not trained to perform a specific work or task do not qualify as service animals.

Persons with service animals on Emory & Henry’s campus are invited to register with the Office of Student Accessibility Support Services in order to facilitate access around campus, but are not required. 

However, if you live on campus and utilize a service animal, you must notify the Accessibility Coordinator prior to move-in. Please contact the Accessibility Coordinator with questions regarding service animals.

Emory & Henry College is committed to ensuring equal access to academic opportunities. Therefore, it is strongly encouraged that all faculty members include a statement on their syllabi with information for students with disabilities. A sample statement can be found below. Please contact the Accessibility Coordinator with further questions or concerns. Thank you!

Emory & Henry values a diverse student body and is committed to ensuring equal opportunities to participate in academic experiences. If you anticipate or experience any barriers to learning, please discuss your concerns with the professor. If you have (or think you may have) a disability or diagnosis that would impact your educational experience in this class, please contact the Office of Student Accessibility Support Services in the Paul Adrian Powell, III Student Success Center. The Student Success Center can work with you to discuss a range of options for removing barriers, including accommodations. The Student Success Center is located on the 2nd floor of Wiley Hall and can be reached at 276-944-6792 or by email at arfenner@ehc.edu. 

If you have already developed an accommodation plan through the Student Success Center, please communicate with me privately to discuss your accommodations and to complete your Signature Form.