PSC Disability Advocacy

University Responsibilities: In academic environments, such as colleges and universities, the Americans with Disabilities Act (1990) requires equal access and equal opportunities for individuals with documented disabilities. An individual with a disability is defined as:

University Compliance: Because the ADA is a federal law, colleges and universities are required to make reasonable accommodations to ensure that students with documented disabilities are able to participate in higher education. That is, the ADA specifies that students with documented disabilities who apply for services must be granted accommodations which afford the same opportunities for academic success, unless to do so would cause unjustifiable hardship, or adversely affect the other students.

Identify Strengths and Areas of Assistance: Academic life can be stressful and difficult for any student. Identifying one's academic strengths is crucial for college success. For example, many students may function better in the mornings, or mid-morning, which may have ramifications for class scheduling. Likewise, some students study better in quiet environments, while others excel in natural environments, such as parks. Tip: Optimize your academic schedule for learning strengths. Often students find it helpful to list strengths as well as areas that may require assistance. Many students with prior documented accommodations, such as extra time on tests, may find they may need to seek assistance only in certain classes.
Identify College or University Services: A variety of academic services are available to all students, including those with documented disabilities. Unfortunately, many students are either unaware of these services or pursue them when they are already in academic jeopardy, which makes success more difficult. Consult your college or university web page, contact the Office of Student Services or Student Affairs, or consider calling the Office of Disabilities so that you can become more informed about academic services available to you (e.g., tutoring, writing labs, academic advising, etc.)
Consider Disclosing Your Documented Disability to the College or University Disability Services Office: Having a disability does not mean the student will not succeed. In fact, many students with a variety of documented disabilities obtain their baccalaureate, master's and doctorate degrees. Careful planning and disclosure of one's disability, however, is often critical for managing potentially difficult academic situations that arise during the first academic year and in subsequent years.
Seek social and/or therapeutic support: Disclosure of one's disability is a personal decision and one that many students struggle with prior to seeking services. Fears of negative repercussions from other students (e.g., others will view me as mentally or physically defective) as well as concerns about not being supported from instructors are common deterrents. The degree of red tape and confusion about university or college policies are also frequent complaints of students who decide not to pursue academic services through the disability services office. Social and/or therapeutic support is critically important for maintaining one's determination and optimism for confronting these challenges and for receiving support along the way to process one's feelings about having a disability.
Plan Ahead: Institutions specializing in higher education don't seek out the student with a disability to ensure adequate accommodations. Therefore, it is up to the student to pursue disability services. Once the proper administrator has been notified, under Section 504 of the Rehabilitation Act and further under the Americans with Disabilities Act, the college review existing documentation that is provided by the student. Typically, a large amount of disability requests are common at the end of the semester, quarter, or academic year. Tip: it is to your benefit to initiate contact and planning as soon as possible, typically within the first two weeks of the start of the academic quarter or semester.
Have the College or University Disability Services Office Evaluate Your Existing Documentation: Having a documented disability in grade or middle school or an Individualized Education Plan (IEP) in high school does not necessarily mean that the university will immediately provide you accommodations or the same accommodations previously utilized in school. Many of the existing accommodations may involve substantial modifications of college curriculums and may not be feasible. On the other hand, some accommodations may be potentially supplemented or replaced by newer technologies and other academic interventions that are available at institutions of higher learning. In academic settings, documentation from a qualified individual concerning a disability is typically viewed as acceptable for 3-4 years depending on the institution. This may mean that a student may have to pursue a re-evaluation from a qualified individual to ensure academic accommodations are still needed and are up-to-date. Many college counseling centers are able to provide psychoeducational evaluations for Learning Disorders, Attention Deficit / Hyperactivity Disorders, and other psychological conditions. For physical disabilities, updating one's documentation from a physician may be required. Tip: the sooner you apply for services, the better. Psychoeducational evaluations frequently take a month or more to complete from the start to the finish; there may or may not be a waiting list. Many insurance companies do not reimburse for psychoeducational evaluations or require pre-authorization and/or a referral from a physician. Tip: Know your insurance parameters.

The ADA Information Center (for the Mid-Atlantic Region) is one of ten regional centers established to provide training, information, and technical assistance on the Americans with Disabilities Act (ADA) to businesses, consumers, and state and local governments. Funded by the National Institute on Disability and Rehabilitation Research, under the U.S. Department of Education, each center has a toll-free hotline staffed by specialists who can answer specific questions on the ADA.

Equal Employment Opportunity Commission, 800-669-4000; http://www.eeoc.gov/

The EEOC coordinates all federal equal employment opportunity regulations, practices, and policies. The Commission interprets employment discrimination laws, monitors the federal sector employment discrimination program, provides funding and support to state and local Fair Employment Practices Agencies (FEPAs), and sponsors outreach and technical assistance programs. It contains a wealth of information about ADA requirements affecting employment.

The Heath Resource Center of the American Council on Education is the national clearinghouse on postsecondary education for individuals with disabilities. Support from the U.S. Department of Education enables the Center to serve as an information exchange about educational support services, policies, procedures, adaptations, and opportunities at American campuses, and other postsecondary training entities. Heath provides information on a broad range of disability-related topics such as accessibility, career development, functional limitations (including vision, hearing, mobility, and learning disabilities among others), and training materials designed to enhance the training of faculty and administrators who work with students with disabilities.

Disability Issues Office of the American Psychological Association ; 202-336-6038; akhubchandani@apa.org

Your Counseling Service: Timely, confidential, and professional assistance is available at the UniversityPsychological Services Center(8:00am – 5:00pm, M-F) for UC students located at 316 Dyer Hall. Phone (513-556-0648) or stop in for a no-charge screening interview.

This fact sheet is provided as a service by the University of Cincinnati Psychological Services Center and the Division of Student Affairs and Services. This fact sheet was prepared by Dr. Sean Reilley and the professional staff of the Psychological Services Center.


		Disability Advocacy University Responsibilities: In academic environments, such as colleges and universities, the Americans with Disabilities Act (1990) requires equal access and equal opportunities for individuals with documented disabilities. An individual with a disability is defined as: a student with a physical or mental impairment which substantially limits a major life activity (e.g., caring for one's self, walking, speaking, seeing, hearing, thinking, learning, concentrating, working). a student who has current documentation (e.g., recent psychoeducational evaluation confirming a learning disability) of such an impairment from a qualified professional. a student who is regarded as having an impairment (e.g., someone with a medical condition, for example, severe disfiguring burns, who is discriminated against because of prevailing attitudes about the medical condition). University Compliance: Because the ADA is a federal law, colleges and universities are required to make reasonable accommodations to ensure that students with documented disabilities are able to participate in higher education. That is, the ADA specifies that students with documented disabilities who apply for services must be granted accommodations which afford the same opportunities for academic success, unless to do so would cause unjustifiable hardship, or adversely affect the other students. Tips for Successful Student Advocacy to Ensure Academic Success *Identify Strengths and Areas of Assistance:* Academic life can be stressful and difficult for any student. Identifying one's academic strengths is crucial for college success. For example, many students may function better in the mornings, or mid-morning, which may have ramifications for class scheduling. Likewise, some students study better in quiet environments, while others excel in natural environments, such as parks. Tip: Optimize your academic schedule for learning strengths. Often students find it helpful to list strengths as well as areas that may require assistance. Many students with prior documented accommodations, such as extra time on tests, may find they may need to seek assistance only in certain classes. *Identify College or University Services:* A variety of academic services are available to all students, including those with documented disabilities. Unfortunately, many students are either unaware of these services or pursue them when they are already in academic jeopardy, which makes success more difficult. Consult your college or university web page, contact the Office of Student Services or Student Affairs, or consider calling the Office of Disabilities so that you can become more informed about academic services available to you (e.g., tutoring, writing labs, academic advising, etc.) *Consider Disclosing Your Documented Disability to the College or University Disability Services Office:* Having a disability does not mean the student will not succeed. In fact, many students with a variety of documented disabilities obtain their baccalaureate, master's and doctorate degrees. Careful planning and disclosure of one's disability, however, is often critical for managing potentially difficult academic situations that arise during the first academic year and in subsequent years. *Seek social and/or therapeutic support:* Disclosure of one's disability is a personal decision and one that many students struggle with prior to seeking services. Fears of negative repercussions from other students (e.g., others will view me as mentally or physically defective) as well as concerns about not being supported from instructors are common deterrents. The degree of red tape and confusion about university or college policies are also frequent complaints of students who decide not to pursue academic services through the disability services office. Social and/or therapeutic support is critically important for maintaining one's determination and optimism for confronting these challenges and for receiving support along the way to process one's feelings about having a disability. *Plan Ahead:* Institutions specializing in higher education don't seek out the student with a disability to ensure adequate accommodations. Therefore, it is up to the student to pursue disability services. Once the proper administrator has been notified, under Section 504 of the Rehabilitation Act and further under the Americans with Disabilities Act, the college review existing documentation that is provided by the student. Typically, a large amount of disability requests are common at the end of the semester, quarter, or academic year. Tip: it is to your benefit to initiate contact and planning as soon as possible, typically within the first two weeks of the start of the academic quarter or semester. *Have the College or University Disability Services Office Evaluate Your Existing Documentation:* Having a documented disability in grade or middle school or an Individualized Education Plan (IEP) in high school does not necessarily mean that the university will immediately provide you accommodations or the same accommodations previously utilized in school. Many of the existing accommodations may involve substantial modifications of college curriculums and may not be feasible. On the other hand, some accommodations may be potentially supplemented or replaced by newer technologies and other academic interventions that are available at institutions of higher learning. In academic settings, documentation from a qualified individual concerning a disability is typically viewed as acceptable for 3-4 years depending on the institution. This may mean that a student may have to pursue a re-evaluation from a qualified individual to ensure academic accommodations are still needed and are up-to-date. Many college counseling centers are able to provide psychoeducational evaluations for Learning Disorders, Attention Deficit / Hyperactivity Disorders, and other psychological conditions. For physical disabilities, updating one's documentation from a physician may be required. Tip: the sooner you apply for services, the better. Psychoeducational evaluations frequently take a month or more to complete from the start to the finish; there may or may not be a waiting list. Many insurance companies do not reimburse for psychoeducational evaluations or require pre-authorization and/or a referral from a physician. Tip: Know your insurance parameters. For Additional Information: ADA Information Center ; 800-949-4232; www.adata.org The ADA Information Center (for the Mid-Atlantic Region) is one of ten regional centers established to provide training, information, and technical assistance on the Americans with Disabilities Act (ADA) to businesses, consumers, and state and local governments. Funded by the National Institute on Disability and Rehabilitation Research, under the U.S. Department of Education, each center has a toll-free hotline staffed by specialists who can answer specific questions on the ADA. Equal Employment Opportunity Commission, 800-669-4000; http://www.eeoc.gov/ The EEOC coordinates all federal equal employment opportunity regulations, practices, and policies. The Commission interprets employment discrimination laws, monitors the federal sector employment discrimination program, provides funding and support to state and local Fair Employment Practices Agencies (FEPAs), and sponsors outreach and technical assistance programs. It contains a wealth of information about ADA requirements affecting employment. HEATH Resource Center , 202-994-8770/800-544-3284; www.heath.gwu.edu The Heath Resource Center of the American Council on Education is the national clearinghouse on postsecondary education for individuals with disabilities. Support from the U.S. Department of Education enables the Center to serve as an information exchange about educational support services, policies, procedures, adaptations, and opportunities at American campuses, and other postsecondary training entities. Heath provides information on a broad range of disability-related topics such as accessibility, career development, functional limitations (including vision, hearing, mobility, and learning disabilities among others), and training materials designed to enhance the training of faculty and administrators who work with students with disabilities. Disability Issues Office of the American Psychological Association ; 202-336-6038; akhubchandani@apa.org Colleges with Programs for Students with Learning Disabilities, Fifth Edition (1997), edited by Charles T. Mangrum II and Stephen S. Strichart. Peterson's Guides, Princeton, NJ. The K & W Guide to Colleges for the Learning Disabled, Fourth Edition (1999), edited by Marybeth Kravets and Amy F. Wax. Harper Perennial, a division of Harper Collins, New York, NY. Click Here for an excellent collection of articles from APA regarding Mind & Body. Your Counseling Service: Timely, confidential, and professional assistance is available at the UniversityPsychological Services Center(8:00am – 5:00pm, M-F) for UC students located at 316 Dyer Hall. Phone (513-556-0648) or stop in for a no-charge screening interview. This fact sheet is provided as a service by the University of Cincinnati Psychological Services Center and the Division of Student Affairs and Services. This fact sheet was prepared by Dr. Sean Reilley and the professional staff of the Psychological Services Center.