Each student should identify him/herself to the Disability Services Coordinator (GDJ Student Union 328 or call 580.745.3036)

A Special needs intake will document the disability and appropriate accommodations. A letter explaining which accommodations are necessary, and who to contact if further explanation or instruction is needed, will be sent to each instructor.

The student has the responsibility to notify the Disability Services Coordinator if the accommodations are not provided or are inadequate.

Self Identify

It is the student’s responsibility to disclose their disability to the designated office for disability services if they wish to request accommodations. Students may self-identify at any point during their academic career; they are not required to do so during their first semester unless they are requesting accommodations for that semester. However, the student must disclose their disability and complete the appropriate process before they can be considered for accommodations. The institution is not responsible for providing accommodations retroactively for periods before the student’s request and approval.

Provide Verifying Documentation to that Designated Office

Students must provide documentation that establishes not only the diagnosis of a physical or mental impairment but also the functional impact of that impairment. Documentation must be provided in writing by a qualified professional. In most cases, documentation should be recent, generally within the past three to five years.

Obtain assessment and test results and provide them to that office

Post-secondary institutions generally do not provide testing or assessments for learning disabilities. Students who believe they may have a learning disability should contact a qualified professional for evaluation.

For medical disabilities, students should submit documentation from a qualified medical professional that identifies the nature and severity of the disability, the diagnostic procedures used, and recommendations for appropriate academic accommodations or assistance.

Students with a learning disability or Attention-Deficit/Hyperactivity Disorder (ADHD) must submit documentation that is no more than three years old from one of the following sources:

1. Diagnosis prior to high school graduation: Students diagnosed before graduating from an accredited high school may submit the psychoeducational evaluation maintained by their high school.
2. Diagnosis after high school graduation: Students diagnosed after completing high school must submit a psychoeducational evaluation conducted by a licensed psychologist.

Act as Independent Adults

Students attending post-secondary institutions are considered adults and are expected to take an active role in managing their educational experience. Students are responsible for requesting accommodations, communicating with the appropriate office, and taking personal responsibility for their academic success.

Arrange their own Weekly Schedules

It is the student’s responsibility to work with their advisor to create their own schedule of classes, plan and utilize study time, and seek help when they feel it is needed.

Contact their Instructors

Although accommodations may be authorized and notification letters may be sent to professors, it is the student’s responsibility to introduce themselves to each professor and discuss which approved accommodations they would like to have implemented for that particular class.

Arrange and Obtain Personal Services and Equipment

Students are responsible for arranging and obtaining personal services and equipment that are not considered institutional accommodations. This may include personal attendants, private or one-on-one tutoring, special transportation, or individually fitted or designed assistive technology.

Post-secondary institutions are not responsible for providing services or equipment that are personal in nature. Students who require these services should make the necessary arrangements independently.

Accommodations can include, but are not limited to:

• tape recording lectures
• note taking services
• sign language interpreters
• additional time for tests
• adaptive equipment (computers, seating, enlargements of materials)
• readers/scribes
• classroom re–assignment
• service animals
• residence hall accommodations
• recorded syllabi, handouts, etc.
• special materials, such as color overlays
• recorded or braille texts

The Disability Services Coordinator  will be happy to discuss all accommodations and discuss other options to provide an equal opportunity.

Any information regarding a person’s disability is considered confidential and should not be discussed in class or with anyone who does not have a “need to know.”

Tell the student how to request services.

A grievance procedure is on file in the following offices:

• Office for Student Affairs, SU 312
• People and Culture Office (Human Resources), A309
• Compliance and Safety Director, R303

There are many people with disabilities who want a chance to be full participants in life. The faculty and staff of Southeastern have a major role in students’ lives and it is very important that we meet the needs of all our students. Most of us have had limited contact with people with disabilities and we are sometimes unsure of how to respond, but by becoming involved and informed, our students will have a greater chance to reach their full potential.

American Disabilities Act