Accommodations and Services

Edgewood College offers students with disabilities academic accommodations. For specific accommodations, please speak with the Director.

Accessible Housing/Housing Accommodation

Students with disabilities will be provided with comparable, convenient, and accessible on-campus housing/food service at the same cost as that provided to students without a disability.

Flexible Attendance Policy

What is Flexible Attendance?
If a student has a disability that may occasionally impact his/her ability to attend class and/or complete assignments and tests at the scheduled time, flexibility in attendance is considered an appropriate accommodation.

History
Spring 1996 semester
• Complainant stated that he was unable to attend the courses in a classroom setting due to his multiple chemical sensitivities
• Complainant requested that the College makes its Computer Applications and Office Systems course accessible to him by providing him with a home-tutor
• OCR found that the auxiliary aid (a home-tutor) which was requested by the student with the disability was not one that the college was required to provide
• However—the situation of a student whose disability precludes his/her attending class on campus raised the issue of the college’s duty with respect to auxiliary aids and academic adjustments

Legal Requirements
Section 504 [34 CFR:104.44] and College is required to provide services in the form of necessary academic adjustments and auxiliary aids, even though it is not providing such services to nondisabled students
• Colleges are not required to provide “attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature” (34 CRF:104.44(d)(2); 28 CFR:35.135)
• College must make modifications to its academic requirements to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of disability, against a qualified disabled student [34 CFR:104.44 (a)]
Title II [28 CFR:35.160(b)(1)]
• Primary consideration is to be given to the preference of the student with the disability when it comes to selecting the manner in which communications will be made accessible

Flexible Attendance Process
Eligibility determination for flexible attendance
• Director of Student Accessibility and Disability Services meets with student to review disability documentation
• Assess the impact of disability on class attendance
• Review student responsibilities in utilizing the attendance policy
• Disability Services emails flexible attendance letters to course instructors
• Flexible attendance letter outlines responsibilities of course instructors, students, and Student Accessibility & Disability

Services
Factors Justifying Flexibility in Class Attendance
• Frequency of symptoms –student experiences symptoms more often than a typical attendance policy in a syllabus
• Sudden changes in severity of symptoms –flare-up
• Unpredictable causes of exacerbation –symptoms change significantly based on factors beyond student’s control

Instructor Factors to Consider
To avoid discrimination on the basis of disability, instructors should use the following questions as a guide when determining why attendance is or is not an essential aspect of a course:
1. What does the syllabus say about attendance?
2. To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?
3. What policies exist for making up missed exams, pop quizzes? Turning in late work?

What does the Syllabus say about Attendance?
Instructor determines that absences from class will impact the students’ grades
• Instructor must communicate his/her attendance expectations to all students in the syllabus
• Students are eligible to be absent 20% more of the class sessions than students without this accommodation without negatively impacting their grade
• Example: If the student can only miss 3 classes without losing points, they are eligible to miss 0.6 more classes
Instructor determines the student would not satisfy the course requirements by missing 20% more sessions
• Instructor should advise the student of this need promptly-ideally at the time of receiving the accommodation letter from Disability Services
• Instructor should advise the student on what percentage of class sessions may be missed without negatively impacting the student’s grade

To what degree does a Student’s Failure to Attend Class Constitute a Significant Loss to the Educational Experience of other Students in the Class?
Use the following questions to answer the question above:
• Are students required to actively participate in the class discussions/activities?
• How is participation figured into the final grade?
• How are students expected to interact with each other?
• Is the material being learned in the class sequential? Does each week’s material build on the material learned in the previous week(s)?
• Are there other sections of the class that the student could attend to catch up on missed material?

How to Assess and Determine Effectiveness of Flexible Attendance
If attendance modification is determine inappropriate for any course, our office will work with the student and the instructor to determine alternatives
Evaluate effectiveness of attendance modification
• Are absences becoming excessive?
• Is the student missing essential material or hours (e.g. student teaching, clinical)?
• Determine alternatives – what options exist for students to complete course work?

What Policies Exist for Making up Missed Exams, Pop Quizzes? Turning in late work?
Use the following questions to answer the question above: 
• Can students turn in missed assignments via discussion boards or emails?
• Are tests to be taken at a specific time and place, or is there a window when the test can be taken?
• Is it possible for students to “work ahead” in this class?

Responsibilities of Students
Strongly encouraged to discuss the accommodation with each instructor at the start of the semester
Responsibility for fulfilling the essential requirements of the course include:
• Being punctual
• Knowing and understanding the specific policies in regards to attendance and make-up of any assignments, tests, etc. according to the course syllabus
• When you miss class, notify your instructor and the Director of Accessibility and Disability Services immediately
• Making up any missed assignments and/or examinations
• Meeting with the instructor to discuss whether or not it would be in the best interest of the student to withdraw from the course

Responsibilities of Student Accessibility and Disability Services
• Review documentation and approve this accommodation only when appropriate
• Indicate flexibility with class attendance on the student’s accommodation form to assist the student in initiating a conversation with each instructor
• Provide assistance for faculty in determining how to implement this accommodation in the class
• Provide support to student and faculty when questions or difficulties arise due to this accommodation

Foreign Language Course Substitution Assistance

Procedure
This document summarizes the procedures for petitioning for a substitution for the Foreign Language course requirement for students with learning disabilities or other disabilities affecting the acquisition of a foreign language.

1. Submit appropriate documentation of the disability to the:
Director of Accessibility and Disability Services
Edgewood College – 206 DeRicci
1000 Edgewood College Drive
Madison, WI 53711

2. Write a letter to the:
Associate Academic Dean for Teaching and Learning
Edgewood College
1000 Edgewood College Drive
Madison, WI 53711

The letter should request a foreign language substitution and state why the substitution is necessary. The specific courses chosen for the substitution must also be listed.

You might need to meet with your advisor to determine within the guidelines of this document (refer to page 3) which course substitutions best fit your educational goals.

Eligibility Criteria
The requirements listed below are in accordance with federal ADA regulations.

A. Eligibility Criteria and Documentation Requirements for Learning Disabilities: The student, at his or her own expense, must provide a current, written diagnosis and recommendation from a psychologist, learning disabilities specialist, or other appropriate specialist based on the results of the following:

1. The Wechsler Adult Intelligence Scale-Revised (WAIS-R), a standard intelligence test. The student would need to demonstrate average or above average intellectual functioning as measured by the WAIS-R (or a comparable test). Actual test scores must be submitted.

2. The Woodcock-Johnson Psycho-Educational Battery or other psycho-educational instrument(s) that can document spelling, memory, sequencing, auditory and visual processing problems. Whether or not a significant learning disability exists in one or more areas would be indicated by a marked disparity between the student’s aptitude and achievement on a variety of subtests. Actual test scores must be submitted.

3. Additionally, the student must provide documentation of an educational history that substantiates a concerted effort on the part of the student to learn a foreign language with appropriate instructional support and accommodations.

B. Eligibility Criteria and Documentation Requirements for Other Disabilities Affecting Foreign Language Study.

The student with a physical disability (e.g., cerebral palsy, vocal deficits, head injuries, hearing impairment), at his or her own expense, must provide written documentation of that existing disabling condition via a current diagnosis from a specialist, which specifies the student’s functional capabilities regarding writing, speaking, and memory and identifies how the disability affects the learning of a foreign language.

Options for Completing the Foreign Language Requirement
A. American Sign Language

1. Students pursuing a B.S. degree may take a minimum of 6 credits of college-level (i.e., transferable) American Sign Language (ASL) through an accredited post-secondary institution, such as the University of Wisconsin or Madison Area Technical College. If a student chooses to take ASL, he or she does not have to petition the Associate Academic Dean for permission to substitute courses for a foreign language. However, the student must get the approval of the Registrar on a Transfer Course Approval form prior to taking any ASL courses.

B. Substitution Coursework in Lieu of Foreign Language Study

1. For a B.S. degree, a student must substitute either:

a. A minimum of 6 credits in courses related to a country, region, or a group of countries or people sharing a common language other than the student’s first language

OR

b. A semester of study abroad at an approved institution. The program of study must include courses related to the history and culture of the country. All college policies related to study abroad programs apply.

2. For a B.A. degree, a student must substitute either:

a. A minimum of 16 credits in courses related to a country, region, or a group of countries or people sharing a common language other than the student’s first language. Students may split the 16 credits by taking a minimum of 8 credits in courses related to one country, region, etc. and 8 credits in courses related to another country, region, etc.

OR

b. Two semesters of study abroad at an approved institution. The program of study must include courses related to the history and culture of the country. All college policies related to study abroad programs apply.

PLEASE NOTE:

  • Courses used to substitute for a foreign language may not be used to fulfill other Foundations requirements or major or minor requirements.

  • The courses listed on the following page may be offered every year, every other year, or less frequently. It is the responsibility of the student seeking the substitution to contact the appropriate department to determine when courses will be offered and if the courses chosen will be available prior to the student’s anticipated graduation date.

  • It is the responsibility of the student, with the help of the advisor, to determine if 300-level courses in an area outside of the student’s major are appropriate. Students are encouraged to contact the appropriate department to determine prerequisites and requirements for 300-level courses.

  • Students may take their substitution courses through the Collaborative Program with the University of Wisconsin. The course substitution guidelines described above apply to UW courses. See the Edgewood College catalog for Collaborative Program eligibility.

A list of all possible Course Substitution is available every semester.

Accessible Text Format Procedure

1. If you will use alternative format for your textbooks, please complete the chart attached. Please fill in the information for the courses in which you believe you will need alternative format textbooks.
Alternative Textbook Request Form

2. Be sure to write down the classes for which you have registered and include the section numbers. Please also note if you do not believe you will need the books for one of your classes, or if you believe you only need specific books from certain classes. 

3. Return this form to Student Resource Center in DeRicci 206 or e-mail it to us as soon as possible.

4. Remember to hang on to your receipts or other proof of purchase; these need to be shown to the Assistive Technology Specialist to get your alternative format.

Don’t hesitate to contact the Assistive Technology Specialist if you have any concerns or questions.

Priority Registration Guidelines for Students

Section 56026, subsection (4) specifically names priority enrollment assistance or priority registration among the support services which may be provided. Although a college is not required to provide priority registration to students with disabilities under Title 5, many colleges and universities utilize priority registration as a method of providing program accessibility, which is required by Section 504, and the Americans with Disabilities Act (ADA). The ADA states that students with disabilities may not be excluded from participation in, or be denied the benefits of, or be subjected to discrimination in an institution’s programs, services, or activities. In order to meet these requirements, priority registration can be an appropriate method to provide a disability related accommodation for students with disabilities, based on their functional limitations in the educational setting.

This accommodation allows you the opportunity to select schedules that match your unique disability related needs. When scheduling your courses, please consider the following guidelines:

  1. Meet with your Professional Advisor before the first day of registration so that you are ready to schedule classes as soon as you are eligible.
  2. Research available course offerings online in advance; writing down your choices (and backup choices) in advance can make your registration session go very smoothly and quickly.
  3. Consider your disability-related needs and issues when scheduling and consider the following factors:
    • What time of day do the classes meet?
    • How often do classes meet?
    • Can you handle back-to-back classes or do you need breaks?
    • Is your course work balanced, so that you avoid an overload?
    • Is there a type of work that is affected by your disability?
    • If you have energy limitations, are you able to get to your next class on time?

Hearing or Visual Impairment Accommodations

If you are in need of Hearing or Visual Impairment Accommodations while you are a student at Edgewood College, please contact our office directly by emailing AccessDisabilityServ@edgewood.edu. 

Alternative Testing Accommodation Procedure

Students should work with their course instructors in advance of tests to decide how the alternative testing supports will be provided. In most cases instructors will adjust the online test option and confirm the student's alternate location. For assistance in deciding how to provide the supports in a student's plan please contact the Disability and Accessibility Advisor at 608-663-2831 or accessdisabilityserv@edgewood.edu.

Assistive Technology Software Programs and Hardware Devices

Student Accessibility and Disability Services offers students with disabilities software programs and hardware devices.

Software Programs include:

  • Dragon Naturally Speaking: a speech-recognition program for anyone who prefers talking to typing. Dragon converts speech to text in many mainstream programs (e.g., Microsoft Office suite, Web browsers) and allows students fulfill assignments; send e-mail; use the Web; and command and control their computers by using their voice.
  • ZoomText: screen-magnification and reading program that provides students with visual impairments both visual and auditory access to what is on screen. Content can be enlarged.
  • Kurzweil 3000: is a comprehensive reading, writing, and studying program for students with learning disorders and for English-language learners. This program reads text aloud while highlighting each spoken word. It offers students tools to increase reading speed and comprehension, as well as features to improve writing skills, such as spell checking, word prediction, dictionary etc.
  • JAWS: (Job Access with Speech) is a dedicated screen-reading program for students who are blind or who have severe visual impairments. JAWS tracks a user’s position as work within different applications, and reads literally what is taking place on screen.

Hardware Devices and Equipment Loan Program

Students registered with the Office of Student Accessibility and Disability Services are permitted to borrow equipment such as recorders, FM transmitters, for the duration of a semester. Examples of hardware devices that are loaned out to students are:

  • Digital Recorders
  • Ipads
  • Smartpen: Helps students to take notes and record lectures at the same time. Recorded lectures can be downloaded and play back later.
  • FM transmitter systems: Used by students who are hard of hearing are used to amplify classroom lectures.
  • Vision enhancement Cameras for students with Low Vision in the classroom.

Notetaking Accommodation

Students with disabilities often experience difficulty in taking notes in the classroom. Peer note takers are current Edgewood College students who volunteer to provide their class notes for courses in which they are already enrolled, and in which a request for Note Taking services has been made. This service relies on the combined efforts of students, Student Accessibility and Disability staff, and course instructors.

Notetaking Accommodation Procedure
1. Students approved for notetaking services must attend class during the first one to two weeks (at least two classes) to assess notetaking needs.

2. Submit notetaker request form to Kasey Hoffman (kmhoffman@edgewood.edu) within the first three weeks of the semester. 

3. Kasey will send out the notetaker accommodation letters to the appropriate professors. 

Finding a Notetaker
Here are some ways to find a note taker:

  • Inform Accessibility and Disability Services of your need for a note taker.
    Notetaker Request Form
  • Accessibility and Disability Services will email a letter to your professor.
  • The professor will make an announcement in class and interested candidates will take their notes to the professor to look over and pick the best candidate.
  • Once a candidate is selected, the professor will instruct the person to call our front desk (608-663-2281) to schedule an appointment with the Assistive Technology Specialist.
  •  

Notetaker Responsibilities
YOU MUST DO THIS: After your appointment with the Assistive Technology Specialist, you will need to see Sherley Thao in the Human Resources Office to complete additional employment forms if you are not already an Edgewood College employee.

  1. Attend all scheduled classes, except in cases of illness and emergencies. Inform the student when you cannot be in class. If the student receiving notes is anonymous, remind the professor that you are a note taker for a student.
  2. Arrange for a substitute note taker for days when you will be absent. We recommend that you ask someone else in the class to take notes for you if you cannot do so yourself. If your student is known, make sure that you discuss arrangements for substitute notes with the student for whom you’re taking notes. If you are unable to arrange for a substitute note taker, please discuss this with the professor before you are absent.
  3. Get the scanned copies of your notes to the student or Kasey Shannon, Assistive Technology Specialist, no later than 3pm on Friday. If for any reason the notes will be late, you must discuss this with me in advance. Too many late submissions will lead to a decrease in the amount paid at the end of the semester.
  4. Keep note taking assignments confidential. Please do not share the fact that you are providing notes for another student.
  5. If you know your student, get feedback on the notes from the student.
  6. If you are unable to continue being a note taker, please give both the student and us as much advanced warning as possible; two weeks is preferable.
  7. Near the end of the semester you will receive an email with the Note taker Payment Verification Form attached. You must return it by the due date if you want to be paid on time. The payment comes from the Business office, and will be paid at the end of the semester.

In the event that the student for whom you are taking notes drops the class, they are responsible for notifying the note taker immediately of this change; Accessibility and Disability Services will also notify you if your services are no longer needed. Upon notification, employment ceases. You will be paid a prorated amount for the time that you did take notes. If you have any questions or concerns please check with Accessibility and Disability Services at 608-663-2362. Thank you for your help!

Responsibilities of Students Receiving Notetaking Assistance

  1. Let Student Accessibility and Disability Services and the note-taker know if you drop a course or add a course for which you need notes.
  2. Attend all classes for which you would like to receive notes. The volunteer note-taking program is intended to supplement lecture notes and in class learning, not replace them.
  3. Inform note-takers and our office immediately regarding any problems with notes (i.e. if they are incomplete, always late, not very readable, etc.)