Disablities Logo

Calumet College of St. Joseph seeks to provide opportunities for equal access in programs, services, and activities. Students with documented disabilities requiring academic support are encouraged to contact Disability Services. CCSJ Services strive to meet the needs of all students, providing academic services in accordance with the Americans with Disabilities Act (ADA) guidelines. The ADA states that a disability “must place substantial limitations on an individual's major life activities”. There are three categories of persons with disabilities:

  1. Individuals who have a physical or mental impairment that substantially limits one or more major life activities;

  2. Individuals who have a record of a physical or mental impairment that substantiallylimited one or more of the individual's major life activities; and

  3. Individuals who are regarded as having such an impairment, whether they have the impairment or not.
  • Details
  • Requesting Accommodations
  • Resources
  • Responsibilities
  • Services
  • Verifying Temporary Disabilities

It is the student’s responsibility to contact Disability Services to request reasonable accommodations. When requesting accommodations, students are to provide professional documentation of their disability. Requirements for Documentation are: IEP, medical diagnosis, psychological, and/or vocational rehabilitation services. Documentation assists the office of Academic and Disability Services to:

  • Establish a student’s eligibility for services
  • Understand the impact of a student’s condition (s) in an academic environment
  • And, Determine strategies and reasonable accomodations to facilitate equal access

Commonly requested accommodations are: extended time for completion of tests/quizzes, alternate location or distraction-reduced environment for test completion, extended time to complete assignments, and use of assistive technology.
Examples of Documented Disabilities are: Attention Deficit Hyperactivity Disorder, Learning Disabilities, Communication Disorders, Autism Spectrum Disorder, Psychological Disorders, Blindness or Visual Impairments, Deafness or Hearing Impairments, Chronic Medical Conditions, Neurological Impairments, Orthopedic Impairments, or Traumatic Injuries.

Students with disabilities are required to meet the same academic standards as other students. Students with disabilities are not allowed to use their disability as an excuse to complete substandard work.

"Reasonable accommodations" as stated by the ADA must be provided on a case by case basis to individuals with disabilities. The accommodations must be reasonable and effective. Students must meet with a staff member from Academic and Disability Services to complete the Intake Form to request accommodations. The Accommodation Request Form must be completed prior to enrollment for each academic term.
It is the student’s responsibility to contact the Academic and Disabiity Services office to request accommodations. When requesting accommodations, students are to provide professional documentation of their disability.

Documentation

Disability related documentation should provide information on the functional impact of the disability so that effective accommodations can be identified. Documentation may include assessments, reports, and/or letters from qualified evaluators, professionals, or institutions. Common sources of documentation are health care providers, psychologists, diagnosticians, and/or information from a previous school.

  • Formal medical statement from a doctor verifying the disability.
  • Copy of your most recent psychological testing explaining the disability.
  • Documentation from the Vocational Rehabilitation Services (VRS) or other agency supplying testing need or verification of disability.
  • 504
  • IEP

Examples of Sufficient Documentation

  1. Typed on letterhead, dated, and signed by a qualified professional.
  2. Diagnostic Statement with any related diagnostic methodology (Diagnostic criteria and/or procedures)
  3. Functional impact or symptoms. (Impacts inform which accommodations are appropriate.)
  4. Severity and/or expected progression.
  5. Current medication(s) and any related side effects.
  6. Current and/or past accommodations.
  7. Any recommended accommodations.

After the student’s intake form and documentation have been submitted, the documents will be reviewed. If determined eligible, Academic and Disability Services will notify the student and then notify the professors of the student’s eligibility. The student will then be required to meet with Academic and Disability Services to complete the faculty accommodations request. If the student has not been contacted by Academic and Disability Services within 2 weeks of submission of all appropriate documents, the student needs to follow up with the Academic and Disability Services office. Students must contact Academic and Disability Services to complete faculty accommodations request each semester.

High School vs. College


FOLLOWING THE RULES IN HIGH SCHOOL
CHOOSING RESPONSIBLY IN COLLEGE
High school is mandatory and usually free. College is voluntary and usually expensive.
Your time is structured by others. You manage your own time.
You need permission to participate in extracurricular activities

You must decide whether to participate in co-curricular activities.

You can count on parents and teachers to remind you of your responsibilities and to guide you in setting priorities.

You must balance your responsibilities and set priorities. You will face moral and ethical decisions you have never faced before.

Each day you proceed from one class directly to another, spending 6 hours each day--30 hours a week--in class.

You often have hours between classes; class times vary throughout the day and evening and you spend only 12 to 16 hours each week in class

Most of your classes are arranged for you.

You arrange your own schedule in consultation with your adviser. Schedules tend to look lighter than they really are.

You are not responsible for knowing what it takes to graduate.

Graduation requirements are complex, and differ from year to year. You are expected to know those that apply to you.

Guiding principle: You will usually be told what to do and corrected if your behavior is out of line.

Guiding principle: You are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions.


GOING TO HIGH SCHOOL CLASSES
SUCCEEDING IN COLLEGE CLASSES

The school year is 36 weeks long; some classes extend over both semesters and some don't.

The academic year is divided into two separate 15-week semesters, plus a week after each semester for exams.

Classes generally have no more than 35 students.

Classes may number 100 students or more.

You may study outside class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.

You need to study at least 2 to 3 hours outside of class for each hour in class.

You seldom need to read anything more than once, and sometimes listening in class is enough.

You need to review class notes and text material regularly.

You are expected to read short assignments that are then discussed, and often re-taught, in class.

You are assigned substantial amounts of reading and writing which may not be directly addressed in class.

Guiding principle: You will usually be told in class what you need to learn from assigned readings.

Guiding principle: It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've already done so.


HIGH SCHOOL TEACHERS
COLLEGE PROFESSORS

Teachers check your completed homework.

Professors may not always check completed homework, but they will assume you can perform the same tasks on tests.

Teachers remind you of your incomplete work.

Professors may not remind you of incomplete work.

Teachers approach you if they believe you need assistance.

Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.

Teachers are often available for conversation before, during, or after class.

Professors expect and want you to attend their scheduled office hours.

Teachers have been trained in teaching methods to assist in imparting knowledge to students.

Professors have been trained as experts in their particular areas of research.

Teachers provide you with information you missed when you were absent.

Professors expect you to get from classmates any notes from classes you missed.

Teachers present material to help you understand the material in the textbook.

Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings.

Teachers often write information on the board to be copied in your notes.

Professors may lecture nonstop, expecting you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.

Teachers impart knowledge and facts, sometimes drawing direct connections and leading you through the thinking process.

Professors expect you to think about and synthesize seemingly unrelated topics.

Teachers often take time to remind you of assignments and due dates.

Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.

Teachers carefully monitor class attendance.

Professors may not formally take roll, but they are still likely to know whether or not you attended.

Guiding principle: High school is a teaching environment in which you acquire facts and skills.

Guiding principle: College is a learning environment in which you take responsibility for thinking through and applying what you have learned.


TESTS IN HIGH SCHOOL
TESTS IN COLLEGE

Testing is frequent and covers small amounts of material.

Testing is usually infrequent and may be cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may have only 2 or 3 tests in a semester.

Makeup tests are often available.

Makeup tests are seldom an option; if they are, you need to request them.

Teachers frequently rearrange test dates to avoid conflict with school events.

Professors in different courses usually schedule tests without regard to the demands of other courses or outside activities.

Teachers frequently conduct review sessions, pointing out the most important concepts.

Professors rarely offer review sessions, and when they do, they expect you to be an active participant, one who comes prepared with questions.

Guiding principle: Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.

Guiding principle: Mastery is often seen as the ability to apply what you've learned to new situations or to solve new kinds of problems.


GRADES IN HIGH SCHOOL
GRADES IN COLLEGE

Grades are given for most assigned work.

Grades may not be provided for all assigned work.

Consistently good homework grades may raise your overall grade when test grades are low.

Grades on tests and major papers usually provide most of the course grade.

Extra credit projects are often available to help you raise your grade.

Extra credit projects cannot, generally speaking, be used to raise a grade in a college course.

Initial test grades, especially when they are low, may not have an adverse effect on your final grade.

Watch out for your first tests. These are usually "wake-up calls" to let you know what is expected--but they also may account for a substantial part of your course grade. You may be shocked when you get your grades.

You may graduate as long as you have passed all required courses with a grade of D or higher.

You may graduate only if your average in classes meets the departmental standard--typically a 2.0 or C.

Guiding principle: "Effort counts." Courses are usually structured to reward a "good-faith effort."

Guiding principle: "Results count." Though "good-faith effort" is important in regard to the professor's willingness to help you achieve good results, it will not substitute for results in the grading process.


*The chart has been adapted from the Learning Enhancement Center at Southern Methodist University and the Disabled Student Development Office at Ball State University.

Services Available

  • Readers, notetakers, scribes
  • Coordination of classroom and testing accommodations
  • Assistive Technology
  • Tutoring
  • Counseling
  • Informational Resources
  • Mentoring

Students seeking accommodations or services on the basis of a temporary disability that is a result of injuries, surgery, or short-term medical conditions must provide documentation which includes the following:

  • the nature of the condition
  • the expected duration of the conditions or any limitations or side effects due to medication and recommendations for accommodations
  • description so the accommodation deemed necessary

Examples of temporary disabilities may include, but are not limited to: broken limbs, hand injuries, concussions, or short term impairments following surgery or medical treatments. Such verification must be provided by a professional health care provider who is qualified in the diagnosis of such conditions. The assessment or verification of disability must reflect the student's current level of disability, and shall be no older than 60 days.
The cost of obtaining the professional verification is the responsibility of the student.





Take the next step!




Frequently Asked Questions


K-12 and Post Secondary education are different; therefore, this documentation must be within the last three years. You may submit your IEP with your intake form; however, you may also need to provide another form of documentation of your disability.
Students first must complete an Intake Form and meet with a staff member from Academic and Disability Services. Your completed intake form should be accompanied with official documentation. See Requesting Accommodations for more details.
Request for general accommodations must be made a month or more prior to enrollment for each academic term.
No. You are responsible for asking Academic and Disability Services to prepare a letter of accommodation for the classes for which you need accommodations. The Academic and Disability Services office will then distribute the letter of accommodation to your professors.
There are two options regarding where you will take your test. Option one: You may take your test with your class and be provided with your accommodations by your professor. Option two: You may take your test at the Academic and Disability Services office. Instead of your professor administering your test, someone from the Academic and Disability Services office will proctor the exam in our private testing room.
Yes, under limited circumstances.
  • The accommodation would be an undue financial or administrative burden;
  • Providing the accommodation would fundamentally alter the program;
  • The accommodation is of a personal nature.
No, Academic and Disability Services does not provide assessments.








Coordinator of Academic and Disability Services



Angela Szczepanik-Sanchez, M.Ed., M.S.

Hours: Monday - Friday: 9:00 A.M. - 5:00 P.M.