Student Disability Services (SDS) provides academic adjustments (accommodations), academic counseling and referral services to students with disabilities at St. Edward's University. We also support faculty in implementing these accommodations through consultation, collaboration, and training.
The Americans with Disabilities Act (ADAAA) is the civil rights guarantee for persons with disabilities in the United States. It states that "no qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by such entity". The Act of 2008 retains the ADA's basic definition of "disability", however, it changes the way these statutory terms should be interpreted.
Section 504 of the Rehabilitation Act of 1973 provides for "reasonable accommodations" for qualified individuals and requires that these persons not be excluded from, denied access to, or subjected to discrimination under any program. In addition to reasonable accommodations, Section 504 requires acces to participation in all programs, facilitates communications for people with hearing or visual disabilities, and provides accessible construction and alteration in physical facilities.
Student Disability Services provides a variety of accommodations to students here on campus.
A student's diagnosis is generally considered confidential as are the documents they provide to Student Disability Services. There are times a student's information may be shared on a need to know basis with University officials in keeping with the Family Education Rights and Privacy Act (FERPA).
You should complete the Student Petition for Administrative Schedule Adjustment and Refund Request found on the Registrar's site under Forms. All instructions about submitting the form are provided in the document.
You should follow the procedures for filing an incomplete as outlined in the following student bulletins:
Our responsibility is to keep all documentation and diagnoses confidential. There are times when students are comfortable discussing their disability with professors, but in most cases students choose not to disclose the nature of their disability. Faculty may contact the student’s disability counselor to find out helpful ways to work with a particular student.
A student's disagnosis is generally considered confidential as are the documents they provide to SDS. There are times when a student's information may be shared on a need to know basis with University officials in keep with the Family Education Rights and Privacy Act (FERPA).
Accommodations are adaptations and changes made to elements of a student's postsecondary program that help to compensate for the student's impairment(s) and provide equal access to students with disabilities.
It is important to lay a framework about how you and the student will work together through the semester. Student Disability Services recommends that professors meet with the student confidentially regarding:
After a student has shared an accommodation letter (with testing accommodations noted) and has requested to take his or her exam in the Testing Center, faculty should:
Students with disabilities are required to meet the same academic standards as other students. They should demonstrate, as any other student, that they have met the learning objectives of your course as stated in your syllabus. If you are concerned about a student's progress in your course, please contact his or her disability counselor for consultation.
Refer him or her to Student Disability Services. A student must follow the Student Disability Services procedure for requesting accommodation in order to qualify for academic accommodation. Most students with disabilities self-identify to the Student Disability Services early in their college experience, however, some students attend college with an undiagnosed disability. Instructor’s observations in the classroom are invaluable, and a referral to the Student Disability Services office to discuss their learning difficulties may result in a referral for further testing and a long overdue diagnosis.