Ferrum College offers specific services at no additional cost for students with documented disabilities. Services offered are in compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Accommodations include, but are not limited to:
- Extended time for testing
- Oral testing
- Test clarification
- Reader services
- Quiet testing environment
- Adaptive equipment for testing, including computers, word processors, zoom text, tape recorders
Nancy S. Beach, Director
Linda Albrecht, Coordinator
Students can also consult with a disabilities specialist upon request about academics success strategies.
In addition to services, the ARC has a variety of equipment available in its Butz Computer Lab. Some students choose to use one of our computers for taking tests or for completing in-class assignments. Others receive reading assistance from the Text Aloud software, which is designed to convert scanned texts to an audio format. Many students use the Butz Lab to scan text to be read with Naturally Speaking Text Aloud software. Any student who qualifies may load the voice synthesizer software onto his/her computer to be used with the scanned texts.
While these services are readily available, the student must assume the responsibility for requesting assistance and accepting offered options. Those students who are most successful are those who are highly motivated and those who are willing to implement self-advocacy skills.
Guidelines for Documentation of Disability
Documentation of disability must consist of an evaluation by an appropriate professional. Included must be a clear statement of the diagnosis, the basis for the diagnosis, and the current impact of the disability as it relates to the accommodation request. As appropriate to the disability, the documentation should include the following elements:
- A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.
- A description of the diagnostic tests, methods, and/or criteria used including specific test results (including standardized testing scores) and the examiner’s narrative interpretation.
- A description of the current functional impact of the disability. This may be in the form of an examiner’s narrative, and/or an interview, but must have a rational relationship to diagnostic assessments. For learning disabilities, current documentation is defined using adult norms.
- A statement indicating treatments, medications, or assistive devices/services currently prescribed or in use, with a description of the mediating effects and potential side effects from such treatments.
- A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.
- A history of previous accommodations and their impact.
- The credentials of the diagnosing professional(s), if not clear from the letterhead or other forms. Please note that diagnosing professionals shall not be family members or others with a close personal relationship with the individual being evaluated.
- Documentation prepared for specific non-educational venues (i.e. Social Security Administration, or Department of Veteran’s Affairs, etc.) may not meet these criteria.
- IEP or 504 plans will not be considered sufficient documentation unless accompanied by a current and complete evaluation.