TheOffice of Accessibility Services (OAS) coordinates support for students with disabilities so they can fully participate in college life. Accessibility Services works with students to develop individualized support services, including reasonable accommodations that facilitate access to learning, living, and other experiences at Ferrum.
We are dedicated to providing the information and resources necessary for students to pursue their academic, personal, and professional goals while at Ferrum. By providing essential tools and support, we aim to aid in the development of our students into responsible decision-makers and self-advocates who are in charge of their future.
We would be happy to talk with you about the assistance we offer! Please contact us at any time to talk about how we can best support your Ferrum College experience.
How to Request Services
The Office of Accessibility Services is here to help you make the most of your Ferrum experience, but you must initiate the process. Speaking with a staff member about your request for accommodations and other support you may be requesting is extremely helpful.
If this is your first time setting up an account with OAS (as an incoming or current student), please use the navigation to the left and have your disability documentation ready to upload. Examples of acceptable documentation include the following:
Psychoeducational evaluation
Copy of the student’s high school IEP or 504 plan if it identifies a diagnosis
Letter, on letterhead with signature, from the student’s physician or therapist that identifies a disability. (Documentation cannot be provided by a family member or someone with a personal relationship with the student or the student’s family.)
Please see the Documentation Guidelines page for more information.
Complete theonline form and provide appropriate documentation of disability to help establish eligibility for accommodations. OAS can provide guidance on the documentation needed for your situation, including how to move forward if you are requesting accommodations but do not have documentation of a diagnosed disability.
IMPORTANT– It may take up to four weeks to review documentation and approve accommodations: academic accommodations can not be provided retroactively.
Questions? Please be sure to reach out. We are happy to help! If you are a returning student who has previously utilized accommodations, please use the link below to request academic accommodations for the upcoming semester.
About Us
The Office of Accessibility Services (OAS) provides reasonable accommodations and services for students with disabilities. The OAS staff will work closely with each student individually to develop an effective and comprehensive plan for appropriate services and reasonable accommodations. OAS is dedicated to providing the information and resources necessary to allow students to pursue their academic, personal, and professional goals while at Ferrum. It is our goal to aid in the development of students becoming responsible decision-makers and self-advocates who are in charge of their future by providing essential tools and support.
The staff of OAS value disability, and recognize that disability can take many different forms – some are apparent while others are not. We strive to promote an appreciation of every student and the unique strengths and attributes they bring along with them.
What is a disability?
According to the Americans with Disabilities Act (ADA), an individual with a disability is defined as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.
A disability is a physical or mental impairment that substantially limits one or more major life activities. Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.
Some general examples of disabilities we accommodate include, but are not limited to, depression, anxiety, hearing/vision/mobility conditions, chronic illnesses, psychological diagnoses, learning disabilities, ADHD, traumatic brain injury, neurological conditions, and Autism Spectrum Disorder.
Accommodations are considered on a case-by-case basis.
what is a reasonable accommodation?
When an environment has a barrier and is not accessible, we use accommodations to provide students with an opportunity to participate and address the issue. An example of a reasonable accommodation would be to move a class located on the second floor without an elevator to an accessible building for a student who finds stairs are a barrier. Accommodations must be reasonable and not change the fundamental or essential requirements or the technical standards of the course or program. Reasonable accommodations may include academic accommodations or auxiliary aids, services, or modifications of facilities. Please visit our Most Commonly Used Course Accommodations page for more in-depth information on typical course-related accommodations.
Academic Accommodations
Accommodations Process
Documentation Guidelines
Commonly Used Academic Accommodations
Resources
Confidentiality
About the Academic Accommodations Process:
The collaborative process is an important part of establishing reasonable accommodations. Please set up a time to talk with OAS about your request for accommodations, your past use of accommodations, and the likely impact of your disability on your educational experiences at Ferrum. The information you provide is a critical part in determining reasonable accommodations and services.
In addition, you should complete the Request for Accommodations and Services. Include documentation electronically with the submission of the request. If you are unable to submit electronically, please contact OAS@ferrum.edu for guidance.
To find more information about general documentation requirements, please see our Documentation Guidelines. Students are encouraged to contact OAS for guidance on the documentation for their individual situation.
While students can request accommodations at any time during their enrollment with Ferrum, incoming first-year and transfer students are encouraged to connect with OAS as early as possible after confirming enrollment. This will provide sufficient time to evaluate requests and arrange for appropriate accommodations and support services.
Once a request is submitted, OAS will reach out to schedule a short intake meeting to discuss possible accommodations.
Prospective students should not submit any documentation to the Office of Accessibility Services prior to officially enrolling at the college.
Students should submit all documentation in support of their request for academic accommodationswith the form. They should not delay meeting with OAS out of concern for not having appropriate paperwork. OAS will meet with any interested student and provide individual guidance on necessary documentation. Any costs associated with documentation of a disability are the responsibility of the student.
The following guidelines will assist students in gathering information that may aid the Office of Accessibility Services (OAS) in:
1) Verifying the presence of a disability, which substantially limits a major life activity.
2) Establishing the need for accommodation, due to barriers created by the disability, to ensure equal access. The guidelines outlined here are not all-inclusive and should not be viewed as such. Documentation is reviewed on a case-by-case basis.
A combination of the following forms of documentation will be utilized to support accommodation requests:
Components of student self-report:
The following descriptions
Description of diagnosed condition(s)
Description of previous educational experiences
Description of past use of accommodations or services
Description of condition’s impact related to the academic environment
Description of current need for reasonable accommodations for individual courses, programs, activities and facilities.
Medical and health records
Psycho-educational/Neuro-psychological reports
School records (e.g. Individualized Education Plans, 504 Plans and Summaries of Performance)
Observation and interaction
Components of professionally prepared documentation:
Qualified Professional:
Documentation that is completed and signed by a qualified professional who is a licensed or otherwise properly credentialed professional who has appropriate training and experience, and has no close, personal relationship with the student being evaluated. If documentation is not signed, we may contact the professional to verify the documentation. Documentation is provided on official letterhead, or accompanied by an official stamp or business card.
Clear Diagnostic Statement:
Documentation must include a clear diagnostic statement identifying the disability and the date of the most current diagnostic evaluation, as well as the date of the original diagnosis, as appropriate.
Documentation should include the diagnosis, description of the disability, history, significance, and expected duration when applicable. Documentation should also include the current impact of the disability in an educational setting, past use and effectiveness of accommodations, and recommendations for accommodations that are logically related to the impact of the disability. Please keep in mind, however, that Ferrum College will make the final determination of reasonable accommodations.
A Description of Diagnostic Methodology:
A description of the current diagnostic criteria, evaluation methods, procedures, tests, as well as a clinical narrative interpretation.
Where appropriate to the nature of the disability (e.g., learning and cognitive disorders) the report should contain both summary data and specific tests scores.
Diagnostic methods that are congruent with the particular disability and current professional practices in the field are expected.
Methods may include formal instruments, medical examinations, structured interview protocols, performance observations and unstructured interviews. If results from informal or non-standardized methods of evaluation are reported, a clear explanation of their role and significance in the diagnostic process should be included.
Current Functioning and Need for Current Documentation:
Reflects current functioning: a combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self-report is the most comprehensive approach to fully documenting impact of a condition.
Relatively recent documentation is recommended; common sense and discretion in providing older documentation of disabilities that are permanent or non-varying is recommended.
Changes in the functional impact of a condition (e.g., result of growth, development, changes in symptomatology) may warrant more frequent updates in documentation.
The necessity of recent documentation may depend on the facts and circumstances of the student’s disability and the accommodations requested.
Functional Limitations:
Documentation should be thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the disability.
Description of Expected Duration, Progression and Stability of a Condition:
Documentation must provide information on expected changes or fluctuation of the individual’s disability over time if the disability is cyclical or episodic in nature.
Information should be provided regarding known or suspected environmental triggers that might impact the need for adjusted reasonable accommodations.
If a condition is unstable, information regarding intervention (including an individual’s own strategies); recommended timelines for updates; and potential reevaluations are helpful in determining reasonable accommodations.
Supported Need for Requested Reasonable Accommodations:
The rationale for seeking information about a student’s condition is to support OAS in establishing disability, understanding how the disability may impact a student, and making informed decisions about reasonable accommodations that facilitate equal access to the institution’s courses, programs, facilities and activities.
The documentation should include recommendations for reasonable accommodations and services and should be logically related to the student’s functional limitations and their specific condition.
The recommendations by outside agents will be considered and may be adopted when they are congruent with the institution providing equal access to courses, programs, facilities and services and when they are considered to be reasonable in nature. The essential requirements of a program or course are taken into consideration when determining reasonable accommodations.
OAS may substitute another reasonable accommodation, if it is considered to be as effective and parallel to the one recommended while ensuring that the determination is a deliberative and collaborative process.
Documentation of a specific disability does not translate directly into a specific accommodation or set of accommodations, instead reasonable accommodations are determined on a case-by-case and course-by-course basis and based upon a deliberative and collaborative process that is responsive to the unique experience of an individual and the unique course and/or program the student is enrolled.
After careful review of all factors, OAS has the right to request additional documentation when the need for reasonable accommodations are not supported or deny a requested accommodation when deemed unreasonable.
Currency of Documentation
The age of acceptable documentation is dependent upon the disability. While older documentation for conditions that are permanent or do not vary may be appropriate, changing conditions and/or changes in how the condition impacts the individual over time may warrant more current documentation.
Types of documentation that may be helpful include, but are not limited to, the following:
Educational, psychological, or medical records
Reports and assessments created by health care providers, psychologists, or the educational system (e.g. a psychoeducational evaluation)
Documents that reflect education and accommodation history, such as an Individual Education Program (IEP) and 504 Plan
Please keep the following in mind:
Disability is defined by the Americans with Disabilities Act as an impairment that substantially limits one or more major life activities. Major life activities include, but are not limited to, seeing, hearing, walking, standing, lifting, speaking, learning, reading, concentrating, thinking, communicating, and working.
TheRequest for Accommodations and Services form and documentation of disability should be submitted to OAS early enough to allow staff sufficient time to review the request and implement reasonable accommodations and services.
OAS may ask the student to provide additional information if the submitted documentation is incomplete or does not support the student’s request for accommodations.
Documentation must come from a qualified practitioner who is not a family member of the student.
Students who do not have documentation are encouraged to meet with the director of OAS to explore options for support.
Students should keep a copy of the documentation for their records. OAS destroys/deletes documentation and other disability-related information three years after a student leaves the college.
Documentation accepted by Ferrum might not be accepted by other institutions, agencies, and/or programs (e.g., testing agencies, licensure exams, and certification programs). Please check with the specific organizations and/or programs to determine their documentation requirements.
Please note that Ferrum College has no obligation to provide accommodations previously provided by outside entities.
All disability disclosures are voluntary and confidential. All documentation received will be kept confidential.
ADD/ADHD Documentation Requirements
Currency
Since any academic accommodations given to a student are based upon the present effect of the disability on the student, medical documentation used to request accommodations must be no more than 3 years old. Since Attention Deficit Hyperactivity Disorder is often first demonstrated in childhood, previous academic information, as well as a history of the student’s previous diagnosis should be included in the medical documentation submitted. If the student was not diagnosed until adulthood, specific mention of this must be made in the current diagnosis.
Diagnostician Qualifications
Professionals qualified to diagnose ADHD must have training in differential diagnosis and experience with both adolescents and adults with ADHD. While the list below is not exhaustive, the following professionals are considered qualified:
Clinical psychologists
Neuropsychologists
Psychiatrists
We request that the evaluator completing this assessment be unrelated to the student.
Evidence of Impairment
As mentioned previously, history of diagnosis and previous academic information must be included by the current evaluator. Furthermore, the evaluator should include information regarding on-going inattentive or hyperactive behavior that has had a significant impact on the student’s functioning.
Diagnostic Report and Summary
The diagnostic report and summary must include, but is not limited to, the following information:
Neurological and/or psychoeducational assessment.
A specific diagnosis based upon the criteria set forth in the DSM-IV.
Standard scores or percentiles of any testing given.
Information pertaining to any relevant medical, psychological, educational, behavioral, or familial history that may impact the student academically, as well as any current information from these areas as well.
A clear, direct statement of any current major life functions limited by the student’s condition.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a postsecondary academic setting that are supported by the student’s testing results and subsequent diagnosis.
Information regarding assistive technology and accommodations which have been helpful in the past, if applicable.
Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.), if applicable.
This summary must:
Be written on evaluator letterhead.
Be signed and dated by the evaluator.
Include the specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Since any academic accommodations given to a student are based upon the present effect of the disability on the student, medical documentation used to request accommodations should be no more than 3 years old. However, exceptions to this amount of time may be made based upon the nature and progression of the visual impairment itself, as well as the accommodations requested.
Diagnostician Qualifications
Certified ophthalmologists
Certified optometrists
Diagnostic Report and Summarizations
The diagnostic report and summary must include, but is not limited to, the following information:
A specific statement of the student’s visual acuity.
A summary of assessment.
Standard scores of any testing given, if applicable.
Information pertaining to the student’s condition. Mention must be given as to whether the condition is static or changing and, if changing, the rate at which the change seems to be occurring.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a postsecondary academic setting that are supported by the student’s testing results and subsequent diagnosis.
Information regarding assistive technology and accommodations which have been helpful in the past, if applicable.
Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.), if applicable.
This summary must:
Be written on evaluator letterhead.
Be signed and dated by the evaluator.
Include the specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Head Injury/Traumatic Brain Injuries and/or Concussions
Currency
Since any academic accommodations given to a student are based upon the present effect of the disability on the student, medical documentation used to request accommodations must be no more than 3 years old.
Diagnostician Qualifications
While the list below is not exhaustive, the following professionals are considered qualified to diagnose head injuries and traumatic brain injuries:
Clinical Psychologists
Licensed Physicians
Neurologists
Neuropsychologists
Psychiatrists
We request that the evaluator completing this assessment be unrelated to the student and include his/her license number along with credentials.
Diagnostic Report and Summarization
The diagnostic report and summary must include, but is not limited to, the following information:
A clear, concise statement of the injury and the probable site of lesion, as well as information regarding what parts of the brain are affected and to what degree.
A comprehensive neuropsychological evaluation which reflects current levels of functioning and includes:
Evaluation by a qualified diagnostician with comprehensive training and experience
Diagnostic interview, including a description of the presenting problem(s) or referral concern(s); relevant self-report and third-party information regarding developmental history, family history, learning or psychological difficulties, medical history, and academic history; current medications; and a discussion of co-morbidity, as appropriate
Assessment of the following areas: attention, visual perception, visual reasoning, language, academic skills, memory/ learning, executive functioning, sensory, motor, and social-emotional functioning
Summary of assessment or clinical summary, which includes relevant educational classifications, DSM-5 diagnoses, or other diagnoses; clinical impressions and expected timelines for improvement and/ or resolution, as appropriate and cognitive and achievement measures used.
Standard scores or percentiles of any testing given, if applicable.
A clear, direct statement of any current major life functions limited by the student’s condition, barriers created by the brain injury. as well as a summary of any present symptoms the student is experiencing.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a postsecondary academic setting that is supported by the student’s testing results and subsequent diagnosis.
Information regarding assistive technology and accommodations which have been helpful in the past, if applicable.
Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.), if applicable.
This summary must also contain the following:
Be written on the evaluator’s letterhead.
Be signed and dated by the evaluator.
Include specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Hearing Impairment/Loss
Currency
Since any academic accommodations given to a student are based upon the present effect of the disability on the student, medical documentation used to request accommodations should be no more than 3 years old. However, exceptions to this amount of time may be made based upon the nature and progression of the hearing impairment itself, as well as the accommodations requested.
Diagnostician Qualifications
While the list below is not exhaustive, the following professionals are considered qualified to complete this assessment:
Certified audiologists
Otorhinolaryngologists
We request that the evaluator completing this assessment be unrelated to the student.
Diagnostic Report and Summarization
The diagnostic report and summary must include, but not limited to, the following information:
A specific statement of the student’s hearing acuity.
A summary of assessment and audiogram.
Standard scores of any testing given, if applicable.
An assessment of current functional limitations, major life functions limited, and barriers created by the hearing loss.
Information pertaining to the student’s condition. Mention must be given as to whether the condition is static or changing and, if changing, the rate at which the change seems to be occurring.
Record of the student’s unaided, bilateral hearing loss.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a post-secondary academic setting that are supported by the student’s testing results and subsequent diagnosis.
Information regarding assistive technology and accommodations which have been helpful in the past, if applicable.
Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.), if applicable.
This summary must:
Be written on the evaluator’s letterhead.
Be signed and dated by the evaluator.
Include the specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Physical Disabilities/Impairments and Chronic Illnesses or Disorders
Please note: Temporary illnesses or impairments, including conditions such as, but not limited to, cold, flu, normal pregnancy, sprained appendages, etc. are not considered for accommodations.
Currency
Since any academic accommodations given to a student are based upon the present effect of the disability on the student, medical documentation used to request accommodations should be no more than 3 years old. However, exceptions to this amount of time may be made based on the nature of the disability/impairment/illness itself, as well as the accommodations requested.
Diagnostician Qualifications
Certified healthcare professionals are qualified to complete this assessment. If the student’s condition warrants such action, an assessment from a specialist working in the field of the student’s disability/impairment/illness is preferred.
Diagnostic Report and Summarization
The diagnostic report and summary must include, but is not limited to, the following information:
Summary of assessment.
A specific diagnosis based on the criteria set forth in the DSM-IV, if applicable.
Standard scores or percentiles of any testing given, if applicable.
Information pertaining to any relevant medical, psychological, educational, behavioral, or familial history that may impact the student academically, as well as any current information from these areas as well.
A clear, direct statement of any current major life functions limited by the student’s condition, as well as a summary of any present symptoms the student is experiencing.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a post-secondary academic setting that is supported by the student’s testing results and subsequent diagnosis.
Information regarding assistive technology and accommodations which have been helpful in the past, if applicable.
Evidence of past use of accommodations (IEPs, 504 Plans, Accommodation Plans from previous schools, etc.), if applicable.
This summary must:
Be written on letterhead from the evaluator.
Be signed and dated by the evaluator.
Include the specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Psychiatric, Psychological, and Emotional Disorders/Disabilities Documentation Requirements
Note: Psychiatric, psychological, and emotional disorders/disabilities include, but are not limited to:
Post Traumatic Stress Disorder
Bipolar Disorder
Dissociative Disorders
Mood Disorders
Currency
Since any academic accommodations given to a student are based upon the present effect of the disorder/disability on the student, medical documentation used to request accommodations must be no more than 3 years old.
Diagnostician Qualifications
Professionals qualified to diagnose psychiatric, psychological, or emotional disorders must be a licensed mental health professional. While the list below is not exhaustive, the following professionals are considered qualified:
Clinical Psychologists
Neuropsychologists
Psychiatrists
Licensed Clinical Social Worker (LCSW)
Licensed Professional Counselor (LPC)
We request that the evaluator completing this assessment be unrelated to the student and that his/her license number be included in the documentation submitted.
Diagnostic Report and Summarization
The diagnostic report and summary must include, but not limited to, the following information:
A specific diagnosis based upon the criteria set forth in the DSM-V and a clinical review (when necessary).
Standard scores or percentiles on any testing given.
Information pertaining to any relevant medical, psychological, educational, or familial history that may affect the student academically, as well as any current information from these areas as well.
A clear, direct statement of any current symptoms limiting the student. Mention should be made of any impact that the student’s medication is having on their abilities as well.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a post-secondary academic setting that is supported by the student’s testing results and subsequent diagnosis.
This summary must:
Be written on evaluator letterhead.
Be signed and dated by the evaluator.
Include the specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Specific Learning Disabilities
Currency
Since any academic accommodations given to a student are based upon the present effect of the disability on the student, medical documentation used to request accommodations must be no more than 5 years old.
IEP’s cannot be accepted as substantiating medical documentation unless the specific testing results are included. It is preferred that this testing is done when the student is an adult and focused on a post-secondary degree level.
Diagnostician Qualifications
Professionals qualified to diagnose learning disorders must have training in differential diagnoses and experience with both adolescents and adults with learning disabilities.
While the list below is not exhaustive, the following professionals are considered qualified:
Educational therapists
Learning disabilities specialists
Licensed psychologists
Neuropsychologists
Speech and language specialists
We request that the evaluator completing this assessment be unrelated to the student and include his/her license number.
Comprehensive Assessment
The comprehensive assessment to be administered when testing for learning disorders must include at least 1 assessment from each of the following areas:
Achievement
Reading achievement
Mathematics achievement
Written language achievement
Aptitude
Preferred tests include Woodcock-Johnson, Wechsler Individual Achievement Tests, and Scholastic Abilities Tests for Adults, as well as specific tests for each achievement area, such as the Nelson Denny Reading Skills Test, the Test of Mathematical Abilities (TOMA), and the Test of Written Language (TOWL).
The above list is not exhaustive and is not meant to limit an evaluator’s testing in any way. The evaluator should include information regarding any other testing areas that may have an impact on the academic success of the student.
Furthermore, the tests listed are simply suggestions. Other recognized, scholarly test results will be accepted as well.
Diagnostic Report and Summary
Please note: A student’s individual learning style, learning differences, and/or learning disorders do not, by themselves, indicate a learning disability. The diagnostic report and summary must include, but is not limited to, the following information:
A summary of the diagnostic interview.
Standard scores or percentiles of any testing given — must disclose a substantial limitation to learning in the specific areas that a learning disability is being diagnosed for the student.
Information pertaining to any relevant medical, psychological, educational, behavioral, or familial history that may impact the student academically, as well as current information from these areas.
Information regarding patterns in the student’s cognitive achievement.
A clear, direct statement of any current major life functions limited by the student’s condition.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a post-secondary academic setting that is supported by the student’s testing results and subsequent diagnosis.
This summary submitted must:
Be written on letterhead from the evaluator.
Be signed and dated by the evaluator.
Include specific dates of testing.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed periodically for all current students. Students may be asked to provide updated medical documentation for conditions that may change over time and whose medical documentation is past the required currency at the time of the review. Students are also encouraged to send in medical documentation when changes in their medical condition occur.
Temporary Accommodations
Individuals with temporarily disabling conditions resulting from injuries, surgery or short-term medical conditions may need access to accommodations similar to individuals with permanent disabilities. Examples of temporary disabilities may include but are not limited to broken limbs, concussions, hand injuries, or short-term impairments following surgery or medical treatments.
Students with temporary diagnoses, disabilities, or impairments who wish to request temporary accommodations should complete the Request for Temporary Accommodations, providing documentation of their diagnoses, symptoms, and prognosis. Students will then meet with OAS staff to discuss the request and to determine whether the request is reasonable and appropriate.
If the request is determined to be reasonable and appropriate, the OAS will work with the student to develop an appropriate accommodation plan.
Currency
As temporary academic accommodations given to a student are based upon the present effect of the temporary condition on the student, medical documentation used to request accommodations must be no more than 3 days old.
Diagnostician Qualifications
Certified healthcare professionals and athletic trainers are qualified to complete this assessment. If the student’s condition warrants such action, an assessment from a specialist working in the field of the student’s disability/impairment/illness is preferred.
Diagnostic Report and Summarization
The diagnostic report and summary must include, but is not limited to, the following information:
Summary of assessment.
Standard scores or percentiles of any testing given, if applicable.
Information pertaining to any relevant medical, psychological, educational, behavioral, or familial history that may impact the student academically, as well as any current information from these areas as well.
A clear, direct statement of any current major life functions limited by the student’s condition, as well as a summary of any present symptoms the student is experiencing.
Suggestions (from the evaluator) for specific accommodations to be administered on behalf of the student in a post-secondary academic setting that is supported by the student’s testing results and subsequent diagnosis.
This summary must:
Be written on letterhead from the evaluator.
Be signed and dated by the evaluator.
Include the specific dates of testing/procedure.
Include professional credentials.
Include contact information for the evaluator.
Submission Information
Upload documentation with the accommodation request form.
Note: Medical documentation will be reviewed for all students with temporary accommodations. Students may be asked to provide updated medical documentation for condition(s)/impairment(s). Students are also encouraged to check in with OAS regularly to review the effectiveness and continuing need of the temporary accommodations.
Examples:
Extended time for testing
Testing in a reduced-distraction environment
Additional time/breaks for tests, exams, and quizzes – For example, a student may need 1.5x additional time or a student may need one 5-minute break for every hour of testing.
One-on-one accommodation advising
Assistive technology – This may include reading software, speech to text, etc.
Teddy Butz Testing Center
Assistive Technology Available:
Kurzweil 3000 – scanning and reading software for students with reading disabilities
ReadSpeaker – text reader of content for all students in Ferrum’s Learning Management System
While we do our best to provide the accommodations that students need to have equitable access to the college environment; there are some things that cannot be provided as accommodations. Our responsibility is to provide reasonable accommodations in policies, practices or procedures when needed to prevent discrimination on the basis of disability unless making such accommodations would fundamentally alter the nature of the service, program or activity, or would result in undue financial and administrative burdens.
Please note that the accommodations listed above is not an exhaustive list. Ferrum College reserves the right to accommodate needs based upon Federal and State regulations.
Ferrum College recognizes the highly confidential nature of disability-related information. The Office of Accessibility Services complies with the Family Educational Rights and Privacy Act (FERPA) regarding access to this information.
Disability-related information released to the Office of Accessibility Services will be maintained in the Office of Accessibility Services, separate from other educational records. Information will be kept in locked storage for the duration of a student’s education at Ferrum College and for three (3) years following the graduation, withdrawal, or separation of the student from the college at which time the file and its contents will be shredded.
Disability-related information will be released to college personnel only on an as-needed basis. Further, OAS will make every reasonable effort to respect the confidentiality and disclosure preferences of the student. Disability-related information will never be released to personnel outside of the college without permission from the student, in the form of a signed release of information form. Exception to this policy may occur if the student has granted a parent or guardian permission to discuss their accommodations through an authorized information release form. Ferrum College is required to report self-disclosed disability information to SCHEV (State Council of Higher Education for VA), per state law.
Please include documentation electronically with the submission of the request.
If you are unable to submit electronically, please contact OAS@ferrum.edu for guidance.
Non-Academic Accommodations
Housing, Dietary, and Support Animals
Please note that each of the following request processes is different. Questions can be directed to OAS@ferrum.edu.
Dining Accommodations
Housing Accommodations
Emotional Support and Service Animals
DEADLINES
Ferrum dining services offer a wide range of dietary options and can provide food choices tailored to most individual needs. Please review the Campus Dining Nutrition and Food Allergy website for more information.
Please note that all residential students are required to purchase a meal plan. An exemption from the meal plan can be implemented only due to a disability-related inability to reasonably make use of on-campus dining options.
If a student feels that our campus Dining Services are unable to adequately meet their dietary needs, they should follow the process below to address their concerns:
STEP TWO: Dining Services will meet with the student to discuss options. If Dining Services is unable to resolve the issue, the student should reach out to the Director of Housing to request a meeting with the Dining Services Manager to discuss their situation.
STEP THREE: If it is determined in the meeting that a meal plan modification/exemption is appropriate, the Director of Housing will refer the student to the OAS, where the student can request a Housing Accommodation and follow the College’s Housing Accommodation process.
STEP FOUR: The deadlines for submitting these requests follow our Housing Accommodation deadline schedule.
Requests placed after these deadlines will be considered on a case-by-case basis but there is no guarantee that the request will be granted that semester.
IMPORTANT NOTE: Housing Accommodation Requests are due Mar 15 for the fall semester for returning students. New students’ applications are due May 1 for fall semester and October 15 for the spring semester. While applications submitted after these dates will be accepted and considered, Ferrum College cannot guarantee to immediately meet the applicant’s accommodation needs, including any needs that develop during the semester. Ferrum College will make a good-faith effort to accommodate student needs throughout the semester.
We recognize the importance of providing reasonable accommodations in its housing policies and practices where necessary for individuals with disabilities to fully participate in the College housing program. This policy explains the specific requirements and guidelines that govern requests for reasonable accommodation in College housing. Ferrum reserves the right to amend this policy at any time as circumstances require.
Requests for housing accommodations must be submitted each academic year the student resides on campus and cannot be guaranteed for any subsequent academic year.
Specific building/room/hall requests may be considered by Residence Life but cannot be guaranteed.
Roommate requests may be considered by Residence Life but cannot be guaranteed.
Reasonable Accommodations
The Office of Accessibility provides reasonable accommodations to residents with disabilities, who have gone through the process of disability verification with OAS, in so far as it is reasonably possible to do so. Students who request housing accommodations should follow the process outlined below.
Ferrum College reserves the right to request additional documentation if the information submitted appears to be outdated, inadequate in scope or content, does not address current level of functioning, or does not substantiate a need for modifications or accommodations. Students who are not satisfied with the outcome of their housing accommodation request are encouraged to review the Disability Services Grievance Process.
What is Reasonable?
For Housing Accommodation Requests — Accommodations resolve matters that the student could not otherwise address through preparation, practice, counseling/coaching/professional guidance, adjustment to expectations and routines, or implementation of other strategies that any student who lives on or off campus must consider and incorporate to continue to be a successful college students.
AccommodationReasoning
When necessary, reasonable accommodations are facilitated when the accommodation addresses all the following:
Establishes meaningful access or an equal opportunity to:
Fully engage and participate in the same activities, campus services, benefits and experiences offered to a person without a disability;
Utilize the same information shared with everyone; and
Have the same opportunity to achieve.
Logically addresses the impacts of one’s disability relative to the barriers/challenges established by and rooted in the academic, housing, and/or campus environment. (Academic or housing challenges in isolation of an academic barrier are not accommodated.)
Is logically designed to and will effectively remove the identified academic/campus barrier to equitable access.
Accomodation Examples
Eligible Reasons
Rooms without carpets for students with severe allergies.
Air conditioning for students with severe respiratory conditions.
Specialized furniture (e.g., a height-adjustable desk) for a mobility disabilities.
Grab bars to accommodate a resident who has a mobility disability.
A visual alerting device for students who are deaf or hard-of-hearing (e.g., a fire alarm or doorbell).
Ineligible Reasons
A housing accommodation due to disability is generally not provided for any of the following reasons:
Due to financial concerns (whether related to disability or not).
Solely to ensure the student is successful at college (accommodations in higher education are to provide access, not success).
To ensure a quiet, solitary place for studying. The library has spaces available for students to study.
To increase comfort or alleviate discomfort in the housing arrangement (such as by having a specific roommate or having a roommate free experience to avoid addressing typical roommate conflicts).
To ensure a private space for virtual appointments.
To serve as an alternative to the student developing the skills, abilities, and practices necessary to effectively live on campus (through trial-and-error, mindfulness strategies, life coaching and campus resources such as Counseling Services).
When a request is meant for the housing space to serve as part of a student’s treatment plan for their diagnosis or for campus housing to serve as a student’s primary treatment or medical plan/resource.
To increase comfort by making it easier to manage an academic schedule (such as by not having to plan for commute time).
Due to limited transportation options.
Housing Accommodation Request Process
The housing accommodation process always includes (but may not be limited to) the following steps:
The Office Accessibility Services (OAS) staff communicates with student upon receipt of request
Verification of the disability by OAS staff based on documentation
Review of request by the Housing Accommodation Team
OAS communicates the outcome of the accommodation request to the student
OAS sends notification of request approval to the Director of Housing
The Director of Housing will communicate the residential placement information to the student
Documentation Guidelines
At minimum, documentation supplied with the Disability Verification Form must include evidence of a documented disability and supporting evidence for the specific accommodation requested. Documentation will be considered on a case-by-case basis and must be supplied by a reliable third party. Please refer to the Disability Verification Form for Housing Accommodations for specifics regarding documentation. This form must be completed by a qualified, licensed healthcare provider – see the following description:
Ferrum College requires documentation from an appropriately qualified healthcare provider who is currently treating the student to evaluate each request accurately and equitably. The healthcare provider must have an active professional license from the Commonwealth of Virginia or the state of the student’s permanent residence. The qualified healthcare provider completing all parts of the Disability Verification Form for Housing Accommodations cannot be related to the student.
If documentation received is insufficient to determine whether an accommodation is reasonable and appropriate, the OAS will inform the individual in writing and may request additional information, including permission to speak directly with the reliable third party supplying the documentation, within twenty (20) business days of receipt.
Please note that a medical diagnosis alone and a recommendation for a particular accommodation do not establish an accessibility-related need for accommodations. A student’s professional healthcare provider documentation must establish the following for a condition to be considered a disability:
(A) Compelling evidence, including treatment history, to indicate the impact, of a physical or mental health impairment that limits the student’s participation in a major life activity;
(B) A substantial degree of functional impairment;
(C) Sufficient explanation of how the requested housing assignment relates to the current impact of the condition.
Accommodations are not granted solely on the recommendations of care providers; rather — in compliance with Ferrum College policy and applicable federal and state laws — an accommodation is granted on the basis of a substantiated disability-related functional limitation resulting in a barrier to access that would necessitate an accommodation. Furthermore, students requesting housing accommodations are not making a request for a specific outcome, but rather a request for an accommodation that would foster access to equitable participation in our campus’ academic and residential programs and services. Each student’s request and related documentation is reviewed on a case-by-case basis and, if warranted, a reasonable and appropriate accommodation is approved by the Housing Accommodation Team.
Definition
By definition, a pet is an animal kept for ordinary use and companionship. A pet is not considered a Service or Emotional Support Animal. Residents are not permitted to have or keep pets in campus housing.
Ferrum Policies
Ferrum welcomes assistance animals into its residential facilities as a housing accommodation for students with documented disabilities. A disability is defined as an impairment that substantially limits one or more life activities. A disability is defined as an impairment that substantially limits one or more life activities. You can find a formal definition on the ADA website here.
ESAs and Service Animals are only permitted to reside in campus housing following student’s approval of the student’s Request for Emotional Support or Service Animal. Animals housed in residential facilities without approval constitute a violation of the student code of conduct and must be removed.
Important
Students seeking to have an ESA or service animal in campus housing must submit a request, with all accompanying documentation, for review each academic year.
BRINGING AN ANIMAL ON CAMPUS BEFORE IT IS APPROVED IS A VIOLATION OF THE STUDENT CONDUCT CODE. IF AN UNAPPROVED ANIMAL IS FOUND ON CAMPUS, IT WILL BE REMOVED AND THE STUDENT WILL HAVE TO WAIT UNTIL THE FOLLOWING SEMESTER TO REGISTER IT.
Ferrum welcomes students, faculty, staff, and community members who utilize service animals on and around campus. Under the ADA, a service animal is defined as a dog/miniature horse that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person’s disability. Animals that provide comfort, but are not trained to perform a specific work or task do not qualify as service animals.
Persons with service animals on Ferrum’s campus are invited to notify the OAS in order to facilitate access around campus, but are not required.
However, if you live on campus and if the service animal is residing in campus housing, you must complete the Request for Emotional Support or Service Animal process and submit all required documentation prior to moving the animal into campus housing.
By definition, a pet is an animal kept for ordinary use and companionship. A pet is not considered a Service or Assistance Animal. Residents are not permitted to have or keep pets in campus housing.
Ferrum welcomes assistance animals into its residential facilities as a housing accommodation for students with documented disabilities. A disability is defined as an impairment that substantially limits one or more life activities. You can find a formal definition on the ADA website here.
Ferrum College recognizes the broader category of Assistance Animals under the Fair Housing Act that provide physical and/or emotional support to individuals with disabilities. Assistance Animals are defined as a category of animals that may work, provide assistance, or perform physical tasks for an individual with a disability and/or provide necessary emotional support to an individual with a mental or psychiatric disability, but which are not considered Service Animals under the Americans with Disabilities Act.
Ferrum College is committed to compliance with applicable laws and regulations regarding individuals with disabilities. Ferrum College strives to provide safe, healthy housing to all students who live in its residence halls and is committed to providing equal access to College housing to all students with qualifying disabilities. In keeping with this obligation, it is the policy of Ferrum College that ESAs and service animals are permitted in all housing facilities per Ferrum College policies and procedures. For this policy, the term, “residence halls” or “campus housing,” will pertain to all student housing including traditional residence halls and apartments.
OAS requires advance notice in order to gather, review, and verify the necessary documentation, which includes, but is not limited to: verification of a disability, the determination of any conflicting disabilities in the immediate vicinity where the animal will be housed, and verification of all vaccinations and the health of the animal including all the necessary licensing.
Housing Accommodation Requests and Emotional Support/ Service Animal Requests are due:
RETURNING STUDENTS
March 15 for the fall semester
October 15 for the spring semester
NEW STUDENTS
May 1 for the fall semester
October 15 for the spring semester
While applications submitted after these dates will be accepted and considered, Ferrum College cannot guarantee to immediately meet the applicant’s accommodation needs, including any needs that develop during the semester. For any new diagnoses or treatment plans that occur during the semester, the student should provide documentation at least 60 days before accommodation will be needed. Ferrum College will make a good-faith effort to accommodate student needs throughout the semester.
Transitioning from High School to College: What you need to know.
Starting college in a new environment can be an exciting time full of firsts. This might be the first time you live without your parents or share a room! This new experience comes with a greater emphasis on personal responsibility and self-advocacy. For students with disabilities, there may be unique challenges that can seem overwhelming.
OAS wants to offer you support during this transition by providing information about what to expect. Below are some resources that have additional information about transitioning from a student with a disability in high school to a student with a disability in college:
