The Disabilities Access Committee (DAC) exists to address issues for all Castleton students and employees. The DAC provides a forum for addressing the needs of Castleton's students and employees in a consistent, comprehensive way.
In many cases, a person with a disability will have contact with several campus departments in an attempt to resolve a variety of issues. The membership of the committee includes representatives from those departments which have responsibility for some area of disability services.
Members of DAC are available to facilitate class discussions, make classroom presentations and present workshops on a variety of topics including the Americans with Disabilities Act, universal design, learning disabilities, communicating with the differently abled, and adaptive and assistive technologies. In addition, DAC members are available for individual consultation, assistance, and support.
The DAC welcomes your input. Please direct your questions, concerns, or ideas to any member of the committee. Thank you for your support!
The transition from high school to college presents many challenges for all students and their families. It can be exciting and confusing, happy and stressful, fun and fearful. Those feelings are normal and are all part of the process of growth and change.
For students with disabilities there is the added challenge of figuring out the differences between the services they received in high school and the rights and responsibilities they will have as college students. There are some significant differences between high school and college.
The responsibilities of the college differ significantly from those of school districts. No "special education" system exists at the college level, but colleges do provide services to students with disabilities.
You will have responsibilities as a college student that you did not have as a high school student. In college, the student is responsible for initiating a request for an accommodation. To do so, the student must declare that he/she has a disability and must provide current documentation.
Colleges are not governed by the IDEA (Individuals with Disabilities Education Act), however, colleges are prohibited from discriminating on the basis of disability and are required to ensure equal access for otherwise qualified students with disabilities. "Equal access" includes providing students with reasonable accommodations.
All students, including those with disabilities must meet the same academic standards. Accommodations are meant to "level the playing field," not lower standards.
The Individuals with Disabilities Education Act (IDEA) is the law which covers students ages 2 to 21 who need special education in public schools. This law has no authority after a student graduates from high school. From then on, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) become the guiding laws. The biggest differences between IDEA and ADA & 504 are as follows:
Colleges are not required to modify admission requirements or academic requirements for a student with a disability. In fact, a student with a disability must participate in the college's standard admission process and must be otherwise qualified for admission. Otherwise qualified means that the student with a disability must meet the same admissions standards and have academic credentials equivalent to their peers without disabilities.
The college is not required to lower or substantially modify essential academic requirements. For example, the college may provide extra time to complete a test, but it is not required to change the substantive content of the test.
Section 504 and the ADA are considered outcome neutral, that is, they ensure that a student with a disability has an equal opportunity for access but they do not require the college guarantee success.
If a student with a disability wants to request an accommodation, that individual must disclose his/her disability to the appropriate college official and must provide appropriate documentation. Documentation may include educational or medical records, reports and assessments created by health care providers, school psychologists, teachers, or the educational system. This information is inclusive of documents that reflect education and accommodation history, such as an IEP, Summary Of Performance (SOP), and teacher observations. IEP’s and 504 Plans may be irrelevant in the postsecondary context, but if provided, they must show the current impact of the condition and identify a connection between the disability and any accommodation request. Documentation will vary in its relevance and value depending on the original context, credentials of the evaluator, the level of detail provided, and the comprehensiveness of the narrative. (Additional documentation may be requested.)
At Castleton this disclosure and documentation are provided to Kathy Perzanowski, the Learning Specialist in the Academic Support Center at (802) 468-1428.
Appropriate academic accommodations are determined by the designated college official based on the specific disability and the individual needs of the student, as well as on the essential requirements of the specific course.
The college is not required to make modifications that would fundamentally alter the nature of the course, or would result in an undue financial or administrative burden.