Disability Resource Center

The Disability Resource Center (DRC) serves as the liaison for students with disabilities. Students with a diagnosed disability who have met the college’s academic standards and have confirmed their intention to enroll, may request accommodations.

Please note that access may not be the same as success and getting a desired grade. We want you to succeed but we cannot make changes in academic expectations or responsibilities strictly to foster your success. We must focus on issues of access. That is why we look forward to meeting and speaking with you at length about your past experience in educational settings.

Notre Dame de Namur University is dedicated to providing access for students who have documented disabilities and have registered with the DRC. We encourage you to contact the Disability Resource Center in the early stages of your college planning as reasonable accommodations are not provided retroactively.

Should you have any other questions, please feel free to contact us.

Disability Resource Center
Notre Dame de Namur University
Chapel Annex
1500 Ralston Ave. Belmont, CA 94002

Students with Documented Disabilities

If you have a learning disability or other circumstance that requires accommodations, please contact us at drc@ndnu.edu or 650-508-3670.

Resources

• Strategies for Increasing Accessibility During Online/Remote Learning
• Pet Policy
• Medical Provider Form
• Waiver and Substitution Policy
• How to File a Disability Grievance: The grievance procedure for disabilities is the same as filing a grievance for any other form of discrimination or harassment on campus. (Student Handbook) 
• Association on Higher Education and Disability Organization
  Children and Adults with ADD/Hyperactivity Disorder
  International Dyslexia Association
• National Attention Deficit Disorder Association
• National Center for Learning Disabilities
• Learning Disabilities Association of America

Requesting Accommodations

Procedure for Requesting Accommodations:

1. Self-Disclose – Students must self-disclose to the Disability Resource Center in a timely and reasonable manner. The amount of time considered appropriate depends on the nature of accommodations being sought. Certain accommodations may require significant time to arrange and provide.

2. Submit Documentation – Submit to the DRC current documentation – ideally within the last three years. Documentation should include certain elements:

• Diagnosis (DSM V, IDEA, medical or other)
• Statement of severity
• Statement that identifies how the condition creates a “substantial impairment” and in which life activities
• Recommendations for accommodations that will be needed by the student in order to obtain equal access to the program or service

The documentation must be from an individual who is qualified by education and experience to diagnose the specific disability.

It is not appropriate for professionals to evaluate immediate family members for the purpose of documenting a disability, however, input from parents is welcome.

The Medical Provider Form is an example of the items providers need to address in documentation to support your request. Your provider/clinician is welcome to use this form or generate other documentation that covers the same information.

Acceptable documentation would include current medical reports or a recent IEP or 504 plan in combination with a Comprehensive Evaluation Report. The documentation you provide may require further support and/or additional evaluations for determination of eligibility. Any costs incurred for additional evaluations are the responsibility of the student.

3. Schedule an Initial Meeting – Students must schedule an intake interview with the director to discuss the functional impact of his/her disability in the college environment. This should take place at the beginning of the semester.

The student′s self-report regarding how the disability has impacted his/her learning and other major life activities, as well as the effectiveness of past accommodations provides a valuable source of information. Appropriate and reasonable accommodations are determined on a case- by-case basis. Consequently, accommodation recommendations may vary from individual to individual with the ‘same′ disability diagnosis and from environment to environment for the same individual.

In preparation for this intake interview, students are encouraged to consider how the disability has impacted them in the past. Students should also consider how it is likely to impact them in the typical activities they expect to encounter at Notre Dame de Namur University.

4. Approve the Student Accommodation Notification – Once accommodations are determined, the DRC will inform instructors of the reasonable accommodations via a letter from the DRC. At the start of each succeeding semester, the student must give written consent for letters to be sent to the student′s new professors. Please email the Disability Resource Center and request that your Letter of Accommodation be sent yo your professors.

5. Student to Communicate with Professors – In the postsecondary setting, students bear the responsibility to self-disclose with professors. Using the student copy of the accommodation letter, the student introduces him/herself to each professor. It is suggested that this conversation take place within the first two weeks of the semester to allow the professor to make adequate accommodations to the student. Student and professor agree on reasonable accommodations for the specific class.

6. Report Any Problems – Students are expected to maintain contact with the DRC regarding the implementation and effectiveness of accommodations. If accommodation needs are not being met in the classroom, the student should request a meeting with the faculty member without delay. If further assistance is necessary, the student should contact the DRC immediately to address the concern. See the grievance procedures as stated in the Notre Dame de Namur University Handbook.

Students with disabilities that have been accommodated in high school will experience changes in the way they receive those accommodations in college and advanced degree programs. At the age of 18, the student is now in control and responsible for his/her own accommodations.

This is not the case. On the college level, the student, as an adult, must be his/her own self advocate. An awareness of and ability to communicate about his/her disability is essential.

The student is also responsible for providing acceptable documentation (See Requesting Accommodations link on the left). At Notre Dame de Namur University, the student will be expected to meet with the Disability Resource Center (DRC) to discuss the types of accommodations suggested by the documentation and what the student prefers to receive. Based upon an interactive discussion, the DRC will provide the student with a document that the student can show to his instructors as s/he prefers. The student must ask the instructor in a timely manner to provide the appropriate accommodations.

The Disability Resource Center offers reasonable accommodations to assist with equal access for the student with a disability. However, it is up to the student to take advantage of these accommodations. Additionally, Notre Dame de Namur University offers several support services to all students, these include: the Student Success Center, Office of Spirituality, Counseling Services, Health Services, and Residence Life and Housing. The DRC office may encourage the student to set an appointment with one of these offices, but the student will make the final decision to schedule and attend.

If you are the parent of a student with a disability, you may have taken a very big role in their academic success to this point. Obviously, the parent′s role changes dramatically when a student moves into a University setting. While this most likely will be cause for some relief to the parent, it is also cause for some anxiety. How can the parent be sure that the student continues good study habits? While the student most likely will experiment with his/her boundaries during this transition time, here is a list of suggestions for parents to help the student succeed in college.

1. Make sure the student has a supply of any medication the student will need. Remind the student of the importance of taking the medicine as prescribed.
2. Provide the student with a plan book that is a size that can easily be carried with them everywhere. Sit down with him/her before leaving home to enter classes and/or work schedule in the planner.
3. Communicate often. Ask about classes, upcoming projects, attendance, study spaces, etc. Avoid nagging, but demonstrate interest in his/her success. Encourage him or her, and affirm good decisions. Talk about relationships, and be alert for signs of depression or potential problems that would sidetrack them from their studies. Ask about sleep, exercise, and eating habits.

You will find good information about transition to post-secondary education at the following links: ThinkCollege.net GoingtoCollege.org.

Faculty Information

What is a Disability?

According to the Americans with Disabilities Act, a person with a disability is one who:

1. has a physical or mental impairment which substantially limits a major life activity;
2. has a record or history of such an impairment; or
3. is regarded as having such an impairment.

Major life activities include, but are not limited to, walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks. These impairments may be present among people with learning disabilities, emotional disturbances, chronic health impairments, attention deficit disorder, diabetes, asthma, physical disabilities, vision, speech, or hearing impairments, or other conditions.

When does an illness or temporary physical problem become a disability?

Each case is considered individually, but generally, a chronic health condition that fits the above definition would be considered for disability status. Physical problems expected to last more than five weeks may be considered disabilities. Regardless, it must create a substantial limitation in ability to function as a student to qualify as a disability.

How Can I Teach To Meet the Needs of a Student With a Disability?

• In the first meeting of the class, ask students with disabilities to make an appointment with you to discuss accommodations. This ensures privacy while making students aware that you are eager to help. Include a similar statement in your syllabus.
• The Americans with Disabilities Act (ADA) guarantees the privacy of students with disabilities. Please keep this information private unless the student requests that others be made aware.
• Provide students with a detailed course syllabus available before registration if possible.
• If possible, select a text with an accompanying study guide for student use.
• Clearly express course requirements, due dates, and expectations at the first meeting of the class. Readings should be announced as early as possible to aid students who must use taped materials or other formats. Allow at least six weeks to have a book recorded.
• Begin each class period with an outline of material that will be covered in the class. Summarize key points at the end of class.
• Speak directly to students, using body language to help convey your meaning and looking at the class while speaking to allow a students to lip-read, if necessary.
• Write new or technical vocabulary on the blackboard or use a handout or overhead. Use terms in context to help students understand their meaning.
• Give assignments both aloud and in writing to reinforce understanding and avoid confusion about expectations.
• Allow students to tape record lectures.
• Allow time for questions and answers. Include review sessions.
• Provide study questions for exams that demonstrate the format of the test, as well as study questions on content. Explain what constitutes a good answer and why.
• Be prepared to use alternate testing formats (such as extended time or individually proctored exams) to aid students with disabilities.
• Encourage students to use the services offered by the Student Success Center.

Suggested Statement for Syllabi:

The Disability Resource Center (DRC) works with students, faculty, and staff to ensure an equitable and inclusive environment for students with disabilities at Notre Dame de Namur University.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical) be provided with support for equal access to academic courses and campus life by providing reasonable accommodations. If you believe you have a disability requiring an accommodation, please contact the DRC as soon as possible. Accommodations are not provided retroactively.

If you have a learning disability or other circumstance that requires accommodations, please contact us at drc@ndnu.edu or by phone at 650-508-3670.

What is my Responsibility to Make Academic Accommodations?

The Americans with Disabilities Act, combined with Section 504 of the Rehabilitation Act prohibits discrimination against an individual with a qualifying disability. It assures equal access. Students who require accommodation have been certified as eligible for ADA accommodation and will have a letter from the Disability Resource Center detailing the academic accommodations for which the student is eligible.

The purpose of the accommodation letter is to verify ADA eligibility, suggest possible accommodations that may be appropriate, and offer opportunity for dialogue with the student to determine how the accommodations can best be provided. You are under no obligation to offer accommodations to students who do not present a letter from the Disability Resource Center. Accommodations are not retroactive, and thus you are not obligated to modify grades or points earned prior to a student′s request for accommodation. We expect students to provide sufficient time for faculty to make needed adjustments.

To refuse a student′s request for a reasonable accommodation is a violation of the student′s civil rights and could subject the College to investigation by the Office for Civil Rights and/or lawsuit. Discussion is critical. Unless the requested accommodation can be shown to substantially alter the nature of a course, or does not match up well with the style of instruction, or somehow violates performance expectations in the class, you are obligated to comply with the request. In some cases, an alternative accommodation may be appropriate. When there are issues that cannot be resolved through discussion, instructors are encouraged to call the DRC for clarification and/or intervention.

How Do I Interact with a Student with a Disability?

• Treat a student with a disability with the same dignity and respect that you would treat any other student.
• Do not draw attention to the student’s disability in front of the class. Handle accommodations in such a way that draws the least amount of attention to the fact that the student is receiving accommodation.
• Have an open mind about the student’s ability to perform in the classroom, the major, and in their selected career.
• Be creative in finding ways to teach and assess a student with a disability.