The Center for Accessibility and Learning Equity
Students who have a documented or suspected disability that may warrant academic and/or housing accommodations should utilize the following process via the Center for Accessibility and Learning Equity:
- Student emails The Center for Accessibility and Learning Equity (CALE) at email@example.com to request an intake appointment. Student and Center staff will review student’s history and any existing documentation.
- If student proceeds with accommodation request, student will complete the application for accommodations: https://library.spalding.edu/CALE/Application
- Student reviews guidelines for proper documentation for documentation verification forms and submits documentation accordingly.
i. Students who lack a psychological evaluation/assessment:
- Student emails the Counseling and Psychological Services (CaPS) at firstname.lastname@example.org and requests a psychological assessment for Covid concern housing accommodation. Assessment via CaPS is provided at no additional cost to the student.
- Students may opt to use a mental health provider of their choice in the community. Student is responsible for associated costs.
ii. Students with current (psychological evaluation less than 3-years old, documentation for other medical condition) documentation that meets the documentation requirements outlined at library.spalding.edu/CALE/Guidelines may submit documentation as per the process outlined by the Center for Accessibility and Learning Equity.
If accommodations are approved, student receives accommodation letter from CALE outlining approved accommodation(s). Student is responsible for presenting letter to faculty and/or Residence Life staff.
Students utilizing academic accommodations are responsible for providing each instructor with a copy of their accommodation letter. Accommodations are not retroactive.
Please note that this process must be completed for each academic year in order to continue accommodations. If the student has medical documentation on file that is current and relevant, then they just need to complete the application for accommodations to renew for each academic year. It is recommended that students make an appointment with Center for Accessibility and Learning Equity staff to discuss needs and progress.
A medical diagnosis alone does not establish a need or an entitlement to accommodations under Section 504 of the Rehabilitation Act or the Americans with Disabilities Act as Amended (ADA-AA). Another way of saying this is that having any disorder or condition does not, by itself, lead to any conclusion under Section 504 or the ADA. Therefore, the documentation required by Spalding University extends beyond the medical diagnosis and encompasses the four key elements of a person's disability status under Section 504 and the ADA.
Those key elements are that:
- The student has a physical or mental impairment.
- The impairment* limits the student's participation in a major life activity.**
- The degree of limitation is substantial and there is something that the college can do that would be reasonable, needed, and predictably effective in responding to the impairment.
- Documentation that substantiates each of these four areas serves as a foundation that legitimizes a student’s request for appropriate accommodations. If a student seeks accommodations on the basis of more than one disability, then more than one professional may need to be involved in developing the diagnoses and other documentation.
*An impairment as defined by the American with Disabilities Act is a disability which substantially limits one or more major life activity. Factors to be considered are:
- Its nature and severity.
- Its duration- how long it will last or is expected to last.
- It's permanent/long term or expected impact.
**A major life activity is an activity that the average person can perform with little to no difficulty. Examples are walking, seeing, hearing, speaking, breathing, learning, caring for oneself, sitting. Factors to be considered are:
- What is the specific barrier to access?
- How does the barrier impact functioning?
- Is the accommodation reasonable and appropriate?
Accommodations are determined based solely on the impact of the student’s documented disability. A connection must be established between the requested accommodations and the functional limitations or barrier on the student.
Please contact the Center for Accessibility and Learning Equity at email@example.com or 502-873-4192 for more information.