Contact Academic Resources & Services at
(909) 621-8921 or [email protected].
Mission Statement
The mission of the Department of Academic Resources and Services (ARS) is to provide support and resources for 澳门六合彩开奖记录资料 students to positively impact and enhance their academic experience. ARS acknowledges that our campus community is comprised of varying needs and offers an assortment of programs and services to aid students toward academic success. In collaboration with 澳门六合彩开奖记录资料 faculty, staff and consortium resources, (ARS) strives to provide students with the tools they need to create and reach their academic goals.
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 prohibits discrimination against qualified individuals with disabilities. Academic Resources and Services (ARS) is responsible for coordinating disability support services for students, with other College departments assisting in the provision of accommodations for students.
Eligibility for Accommodations
Individuals with a condition that rises to the level of a disability are entitled to reasonable accommodations. The Americans with Disabilities Act defines disability as “with respect to an individual: (A) a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment.” 42 U.S.C. 搂 12102(2). Disabilities may include, but are not limited to, learning differences or disabilities, physical and mobility impairments, sensory impairments, psychological disorders, and/or chronic health impairments.
Note: Having received accommodations in high school through an Individualized Education Program (IEP) or a 504 plan does not automatically make a student eligible for services in college. The student must register for services and provide supporting documentation for review; IEPs are not acceptable forms of documentation. If it is determined that a student is eligible to receive accommodations, the recommended accommodations may be different from those the student received in high school.
How to Request Accommodations
If a student wishes to formalize disability support services the student must self-identify needs for accommodations in advance with Academic Resources and Services. The student must create an and upload current documentation to the profile which establishes that the student has a disability as defined by the Americans with Disabilities Act (see ” for further details). Upon creating the AIM profile and uploading appropriate documentation, the student must email [email protected] to schedule an Intake Meeting. Intake Meetings are scheduled appointments with an Academic Resources & Services team member where the student can discuss their need for accommodations, and the ARS team member can work with the student in聽 identifying what accommodations would be most beneficial for the student as they begin their college career at Scripps. The student’s AIM profile and documentation will be reviewed and the student will be notified if the documentation is acceptable and complete, or if further information is required. Once eligibility is established, the student will be notified in writing of the approved accommodation(s).
While a student may register for disability support services and request accommodations after the school year has started, accommodations are not officially established until a student completes the process in its’ entirety; creating an AIM profile, uploading documentation, and scheduling/attending intake meeting. A student may request accommodations at any point in a semester; however accommodations cannot be applied retroactively.
Determination of Accommodations
Appropriate and reasonable accommodations are determined on an individual basis based on the current and anticipated impact of the student’s disability at Scripps. The accommodation request(s) and supporting documentation will be reviewed and reasonable accommodations will be identified and discussed with the student. Unless there is a change in the impact of the disabling condition, or unless the student wishes to discuss different accommodations, the accommodations will remain in effect as long as the documentation is current. It is the responsibility of the student to request modifications if the provided accommodations are not effective. If a student is not granted an accommodation that the student believes is necessary, the student may request an additional review by the Academic Resources and Services.
If a student believes that the student has been the subject of disability discrimination or harassment because of a disability, the student may assert a claim under the College’s Civil Rights Grievance Procedures, which can be found .聽 In any such proceeding, the College’s Section 504 Coordinator for students will manage the grievance process in place of the College’s Title IX Coordinator.
Examples of Academic Accommodations
Following are examples of specific disability-related accommodations that students have used successfully at Scripps.
- Extended time on exams
- Proctored exams
- Distraction reduced testing environment
- Ability to take breaks during class and exams
- Extensions on assignments
- Assistive technology
- Alternate format for requisite readings
- Use of a calculator
The College does not provide services of a personal nature (such as attendants, care takers, homework assistance or tutors), typing services or prescriptive aids such as eyeglasses or hearing aids, nor does it provide diagnostic evaluations of disabilities.
Unreasonable accommodations would include those that impose an undue economic or administrative burden on the College or would fundamentally alter the academic program or lower the standards of the College (e.g., waiver of essential course requirements, attendance, etc.).
Documentation
In order to establish eligibility for accommodations the student must provide documentation which identifies that the condition substantially limits performance in one or more major life activities.
The student with a disability is the best source of information regarding necessary accommodations. In postsecondary settings it is the student’s responsibility to request disability related accommodations. In most circumstances, the College will not accept documentation that purports to state that a parent or family member is the student’s treating health care professional or an expert retained to assess the student’s disability.聽 In the event that a parent or family member is serving in such capacity consistent with the ethical guidelines of mental or medical health care professionals the documentation should state as such. Appropriate documentation must be provided by the treating health care professional on letterhead and should address the following guidelines:
- Licensure and experience of health care professional
- A specific diagnosis of limitations
- A description of how the diagnosis was reached methods and procedures, test results and evaluation of test results
- A description of the specific changes that have occurred since the original report and recommendations were made that indicate a need to adjust accommodations as originally made
- What and how any major life activities are limited by the impairment
- How the disability causes any academic difficulties
- A list of any and all accommodations, which might be needed to facilitate the student’s participation in the academic program
Notifying Faculty of Approved Accommodations
While it is the student’s responsibility to self-identity a need for accommodation, faculty are encouraged to include a statement in their syllabi informing students about disability support services. Academic Resources and Services will provide formal notification to faculty of approved accommodations for a student. Notification is provided via email at the beginning of each semester.
If a student is registered for a course at another Claremont College, the e-mail will also be sent to that faculty member of that institution.
After notification of accommodations, students are encouraged to meet each of their faculty to discuss their accommodations. The e-mail is meant to serve as a starting point in discussions between students and professors and will not identify the specific disability. Accommodations cannot be applied retroactively.
Confidentiality
A Disability Support Services file is created for the student and maintained by Academic Resources and Services. The Disability Support Services file, including documentation, is considered confidential information and does not become part of the student’s permanent record. Information contained in the Disability Support Services file is not normally shared with other campus offices or individuals without written consent unless such information is needed to implement the accommodation(s).
Off-Campus Study Information
Many countries do not have comprehensive legislation similar to the Americans with Disabilities Act (ADA). These countries may not recognize the special needs which affect individuals with physical, psychological, or learning disabilities. If the student has a disability that might impact the experience abroad, students are well advised to discuss it with a member of the Off-Campus Study staff before departure. Contact Academic Resources and Services to have information from the Disability Support Services file released to the Office of Off-Campus Study to assist in the discussion.
Questions
- Questions related to Disability Support Services at 澳门六合彩开奖记录资料 should be directed to聽[email protected]
Resources
- Disability Mentor Network- 5C peer mentoring group
The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center is dedicated to empowering people with disabilities through technology and education
The Student Disability Resource Center (SDRC) is the centralized resource center for support for students with disabilities at the Claremont Colleges. The SDRC works closely with the Disability Coordinators on all the campuses to ensure that students receive academic support services and accommodations to empower them to achieve their academic goals, while ensuring equitable treatment and access to all programs and activities across all campuses.
The Workforce Recruitment Program (WRP) is a recruitment and referral program that connects federal sector employers nationwide with highly motivated college students and recent graduates with disabilities who are eager to prove their abilities in the workplace through summer or permanent jobs.