Policies & Procedures
The staff from Student Life-Disability Services (SL-DS) of Central Ohio Technical College (COTC) and The Ohio State University at Newark wishes to acknowledge the many printed resources that have been published by AHEAD and others, that have enabled us to compile this document; among them, Handbook on Supported Education, by Karen Unger, Title by Title by Jane Jarrow, Policy Statement of Attention Deficit/ Hyperactivity Disorder in Adolescents and Adults, published by Educational Testing Service, and Guidelines for Documentation of a Learning Disability in Adolescents and Adults, published by AHEAD.
The mission of Student Life-Disability Services of Central Ohio Technical College and The Ohio State University at Newark is to provide quality services to all students qualified under Section 504 of The Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990, in order that students with disabilities may fully participate in all educational experiences offered.
At Central Ohio Technical College and The Ohio State University at Newark , we believe that all qualified students should have equal access to higher education and college. Student Life-Disability Services determines eligibility and negotiates reasonable accommodations and support services for otherwise qualified Newark campus students with disabilities, in a manner which provides confidentiality for the student and maintains academic integrity in the programs of the institutions.
Americans with Disability Act – A federal civil rights law enacted in 1990. It is intended to protect qualified persons with disabilities from discrimination in employment, government services and programs, transportation, public accommodations, and telecommunications. The ADA-AA supplements and complements other federal and state laws that protect persons with disabilities.
Appropriate Accommodations – Modification(s) necessary to ensure that otherwise qualified students with disabilities have equal access to information, programs, and activities sponsored by the institution. Accommodations must be based on the documented impacts or functional limitations of the disability.
Attention Deficit/Hyperactivity Disorder (ADHD) – A mental disorder characterized by persistent patterns of inattention and/or hyperactivity that are more frequent and severe than is typically observed in individuals at comparable levels of development.
Confidentiality – The process of insuring that documents and information relating to a student’s disability are released only to authorized individuals. Written permission from the student is required for release of information.
Direct Threat – The institution can refuse to make accommodation, or can refuse to allow participation of a student having a disability, if doing so would pose a direct threat to the health or safety of others. Evidence of a direct threat must be established by determining the severity of the risk, the likelihood of the risk, and the imminence of the risk.
Disability – Under ADA and Section 504 of the Rehabilitation Act, a disability is defined as a physical or mental impairment that substantially limits one or more major life activity. A person is considered to have a disability if he/she has the disability, has a record of having a disability or is perceived as having a disability. Learning is designated as a major life activity.
Documentation – A written record of a professional diagnosis of a disability that substantially limits one or more major life functions. The documentation must support requested accommodations.
Due Process – The safeguards to which a person is entitled in order to protect his or her rights.
Eligibility Criteria - The characteristics/behaviors relating to a disability that result in functional limitations at the post-secondary level and thus enable an otherwise qualified student to have reasonable accommodations to succeed in his/her coursework.
Grievance Procedure – A process for resolving complaints.
Health and Safety of Others – Refers to actions by an individual that has a high probability to cause injury/harm to another individual(s).
Major Life Activity – Functions, as defined in ADA-AA, such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
Mental Impairment – Any mental or psychological disorder, such as organic brain syndrome, emotional or mental illness, mental retardation, ADHD or specific learning disabilities.
Multi-Factored Evaluation – An evaluation, conducted by certified/licensed personnel, of more than one area of an individual’s functioning. It should include but is not limited to cognitive, academic, and processing abilities of the individual. May be referred to as a psycho-educational assessment.
Otherwise Qualified – An individual who meets the academic and technical standards required for admission of participation in the individual’s education program of activity, despite the presence of a disability.
Perceived Disability – A person is considered to be disabled when he/she is regarded as having a physical or mental impairment that, although it does not substantially limit major life activities, is treated as a limitation or impairment that does substantially limit these activities as a result of others’ attitudes and/or perceptions.
Physical Disability Impairment – Any physiological disorder, or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following: neurological, musculo-skeletal, special sense organs, including speech organs, respiratory, cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin, and endocrine body systems.
Policy- A written statement that identifies a plan or course of action that is adopted by the governing board of the institution.
Procedure – A written statement identifying the persons responsible for conducting the activities, a listing of the activities to be conducted and the schedule of when the activities will be accomplished.
Psycho-Educational Assessment – See Multi-factored evaluation.
Reasonable Accommodation – Modification(s), as necessary to ensure that students with disabilities who are otherwise qualified, have equal access to information, programs, and activities sponsored by the institution, unless it can be shown that provision of the accommodation will cause “undue hardship” to the institution. Accommodations must be based on documented impacts of functional limitations of a disability.
Recording Device – An example of an assistive device that can be an effective aid to learning. Recording devices are specifically mentioned in Section 504 and ADA-AA as means of ensuring full participation in education programs or activities.
Section 504 of the Rehabilitation Act – This is a program access statute. It requires that no otherwise qualified person with a disability be denied access to, or the benefits of, or be subjected to discrimination by any program or activity provided by any institution receiving federal financial assistance. It requires that an institution (public or private) be prepared to make appropriate academic adjustments and reasonable modifications to policies and practices in order to allow the full participation of students with disabilities in the same programs and activities available to non-disabled students.
Speech Impairment – A communication disorder, such as stuttering, impaired articulation, language impairment, or a voice disorder, which adversely affects an individual’s learning function.
Substantially Limits – Refers to the reduction of an ability as measured against the average level of performance by a person in the general population; one which significantly limits participation in a major life activity. The following factors are to be considered in determining whether an individual is substantially limited in a major life activity:
- The nature and severity of the impairment
- The duration or expected duration of the impairment
- The expected permanent or long- term impact of or resulting from the impairment.
Technical Standards – This term refers to all non-academic admission criteria that are essential to participation in the program by all students in question.
Testing Accommodations – Provisions which assure that the examination administered to an individual with a disability, accurately reflects the individual’s aptitude or achievement level rather than reflecting the individual’s disability.
Tutoring – Individual coursework/study skill assistance provided to all interested students on campus. Students with disabilities are guaranteed equal access to the tutoring program.
Undue Hardship – An action requiring significant difficulty or expense; one that is unduly costly, extensive, substantial, disruptive, or that would fundamentally alter the nature of the institutional purpose of an academic program.
Under the Americans with Disabilities Act of 1990 (ADA-AA), and Section 504 of the Rehabilitation Act of 1973, students with disabilities are guaranteed equal access to higher education and college life.
At COTC and Ohio State Newark these federal mandates are followed. Student Life-Disability Services (SL-DS) provides reasonable accommodations and support services for Newark campus students with disabilities. The request for accommodations must be based on a documented, diagnosed condition that meets the definition of disability as defined under ADA-AA and Section 504. Accommodations must be based on functional limitations directly related to the disability and identified through appropriate documentation. Students are required to self identify. (F-1)
Under ADA-AA and Section 504, a disability is defined as a physical or mental impairment that substantially limits one or more major life activities. A person is considered to have a disability if he/she has a disability, has a record of having a disability or is regarded as having a disability. Learning is designated as a major life activity.
The Newark campus is committed to providing equal access to higher education opportunities for people with disabilities. It is the responsibility of the student to disclose his/her concern about the possibility of a disability or an actual disability to Student Life-Disability Services (SL-DS). Once it is documented that a student who is otherwise qualified for the study program of his/her choice meets the eligibility criteria for a disability, Ohio State Newark and COTC shall provide reasonable accommodations to enable the student to benefit from full participation in the educational program.
When students come to the campus community with disability documentation, that documentation shall be assessed on an individual basis, to determine eligibility for services. If the student is eligible, the appropriate accommodations shall be put into place.
Who is Eligible?
Under the provisions of ADA-AA and Section 504, Ohio State Newark/COTC does not discriminate in the recruitment, admission, educational process, or treatment of students. Students who have self-identified, provided adequate documentation of disability, and requested reasonable accommodations are entitled to receive approved program modifications, appropriate academic adjustments, or auxiliary aids that enable them to participate in, have access to, and benefit from all educational programs and activities provided by the educational institution. Employees with disabilities may also be served and should self-identify to Human Resources.
Services are available to any student at COTC and Ohio State Newark who has a disability. Individuals eligible for services include, but are not limited to those with:
Chronic illnesses such as:
- Attention Deficit/Hyperactivity Disorder
- Blindness/Visual Impairment
- Cerebral Palsy
- Epilepsy/Seizure Disorder
- Drug and Alcohol Abuse*
- Learning Disabilities
- Cystic Fibrosis
- Orthopedic/Mobility Disorder
- Speech/Language Disorder
- Multiple Sclerosis
- Spinal Cord Injury
- Muscular Dystrophy
- Test Anxiety Disorder
- Psychiatric Disorder
- Tourette’s Syndrome
- Traumatic Brain Injury
*Drug and Alcohol Abuse
*Under ADA-AA, students who are recovering from drug addiction and alcoholism are considered to have a disability and are eligible for services/accommodations. They must provide appropriate documentation that defines how their addiction has caused residual problem(s) that interfere with their ability to be successful in a major life activity such as learning.
On the other hand, the illegal use of drugs and alcohol is not considered a disability under ADA-AA. Students who use drugs or are persons with alcoholism shall be held to the same standards of performance/ behavior/compliance to the law and school’s policy, as are all other students, even if unsatisfactory performance or behavior is related to the individual’s drug use or alcoholism.
The name, title, and professional credentials of the evaluator, including information about license of certification, should be clearly stated in the documentation.
The documentation must include a specific diagnosis based on accepted professional practices appropriate to the condition. The diagnostician shall use direct language in the diagnosis, avoiding such terms as “suggests” or “is indicative of.”
Documentation must describe the impact on the individual. The diagnostic report should include specific recommendations for accommodations that are realistic and that post-secondary institutions, and examining, certifying and licensing agencies can reasonably provide.
In most cases the evaluation should have been completed within the past five years to determine reasonable accommodations, based on the currency of the diagnosis.
A prior history of accommodations without demonstration of a current need does not in itself warrant the provision of like accommodations. The SL-DS shall evaluate the significance of presented documentation on a case-by-case basis to determine eligibility for reasonable accommodations. If the documentation is inadequate in scope or content, or does not address the individual’s current level of functioning and need for accommodations, re-evaluation may be required.
Services available on campus include, but are not limited to:
- Pre-admission interview;
- New student orientation;
- Information on services and resources available through Student Life – Disability Services (SL-DS);
- Priority considerations in scheduling classes for students with accommodation needs;
- Academic, career, and psychological counseling in both group and individual settings;
- Educational specialist for study skills strategies;
- Registration and financial aid information and assistance;
- In-service training and consultation for students, faculty, and staff;
- Referral and liaison services with Opportunities for Ohioans with Disabilities (OOD) and Bureau of Services for the Visually Impaired (BSVI);
- Peer tutoring for the development of academic concepts.
The following is a list of the accommodations that can be arranged for students with disabilities through the SL-DS at Ohio State Newark and COTC. All accommodations are determined on an individual basis. The list includes but is not limited to:
- Extended time on tests
- Reader for tests
- Scribe/computer for tests
- Enlargement of printed tests or class materials
- Priority scheduling
- Textbooks and handouts on tape in auditory format
- Magnified computer screen
- Sound amplification system
- Oral exams with instructor, pending instructor approval
- Testing area with reduced auditory and visual distractions
- Computer modification
- Use of adjustable table and/or pneumatic chair in classroom(s)
- Service animals in classrooms and labs
- Private restroom access
- Individualized student orientation
- Other accommodations to be determined on a case-by-case basis
Other services available to all students on campus, and often recommended for students with disabilities include:
- Peer tutoring
- Recording device for oral presentations
- Instruction in use of reading software
- Self selected class seating
- Reading help
- Study Skills consulting
- Referral for psychosocial counseling
Undue Hardship to the Institution
The institution is not required to provide specific accommodations for students with disabilities if that type of accommodation creates an “undue hardship” for the institution. An accommodation reaches the level of undue hardship when it requires significant difficultly or expense to implement. In order to determine whether a particular accommodation would impose an undue hardship to the institution, the total resources of the institution must be considered.
- Disability related information shall be treated as medical information and handled under the same strict rules of confidentiality that govern all medical information. Records as well as all information gathered shall be held in the strictest confidence, including the comprehensive written and oral information provided by all professional personnel and the student to establish the existence of a disability and the need for accommodation.
- Disability related documents shall be gathered and maintained on separate forms and kept in the SL-DS in secure files with limited access.
- Disability related information shall be shared only on a limited basis within the institutional community. It may be shared only when there is a compelling “need to know” reason provided. It can only be shared with the student’s signed Release of Information permission.
- In general, faculty access to information regarding a student’s disability is limited to sharing that a student has a disability, through the use of an official list that cites and verifies the need for specific accommodations. Faculty advisors may have the need for access to a student’s file, contingent upon the student’s written permission.
- In all cases where information regarding a student’s disability is released to a third party or agency, the student is required to provide a signed Release of Information Form, to ensure that confidentiality is maintained. This form shall be retained in the student’s file. The only exception is when files are under government investigation for compliance.
Examples of situations that may require sharing information are:
- To provide emergency medical accommodation, staff may need to know about a health –related condition.
- To resolve a grievance initiated by a student with a disability, that involves treatment by a faculty member or the university, the administrator in charge of the grievance procedure may need to know the specifics of the individual’s disability and history within the institution in order to provide due process.
- Sometimes, the SL-DS is requested to provide information to the OOD or Social Security. This is usually at the student’s request for the purpose of receiving additional services.
- To provide additional information to an institutional panel/committee that has been charged with the responsibility of addressing a petition made by the student.
- To provide additional information for a disciplinary due process procedure, dependent on the wishes of the student.
- To provide required information to government officials investigating compliance to ADA regulations.
Federal law requires that students who attend school part-time due to constraints caused by their disability have equal access to financial aid. At Ohio State Newark and COTC, these students shall be entitled to financial aid for the entire time it takes them to complete their program.
Degree Modifications/Course Substitution– (See Appendix 1)
A degree modification, or course requirement substitution is permitted under Section 504 of the Rehabilitation Act IF the modification does not constitute a fundamental change in the degree and is supported by the student’s documentation of a disability, (e.g., to go into engineering, a student must have mathematics courses; thus an engineering student could not substitute an alternative course for a math requirement).
In order to substitute a required class, the student must file an appeal petition. The student shall first discuss his/her academic difficulties with the SL-DS and request assistance in the petition process. Next, the student shall meet with the advisor for the degree, and discuss the disability related needs and potential modifications. Once a substitution is determined, the student shall fill out the course information on the Petition to Substitute Required Course form. Lastly, the student shall return to the SL-DS and request that the appropriate staff member help complete the “Academic Reason(s) Justification for the Request” section of the form. If the request is reasonable, the staff member will be able to advocate for the student throughout the process. The student shall submit the form for appropriate signatures. (See Appendix I)
All students, including those who have disabilities, matriculating at COTC and Ohio State Newark will be subject to the disciplinary Student Code of Conduct of the campus, relative to their respective school.
Any time that a student feels that their rights under ADA-AA or Section 504 have been violated, they may file a grievance following the procedures outlined in the Appendix II of this document.
Should the student receive no recourse for his/her complaint, the student may then file a complaint with the Office of Civil Rights. (See Appendix II.)
Specific Learning Disability (SLD)
Definition: Learning Disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions, (e.g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e.g., cultural differences, insufficient/inappropriate instruction, psychogenic factors), it is not the direct result of those conditions or influences.
To be eligible for services, the student must exhibit significant problems in one or more of the psychological processes involved in using or processing information in the areas of listening, speaking, reading, writing, reasoning or mathematical abilities.
For a student to be eligible for Learning Disability accommodations, he/she must submit to SL-DS written documentation from a certified/licensed psychologist and/or learning disability specialist. SL-DS maintains a referral list of area psychologists who provide LD testing for adults.
DOCUMENTATION must include a complete multi-factored evaluation (MFE) or evaluative team report (ETR), with assessments in the following areas:
- Diagnostic Interview to disclose academic background, family history, presenting problems, medical history, developmental, psychosocial and employment information.
- Aptitude Test – A complete intellectual assessment with all subtests and standard scores reported.
- Academic Achievement – A comprehensive academic achievement battery with all subtest and standard scores reported for those subtests administered. The battery should measure relevant areas such as decoding and comprehension in reading, calculation and math reasoning in math, and oral and written language.
- Information Processing – Specific areas of information processing: short and long term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor ability should be assessed.
- Other tests as indicated.
Policies Regarding Students with Prior LD Identification
Individuals coming to Ohio State Newark/COTC who have current documentation of a learning disability shall generally be eligible for learning disability services. However, eligibility determination is always made on a case-by-case basis.
The student shall provide to the SL-DS, a copy of a diagnostic report that contains a specific statement of diagnosis and a copy of the most recent Individualized Education Plan (IEP) and evaluative team report (ETR). Diagnoses must be made by qualified personnel i.e., licensed/certified school psychologist or licensed psychologist.
Transfer and non-traditional students shall provide Student Life-Disability Services (SL-DS) with the most recent copy of a psycho-educational evaluation that validates the learning disability. Transfer students should provide written verification from their previous school that lists the accommodations that were made available to them. This information shall be used in determining eligibility for services at Ohio State Newark/COTC.
Students having a 504 Plan may or may not have the documentation required to substantiate the finding for a learning disability. Each 504 Plan submitted to the Office for Disability Services shall be reviewed on a case-by-case basis to determine eligibility for LD services.
There are several situations where individuals would not meet the eligibility criteria for accommodations. These include, but are not limited to:
Letters or reports used as documentation from medical doctors, optometrists, or speech pathologists that have not administered a complete MFE to make a diagnosis.
Psycho-educational test reports that do not specifically state that the individual is learning disabled.
A 504 Plan that is not supported by a learning disability diagnosis.
Policies Regarding Students with No Prior Identification
SL-DS maintains a referral list of area psychologists who provide LD testing for adults.
Depending on the diagnosis, accommodations may include, but are not limited to:
- Reduced course load
- Extended time on tests and quizzes
- Reader for tests
- Scribe/Computer for tests
- Peer notetaking
- Auditory books
- Priority scheduling
- Course substitutions for non-essential course requirements in major
- Testing area with minimal auditory and visual distractions
- Computer spellcheck or spelling dictionary for in-class assignments
- Recording of oral presentations
- Study Skills counseling
Attention Deficit/Hyperactive Disorder (ADHD)
Definition: Attention Deficit Hyperactivity Disorder (ADHD) is a mental disorder characterized by persistent patterns of inattention and/or hyperactivity that are more frequent and severe than is typically observed in individuals at comparable levels of development, as described in DSM-V. It is a neurological syndrome that is usually transmitted genetically. It is characterized by distractibility, impulsivity and restlessness. In ADHD these symptoms are present from childhood, with a much greater intensity than in the average person, in such a way as to interfere with everyday functioning.
For a student to be eligible for accommodations for ADHD, the student must provide to the SL-DS, written documentation from a qualified physician, neuro-psychologist, or licensed psychologist attesting to the fact that he/she has an ADHD disorder and that accommodations may be needed.
Diagnosis will include:
- Evidence that the impairment from inattention and/or hyperactivity-impulsivity is present in two or more settings.
- Clear evidence of clinically significant impairment in social, academic or occupational functioning.
- Evidence that symptoms have been present for the past six months prior to diagnosis.
- A demonstration that the evaluator has ruled out alternative explanations for inattentiveness, and/or hyperactivity-impulsivity as a result of psychological, medical disorders or non-cognitive factors.
The name, title, and professional credentials of the evaluator, including information about license or certification, should be clearly stated in the documentation.
The documentation must include a specific diagnosis of ADHD based on the DSM-V diagnostic criteria. The diagnostician shall use direct language in the diagnosis of ADHD, avoiding the use of such terms as, “suggests,” “is indicative of,” or “attention problems.”
The diagnostician must describe the impact, if any, of the diagnosed ADHD on a specific major life activity as well as the degree of impact on the individual. The diagnostic report should include specific recommendations for accommodations that are realistic and that postsecondary institutions and examining, certifying and licensing agencies can reasonably provide.
In most cases, the evaluation should have been completed within the past five years to determine reasonable accommodations, based on the current impact of the disability.
The ODS shall evaluate the significance of presented documentation on a case-by-case basis to determine eligibility for reasonable accommodations. If the documentation is inadequate in scope or content, or does not address the individual’s current level of functioning and need for accommodations, re-evaluation may be required.
By definition in the DSM- V, ADHD is first exhibited in childhood, and manifests itself in more than one setting. The following should be included in a comprehensive assessment:
- Clinical summary of objective historical information that indicates ADHD symptomatology as exhibited from childhood through adulthood, as gathered from records, and multi-factored evaluations.
- A record of current attentional symptoms, including evidence of ongoing impulsive, hyperactive, or inattentive behaviors that significantly impair functioning in two or more settings.
- Family history for presence of any other educational, learning, physical, or psychological difficulties deemed relevant by the evaluator.
- Relevant medical and medication history, including the absence of medical basis for the symptoms being evaluated.
- A thorough academic history of elementary, secondary, and postsecondary education.
- Relevant employment history.
- Description of current functional limitations pertaining to an educational setting that are presumably a direct result of problems with attention
- Relevant history of prior therapy.
It is not unusual for other disorders to have symptoms in common with ADHD. The evaluator may need to rule out an alternative or co-existing mood, behavioral, neurological, personality, or psychiatric disorder that may confuse the ADHD diagnosis. Frequently, students who have ADHD also have symptoms of a specific learning disability. When this occurs, the student may be referred for a complete multi-factored evaluation.
Reasonable accommodations shall be determined by SL-DS on a case-by-case basis, dependent upon the documentation provided by the student. Accommodations may include but are not limited to the following:
- Extended time for test taking
- Test taken in an area with minimal auditory and visual distraction
- Referral to Study Skills Specialist
- Tutoring when available
Psychological Disorders/Psychiatric Disabilities/Mental Illness/Emotional Disorders
Definition: Under ADA-AA, a person is qualified as psychologically disabled if he/she has a mental impairment that substantially limits a major life activity, or is regarded as limiting a major life activity by others, as a result of their attitudes and perceptions. These disorders include emotional disorders or mental illness as defined by the DSM-V.
The student must provide written verification of his/her psychological disability as diagnosed by a licensed psychiatrist, psychologist who has a Ph.D., or licensed mental health professional. It can be provided by the Opportunities for Ohioans with Disabilities (OOD), Department of Social Security Administration or school records. The student must have the ability to benefit from the instructional programs, as well as the ability to complete the necessary admission and matriculation processes. The student shall not be in imminent danger to him/herself or others.
It is the student’s responsibility to disclose his/her disorder and to request accommodations.
Documentation shall be provided to the SL-DS for known psychological disorders only. The documentation, provided by an authorized professional listed above must include the following:
- Verification of an individual’s psychiatric condition.
- Dates of treatment and termination dates.
- Last date of contact.
- Diagnosis of functional limitations; how the person’s disability/disorder affects him/her in the academic setting.
- The professional’s credentials, including license or certification numbers and area of specialization.
It is helpful, but not required to have the documentation include a description of presenting symptoms of the disorder, a list of medications with possible side effect(s) on the person, recommendations for accommodations and why they are needed, along with a timeline to re-evaluate the positive impacts of treatments.
The nature of mental illness is complex. It can cause cognitive or perceptual difficulties, increase vulnerability to stress and anxiety, and may make it difficult for the affected individual to function at the highest level of his/her ability.
Students with psychiatric/psychological disorders may exhibit inappropriate behaviors. This can be caused by changes in medication, difficulty handling increased stress, verge of a relapse, or difficulty handling symptoms.
Should the student with a psychological disorder engage in behaviors that are inappropriate and covered under the Ohio State Newark and COTC Student Code of Conduct, that student shall be subject to the same consequences for behaviors covered in the code, as every other student on campus.
When the behavior is such that it seriously disrupts the learning environment or if the student is a direct threat to him/herself or others, it may be necessary to withdraw the student from school. Under such circumstances, the rights of the student shall be safeguarded. Appropriate due process shall be provided. The school will invoke the Student Code of Conduct from Ohio State Newark and COTC as follows:
- Shall provide verification that the student engaged in or threatened to engage in the indicated behavior in question;
- Shall provide advance notice to the student that he or she may be subject to withdrawal;
- Shall allow the student to examine the evidence against him or her prior to a formal hearing;
- Shall provide a formal hearing within ten working days after notice has been given;
- Shall provide to the student a written rationale for any decision made by the institution;
- Prior to a withdrawal or an imposition of sanctions, a due process hearing must be held that clearly states the rights and responsibilities of each person, including the student, and a description of the step-by-step process for the hearing process. The due process hearing should include a clear explanation of re-admission procedures after dismissal; a process for reporting, recording, and maintaining records; and a student grievance procedure.
In general, a disciplinary withdrawal will only be used when all else has not worked. It will be imposed to maintain safety for all.
The Student Code of Conduct for Ohio State Newark and COTC clearly describe which behaviors are prohibited and which policies and procedures will be followed if a student violates the code. General categories of student behavior for a disciplinary withdrawal might include the following:
- Causing physical harm, or intentionally/recklessly causing, apprehension of such harm
- Interfering with typical college-sponsored activities, such as studying, teaching, research, administration, or any emergency services.
- Destruction or theft of college property.
- Possessing or storage of illegal substances, weapons, or explosives.
- Forgery, unauthorized alteration, unauthorized use of college documents as instruments of identification.
- Presenting false information to the college.
- All forms of academic dishonesty, including; cheating, fabrication, facilitating academic dishonesty, and plagiarism.
- Failure to comply with the lawful direction of college personnel acting in performance of their duties.
Possible sanctions resulting from a disciplinary withdrawal:
- Expulsion: Permanent separation of the student from the college.
- Suspension: Separation of the student from the university for a specified period of time.
- Disciplinary probation: Probation with or without the loss of privileges for a definite period of time. During this time the student not be able to represent the college or to hold a student office.
- Disciplinary reprimand: The student is warned that further misconduct may result in more severe disciplinary action.
- Restitution: The student is required to make payment to the college or to other people, groups, or organizations for damages incurred as a result of his or her actions.
- Other sanctions may be imposed instead of, or in addition to those previously specified.
Withdrawal will rely on the Student Code of Conduct from Ohio State Newark and COTC for procedural guidelines. It will separate the student from his disorder by looking only at the behavior(s), if the code is violated. It provides for formal procedures in which due process can be followed, and removes arbitrary decisions that can occur with psychiatric disorders and possible violation of student rights.
If a student becomes very agitated, aggressive, or threatens health and safety of him/herself or others, the situation requires immediate and specific attention:
- Remain calm.
- Listen to the student.
- Focus the student on here and now.
- Ask the student what he/she wants to do. What would he/she like for you to do?
- Refer the student to help by calling 740.366.9237 for campus assistance, 911 for police intervention, 740.364.9578 for SL-DS, or 740.364.9578 for Personal Counselor.
- Make sure the student is calm and in control before leaving him/her alone.
Psychiatric Leave Policy
Students having psychological/psychiatric disorders may be obliged to drop out of school at various times for hospitalizations or other medically related reasons. When the absence is determined to be valid, the following policy shall be in place.
- Students shall remain matriculated at the college without the need to reapply, when they must take a leave because of their illness.
- Students shall be able to register by mail or by phone so that their return can go smoothly and without the stress of registration.
- Students will be able, with the instructor’s permission, to complete work in absentia or receive “incompletes” to complete coursework upon their return to school, or they shall be allowed to withdraw from courses without penalty. They will have the opportunity to complete their coursework in a manner that is acceptable to both the instructor and the student.
- Students shall be eligible to receive tuition and fee refunds according to the published refund policy.
- Students shall provide proper documentation from professionals on readiness to return to school.
- Upon return, the student should meet with the disability service provider or designated person to develop a plan with the college for on and off campus supports.
Accommodations for individuals who have a psychiatric disability shall be determined on an individual basis. Medications have many side effects and these shall be considered when determining the accommodations. Possible side effects are:
- Inability to sit still
- Memory lapses
- Need to leave classroom to take medication
- Concentration difficulties
- Involuntary movement of hands, feet or facial muscles
- Blurred vision
A student with a psychiatric disability may need help in the following areas:
- Applying for financial aid
- Learning strategies
- Selecting classes
- Managing internal distraction
- Reader for tests
- Time management
- Focus strategies
- Study skill strategies
- Attending class regularly and on time
Appropriate accommodations will be determined on an individual basis. If academic achievement does not appear to be commensurate with ability, the student may be advised to have a complete multi-factored evaluation to determine the possibility of a co-existing specific learning disability.
Traumatic Brain Injury
Definition: A traumatic insult to the brain that may cause physical, intellectual, emotional, social, and vocational change. Traditional intelligence test interpretations bear little relationship to the mental processes required for everyday functioning. Students with TBI may perform very well on brief, structured, artificial tasks, yet have such huge deficits in learning, memory and executive functions that they are unable to cope in the real world.
The student shall provide SL-DS with documentation that substantiates the need for services, and describes the condition, its etiology and cause.
Documentation for a Traumatic Brain Injury shall consist of a written letter provided by a physician/ neurologist who describes the extent of the injury to the brain, with a description of functional limitations that it causes in the patient. A complete psycho-educational evaluation is required to assess the functioning level of the student.
Planning services for a student with TBI:
- Recognize that the recovery process varies individually with respect to pre-accident ability, age, severity and type of injury and the resultant disability, family support system and available community resources.
- Ongoing modification is necessary because changes in symptoms and condition can occur, both forward and back. This may require changes in accommodations, as well as in the education program.
- The student remembers how he/she was before the injury and often does not recognize nor understand how he/she has been changed by it.
- Functional limitations associated with TBI that may affect a student’s performance are listed below. As part of the initial interview process, have the student check those that he/she feel relates.
Physical Emotinal, Psychosocial, Behavioral
- Inability to recognize the presence of the head injury
- Fatigue (sleep disturbances)
- Vision/hearing problems
- Limited movement
- Post traumatic stress disorder
- Lowered self esteem
Cognitive Negative Environmental Factors
- Slowness of thinking
- Concentration problems
- Short attention span
- Visual distracters
- Memory deficits
- Unexpected change in routine
- Inadequate support/information/transportation
- Expressive language skills
- Rejection by others
- Study/academic skills
Interview questions for students with TBI (if not covered in documentation):
- How is your life different since your brain injury?
- How long were you unconscious?
- What was your last memory before the accident or injury?
- What is the first thing you remember after your injury?
- Do you ever have difficulty finding the right word?
- Do you experience headaches, pain, nausea, dizziness, or loss of balance?
- Have you noticed changes in your behavior, e.g., irritability, impulsivity?
- Do you have problems with memory, attention/focus, or concentration?
- Are there other stressors in your life that could account for problems you are experiencing?
Accommodations shall be determined on an individual basis, based on exhibited need, documentation and observation. The student should request a tutor for most coursework. The tutor can provide some compensatory strategies that may be indicated.
Strategy suggestions for tutors:
- Provide demonstrations of new tasks and provide examples, pictures, charts and other graphic cues to illustrate ideas and concepts.
- Ask person with TBI to restate instructions in different words. Go over each step to insure understanding.
- Paraphrase information to help with recall. Provide repeated practice to help in long term memory.
- Review and summarize often.
- Be flexible: slow down routines, if possible.
- Encourage the use of schedules, checklists and notebooks to assist in organizing daily information.
- Ask questions to clarify statements or instructions.
- Teach compensatory strategies such as word association for increasing memory.
- Provide extra response time and pause often to allow for diminished information processing speed.
- Break assignments into smaller parts. Break complex tasks down into steps.
- Be prepared for reduced stamina and increased fatigue.
Accommodations needed may be, but are not limited to:
- Regular consultation with the Learning Skills Specialist
- Note-taking assistance
- Extended time on tests
- Tape recording of oral presentations
- Auditory texts
- Reader for tests
Orthopedically Impaired/Mobility Disabilities
Definition: Orthopedic/mobility disorders result from a variety of accidents, congenital causes, or progressive neuromuscular diseases. Functional limitations and abilities vary widely.
Limited ability to manage the mobility/motor requirements of one’s matriculation in the academic environment.
Documentation for orthopedic and physical disabilities shall include a medical report or a medical doctor’s written statement, providing information that describes the nature of the functional limitations, with recommendations for compensatory strategies.
Reasonable accommodations shall be determined on a case-by-case basis. They may include, but are not limited to the following:
- Accessible location for the classroom and place for faculty to meet with student
- Extra time to get from one class to another, especially in inclement weather
- Special seating in classrooms
- Note-takers, use of tape recorders, laptop computers
- Test accommodations: separate place, extended time scribes, access to computer
- Adaptive computer equipment/software: voice activated word processing, word prediction, keyboard modification, oral exams with instructor pending instructor’s approval
- Extra time for assignments due to slow writing speed
- Adjustable table and/or pneumatic chair in classrooms and labs
- Lab assistance
Definitions: Any physical condition, chronic or temporary that inhibits the student’s ability to benefit from the school environment, when they are otherwise qualified to perform adequately in school. The degree to which these disabilities affect students in the academic setting vary widely. At times it is not the condition itself but the medication that is required to control symptoms that impairs academic performance. In some cases the degree of impairment may vary from time to time because of the nature of the disability or the medication. Some conditions are progressive and others may be stable.
A partial list of medical disabilities includes, but is not limited to:
- Motor neuron diseases
- Multiple Sclerosis
- Muscular dystrophy
- Cardiovascular disorders
- Renal-kidney disease
- Chronic pain
- Respiratory disorders
- Sickle cell anemia
- Tourette’s syndrome
To document a medical disability, the student will submit a letter to SL-DS from his/her physician that provides a diagnosis and describes the functional limitations of the disorder.
Accommodations may include, but are not limited to:
- Extended time for tests
- Enlarge printed materials
- Audio course materials
- Computers or other adaptive equipment
- Flexibility in attendance requirements in case of health related absences
- Service animals in the classrooms and labs
Definition: Any existing loss of vision that, even with correction, adversely affects a student’s academic performance. The term includes both partially sighted and blind individuals. Visual disabilities vary widely. Some students may use a guide dog, others a white cane, while others may not require any mobility assistance.
Any documented visual impairment that interferes with the student’s ability to function in the classroom/school environment without modifications/accommodations.
The necessary documentation shall consist of a medical statement and recommendations by a physician or the results of a recent eye examination completed by a licensed ophthalmologist/optometrist.
Accommodations shall be determined on a case-by case basis. They may include, but are not limited to:
- Syllabi in advance to permit time for transferring into alternate format
- Priority scheduling
- Textbooks ordered the preferred medium
- Seating in the front of the class without glare from windows
- Tape recording of lectures and class discussions
- Note-taking devices such as pocket Braille computers
- Handouts in the medium that the student prefers
- Clear black print on white or pale yellow paper for students with visual impairments
- Testing accommodations: reader for tests, scribe, extended time, separate place, enlarged print, computer word processing software with speech access
- Magnified computer screen
Definition: A hearing impairment is a disability that limits the way that an individual processes linguistic information through hearing, with or without amplification. Deafness is an inability to use hearing as a means of communication. A person born with a hearing loss may have language deficiencies and exhibit poor vocabulary and syntax.
Services are provided to students whose hearing loss significantly limits the ability to receive information auditorily. In order to receive accommodations for a hearing impairment, documentation is required.
Documentation shall include a written report from a qualified physician or certified/licensed audiologist that describes the extent of the hearing loss and how that loss can be expected to interfere with the learning of the student. A copy of a recent audiogram shall be included.
Accommodations are determined on a case-by-case basis by exhibited and documented need. They may include, but are not limited to the following:
- Interpreters/captioner: Coordination of interpreter and captioning services. The student shall meet with the SL-DS Director to determine specific interpreting needs and make necessary arrangements based on the students official class schedules. The student must come for help early. Timing is a major factor in the ability of SL-DS to provide service.
- Sound amplification
- Note taking services
- Speaker repeating the questions that other students in the class ask
- Test accommodations
Alcohol and Drug Abuse Disorders
Definition: Students who are recovering alcoholics and/or are recovering from addiction to drugs are considered to have a disability under the provisions of ADA-AA. Such students must provide appropriate documentation that defines how their addiction has caused residual problems that interfere with their ability to be successful in a major life activity such as learning.
To be eligible for disability services, the student must be in recovery that is documented by appropriate professional personnel: a physician, licensed treatment counselor, or treatment facility.
The illegal use of drugs and alcohol is not considered a disability under ADA-AA. Current users of illegal drugs are not protected. Students who use drugs or persons who are using alcohol may be held to the same standards of performance/behavior/compliance to the law and school policy, as are all other students, even if unsatisfactory performance or behavior is related to the individual’s drug use or alcoholism.
The documentation to determine eligibility for accommodations that are related to the residual effects of the former chronic alcohol and/or drug abuse, requires that the student provide to SL-DS, written documentation from a medical doctor or a licensed treatment counselor that diagnoses the student’s condition, outlines the student’s treatment plan, and describes the persistent symptoms that interfere with the student’s learning. The professional needs to make recommendations for possible accommodations. If a student exhibits learning characteristics that are typically associated with a learning disability disorder, he/she will be advised to have a complete neuro-psychological assessment administered.
Accommodations are determined on a case-by-case basis. They may include but are not limited to:
- Extended time on tests
- Notes from lectures
- Testing area with minimal auditory and visual distractions
- Tutoring if available
- Tape recording of oral presentations
- Study Skills counseling
- Referral to Counselor
Substitution of Courses
In particular circumstances, the Gateway or a faculty advisor may recommend course substitutions. Course substitutions must be within a related category, such as an Arts and Humanities course may substitute for another required Arts and Humanities course or a technical course may substitute for another required technical course within the same discipline.
Approval of a course substitution by the Director of Academic Operations usually does not affect the number of credit hours required for graduation.
A Course Substitution Form must be completed by the student and the Gateway or faculty advisor and fowarded to the Director of Academic Operations for approval.
This procedure shall be construed to protect the substantive rights of interested complainants to meet appropriate due process standards, and to assure that COTC and Ohio State Newark comply with federal and state regulations.
Central Ohio Technical College and The Ohio State University at Newark have adopted an internal grievance procedure providing for prompt and equitable resolution of student complaints alleging any action prohibited by the U.S. Department of Justice regulations implementing Title II of the Americans with Disabilities Act (ADA-AA) or Section 504 of the Rehabilitation Act. (This procedure is not applicable to student employee issues.)
The Americans with Disabilities Act states that “no otherwise qualified disabled individual shall, solely by reason of such disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in employment, in programs or activities sponsored by a public entity.”
Initially, the concern should be addressed to the person who is responsible for the object of the grievance in order to resolve the problem through open and informal communication. If no resolution is found informally, formal complaints relating to discrimination based on a disability as defined in the ADAAA against COTC or Ohio State Newark, or an individual officially associated with either institution should be addressed to the Director of Student Life - Disability Services.
- A complaint form shall be filed in writing containing the name and address of the person filing it, and briefly describe the alleged violation of the regulation. Forms are available from SL-DS.
- The complaint form should be filed with SL-DS within 30 days of the alleged violation.
- An investigation, if appropriate, shall follow the filing of a complaint. Appropriate Campus Community Members shall conduct an informal but thorough investigation affording all interested parties an opportunity to submit evidence relative to the complaint.
- A written description of the findings of the investigation shall be issued and a copy forwarded to the complainant in a reasonable and timely manner.
- SL-DS shall maintain the files and records of the COTC and Ohio State Newark relating to complaints filed.
- A request for reconsideration may be made within fourteen days to the Director of Student Life for student access issues.
- The right of a complainant to a prompt and equitable resolution of the complaint filed hereunder shall not be impaired by the person’s pursuit of other remedies, such as the filing of an ADA-AA complaint or Section 504 complaint with the Department of Justice. However, use of this grievance procedure is recommended prior to the pursuit of other remedies.
This procedure shall be construed to protect the substantive rights of interested complainants to meet appropriate due process standards, and to assure that Central Ohio Technical College and The Ohio State University at Newark comply with federal and state regulations.