Download Disability Support Policies

Global Health College
2013-2014
Student Service Department:
Student Disability Services
Volume 1
Revised: 7/19/2013
Global Health College
2013-2014
Student Services Department: Disability Support Services
Volume 1
Effective May 1, 2013 – April 30th, 2014
Primary Contact: Payal Chawda
Director of Student Activities and Advising
20 S Quaker Lane Alexandria, VA 22314 (703) 212-7410 ext. 1000
[email protected]
Revised: 7/19/2013
Global Health College
Global Health College (GHC) is committed to providing a quality education to all qualified
students and does not discriminate on the basis of race, color, creed, gender, age, national
origin, sexual orientation, or disability. The student services department at GHC
encompasses disability support services, established to serve as an advocate for GHC
students with disabilities and ensure that reasonable accommodations are provided.
As a primary advocate for students with disabilities, the student services department works
with faculty and staff to provide accommodations for the unique needs of students both in
and out of the classroom. By providing support services at no cost to students with
disabilities, students are afforded the opportunity to achieve their academic and personal
goals.
Global Health College does not discriminate or deny access to an otherwise qualified student
with a disability on the basis of a disability. However, students are responsible for
communicating their needs to student services. Global Health is not responsible for making
special accommodations for students who have not requested an accommodation and
adequately documented their disabilities.
Legislation:
Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act
of 1973, a person with a disability is defined as any person who has a physical or mental
impairment that substantially limits a major life activity.
National Council State Boards of Nursing, 1997:
The National Council State Boards of Nursing provided guidelines by which to access the
skills necessary for students to perform nursing duties with appropriate accommodations.
Students must have the ability to perform the minimal tasks with appropriate
accommodations:
1. Display spoken, written, hearing or listening skills (with appropriate hearing aide)
to communicate and respond to clients, families, and members of the healthcare
team. Examples include the ability to:
a. Detect sounds related to bodily functions using a stethoscope
b. Detect audible alarms within the frequency and volume ranges of the sounds
generated by mechanical systems that monitor bodily functions
c. Communicate clearly
d. Communicate effectively with patients and with other members of the
healthcare team
2. Display close and distant visual acuity, as well as color perception, to be able to
Revised: 7/19/2013
Global Health College
observe subtle changes in the client's condition
3. Display psychomotor skills including fine motor dexterity, physical strength,
coordination, and proper body mechanics, including: the ability to stand; sit; walk;
use hands to finger and handle or feel objects, tools, or controls; reach with hands
and arms. Examples include the ability to:
a. Safely dispose of needles in necessary containers
b. Accurately place and maintain position of stethoscope for detecting
sounds of bodily functions
c. Manipulate small equipment and containers, such as syringes, vials,
ampoules, and medication packages, to administer medications
4. Display the ability to regularly lift and move up to 10 pounds, frequently lift and/or
move up to 25 pounds, and occasionally lift and/or move more than
100 pounds. Examples include the ability to:
a. Safely transfer patients in and out of bed
b. Turn and position patients as needed to prevent complications due to
bed rest
c. Hang intravenous bags at the appropriate level d.
Perform cardiopulmonary resuscitation
e. The ability to frequently stoop, kneel down, crouch, or crawl f.
Work near moving mechanical parts
5. Display emotional stability in order to perceive and deal appropriately with stressors in the
healthcare work environment. Examples include the ability to:
a. Adapt to changing situations
b. Follow through on assigned patient care responsibilities
c. Ability to protect oneself and others from hazards in the healthcare
environment
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Global Health College
Types of Disabilities (with accommodations):
1. Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) =
neurological conditions affecting both learning and behavior. They result from chronic
disturbances in the areas of the brain that regulate attention, impulse control, and the
executive functions that control cognitive tasks, motor activity, and social interactions.
Hyperactivity may or may not be present.
a. Accommodations: Each student with proper documentation will be
provided reasonable accommodations on a case by case basis. b.
Accommodation Types include but are not limited to:
i. Testing accommodations
ii. Study Skills workshops iii.
Academic Tutoring
iv. Note taking assistance
v. Verbal Communication and Interaction Skills vi.
Time Management Skills
vii. Goal Setting Skills viii.
Self Advocacy Skills
ix. Stress Reduction and Self Management Strategies x. Social
Judgment Skills
xi. Referrals for other services
2. Learning Disabilities = Learning disability is a general term that refers to a heterogeneous group
of disorders manifested by significant difficulties in the acquisition and the use of listening,
spelling, reading, writing, reasoning, or mathematical ability. These disorders are intrinsic to
the individual, presumed to be due to central nervous dysfunction and may occur across the
life span. Problems in self-regulatory behaviors, social perceptions, and social integration may
exist with learning disabilities but do not by themselves constitute a learning disability.
a. Accommodations: Each student with proper documentation will be
provided reasonable accommodations on a case by case basis. b.
Accommodation Types include but are not limited to:
i. Testing accommodations
ii. Study Skills workshops iii.
Academic Advising
iv. Academic Tutoring
v. Note taking assistance
vi. Time Management Skills
vii. Goal Setting Skills viii.
Self Advocacy Skills
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Global Health College
ix. Stress Reduction and Self Management Strategies x. Social
Judgment Skills
xi. Referrals for other services
3. Physical Disabilities = physical disabilities include visual, auditory, or mobility impairments.
These impairments are permanent in nature.
a. Accommodations: Each student with proper documentation will be provided
reasonable accommodations on a case by case basis.
b. Accommodation Types include but are not limited to:
i. Testing accommodations ii.
Academic Advising
iii. Note taking assistance
iv. Verbal Communication and Interaction Skills v. Time
Management Skills
vi. Goal Setting Skills vii. Self
Advocacy Skills
viii. Stress Reduction and Self Management Strategies ix. Social
Judgment Skills
x. Referral for other services
c. Temporary Physical Impairments: Temporary accommodations may be provided as a service to students
with temporary physical impairments so that enrollment can continue with minimal disruption.
Temporary impairments are not covered by the Americans with Disabilities Act (ADA) because this
law applies to only permanent disabilities.
4. Psychological Disabilities: Students who wish to request an accommodation on the basis of a
psychological disability should make an appointment with student services at the beginning of
each semester.
a. Accommodations: Each student with proper documentation will be provided
reasonable accommodations on a case by case basis.
b. Accommodation Types include but are not limited to:
i. Testing accommodations ii. Study
Skills workshops iii. Academic
Advising
iv. Academic Tutoring
v. Note taking assistance
vi. Verbal Communication and Interaction Skills vii. Time
Management Skills
viii. Goal Setting Skills ix. Self
Advocacy Skills
x. Stress Reduction and Self Management Strategies
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Global Health College
xi. Social Judgment Skills
xii. Referrals for other services
Documentation Guidelines:
The student services department collaborates with students with documented disabilities to provide
reasonable accommodations that are individualized and based upon disability documentation,
functional limitations, and a collaborative assessment of needs.
To be eligible for services, a student must provide appropriate written documentation from a
licensed professional in the field concerning the specific diagnosis. Documentation must validate the
presence of a disability under Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disability Act. The documentation should include an evaluation that clearly states what the
impairment is, the current impact of the impairment on the student’s ability to participate in the
university’s educational programs and services, functional limitations and the relationship between
the functional limitations and the accommodation(s) requested. The submission of appropriate
documentation is just one step in the process of registering for support services. Once the
documentation is received, it is evaluated on a case-by- case basis. The student will then be
contacted to further discuss eligibility and accommodation needs.
All documentation submitted to student services must include the following information:
1. Credentials of the evaluator(s): Documentation should be provided by a licensed or
otherwise properly credentialed professional who has undergone appropriate and
comprehensive training, has relevant experience, and has no personal relationship with the
individual being evaluated. A good match between the credentials of the individual making
the diagnosis and the condition being reported is expected (e.g., an orthopedic limitation
might be documented by a physician, but not a licensed psychologist).
2. A diagnostic statement identifying the disability: Quality documentation includes a clear
diagnostic statement that describes how the condition was diagnosed, provides
information on the functional impact, and details the typical progression or prognosis of
the condition. While diagnostic codes from the Diagnostic Statistical Manual of the
American Psychiatric Association (DSM) or the International Classification of
Functioning (ICF), Disability and Health of the World Health Organization are helpful in
providing this information, a full clinical description will also convey the necessary
information.
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Global Health College
3. A description of current functional limitations: Information on how the disabling
condition(s) currently impacts the individual provides useful information for both
establishing a disability and identifying possible accommodations. A combination of the
results of formal evaluation procedures, clinical narrative, and the individual's self-report is
the most comprehensive approach to fully documenting impact. The best quality
documentation is thorough enough to demonstrate whether and how a major life activity is
substantially limited by providing a clear sense of the severity, frequency and
pervasiveness of the condition(s).
4. A description of the expected progression or stability of the disability: It is helpful when
documentation provides information on expected changes in the functional impact of the
disability over time and context. Information on the cyclical or episodic nature of the
disability and known or suspected environmental triggers to episodes provides opportunities
to anticipate and plan for varying functional impacts. If the condition is not stable,
information on interventions for exacerbations and recommended timelines for re-evaluation
are helpful.
5. A description of current and past accommodations, services, and/or medications: The most
comprehensive documentation will include a description of both current and past
medications, auxiliary aids, assistive devices, support services, and accommodations,
including their effectiveness in ameliorating functional impacts of the disability. A discussion
of any significant side effects from current medications or services that may impact physical,
perceptual, behavioral or cognitive performance is helpful when included in the report.
While accommodations provided in another setting are not binding on the current
institution, they may provide insight in making current decisions.
6. Recommendations for accommodations, adaptive devices, assistive services,
compensatory strategies, and/or collateral support
services: Recommendations from professionals with a history of working with the individual
provide valuable information for review and the planning process. It is most helpful when
recommended accommodations and strategies are
locally related to functional limitations; if connections are not obvious, a clear
explanation of their relationship can be useful in decision-making.
7. All information must be provided on the form obtained from the student services
department.
Revised: 7/19/2013
Global Health College
Any questions or concerns regarding disability services should be directed to the primary
contact for student services:
Payal Chawda
Director of Activities and Advising
20 S Quaker Lane Alexandria,
VA 22314 (703) 212-7410 ext.
1000
[email protected]
Revised: 7/19/2013
Global Health College
STUDENT REGISTRATION FOR DISABILITES
25 S Quaker Lane Alexandria, VA 22314 * (703) 212-7410 phone * (703) 212-7414 fax
Date:
/
/
Student Name:
Student Program:
Student ID#:
Student Contact #:
What is the name of your disability/disabilities?
How does this disability affect your education or learning?
Have you ever had or do you currently need accommodations? (If so, past IEP’s or
Medical Documents Required)
Is there anything else you need to disclose about the nature of your disability? (For instance it is triggered
by flashing lights or loud noises)
Revised: 7/19/2013
Global Health College
THIS SIDE PERTAINS ONLY TO STUDENTS REQUESTING ACCOMMODATIONS
*Limitations to Accommodations or Modifications:
The decision to disclose a disability is at the sole discretion of each individual student. As stated in the student handbook, students are
required to meet program objectives and job duties as required in the profession as indicted by the National Council State Board of Nursing
(1997). When requesting accommodations, each case will be evaluated on an individual basis. Due to the nature of nursing programs, there
are certain accommodations that cannot be fulfilled. Further, due to the basic requirements for successful completion of nursing programs,
modifications of any kind to the basic requirements for the completion of the program are not possible.
I have read and understand the limitations to accommodations and modifications in the Global Health nursing programs.
Student Signature:
Student Services Department Signature:
Education Department Signature:
*This portion is used only when accommodations have been approved by the Global
Health educational administration.
Type of accommodations provided:
Is there a time frame for this particular accommodation? If so, when does it expire?
If required, re-establishment for needs for services date?
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Global Health College
Revised: 7/19/2013