Office of Accessible Education

High Schools: Section 504 of the Rehabilitation Act of 1973 requires school districts to provide FAPE to students with a disability in their jurisdiction. The district is required by law to identify the student's educational needs and to provide related aids and services to meet those needs.

Universities: Universities are not required to provide FAPE. They are required to provide the appropriate academic adjustments to ensure equal access to education.

High School: The applicable law is the Individuals with Disability Education Act (IDEA) which is about student success.

Universities: The applicable law is the Americans with Disabilities Act (ADA) which is about providing equal access.

High Schools: An Individual Education Plan (IEP) or 504 plan is used to determine academic accommodations. The school district provides the evaluation at no cost. The documentation focuses on determining whether or not a student is eligible for services based on specific categories in IDEA.

Universities: The IEP and 504 plan are typically not sufficient forms of documentation. The Evaluation Team Report (ETR) is the most helpful for those transitioning from high school to BW. Documentation guidelines are different and specify information needed for specific disability categories. Students may obtain an evaluation at their expense. Documentation must provide OAE with information on the functional limitations and demonstrate the need for the reasonable accommodation(s) requested. 

High Schools: Parents have access to student records, can contact teachers for progress or grades, can advocate for the student and participate in the accommodation process.

Universities: The parent does not have access to student records without the student's written consent per the Federal Education Rights and Privacy Act (FERPA). The student becomes a self-advocate and participates in the accommodations process. In addition, parents may not contact faculty for information about the student's progress in the course or grades.

High Schools: A plan is formulated for the student. Teachers receive a copy so they have a thorough understanding of the disability and accommodations. A yearly meeting is required of teachers and typically an auxiliary service person to discuss progress and set goals.

Universities: Instructors receive an emailed Letter of Accommodation (LOA) which outlines academic accommodations the student needs to have equal access. Faculty does not have access to specific diagnostic data unless provided by the student. The student is responsible for meeting with OAE and instructors to discuss any areas of concern.

High Schools: The IEP or 504 plan may include modifications to test format, unlimited test time and grading. Testing in high school is often frequent, covering small amounts of material and teachers provide students with reminders of assignment due dates.

Universities: Unlimited test time and modifications to test format are not reasonable accommodations. Accommodations on how tests are administered (e.g., reasonable extended test time and a reduced distraction testing environment) are available when supported by documentation.

High Schools: Teachers may make modifications to the curriculum and alter the pace and due dates of assignments.

Universities: Professors are not required to modify essential academic requirements of programs and instruction that fundamentally alter educational programs or compromise academic standards. Additionally, BW does not waive essential program requirements or permit substitutions for courses deemed essential to its academic programs. Students are assigned substantial amounts of work that may or may not be addressed in the course. Students are responsible for reviewing class notes, texts and materials and submitting assignments by the due dates listed on their course syllabi.

High Schools: Tutoring and academic support may be services included in the IEP or 504 plan. There is typically someone who assists the student with self-management of tasks, assignments and priorities.

Universities: Tutoring and academic support services are not academic accommodations provided. It is the student's responsibility to make appointments and utilize available academic support services. BW has tutoring available for most subjects, but not all. Students are ultimately responsible for self-management; however, Academic Coaching is available as a resource to help with prioritizing and time management.

Self-Disclose

You need to disclose your disability to OAE by sending an email to disability@bw.edu. Under the ADA and the Rehabilitation Act, people with disabilities have a right to equal educational opportunities. By law, a student is not a person with a disability until he/she chooses to identify as such and request protection from discrimination. If a student does not disclose a disability and follow the process, he/she is responsible for the academic outcome.

Complete OAE Online Application

For students new to accessible education, complete the application for accommodations using the Accessible Education Online System. Please have your BW ID number ready and use your BW email address. If you have any questions please contact disability@bw.edu.

Click here to begin your application.

Submit Appropriate Documentation

Current documentation of your disability and the disability-related need for any specific accommodation(s) being requested. Current documentation is necessary for verification purposes and to determine reasonable academic accommodations. The cost of the documentation is your responsibility.  

If you do not have documentation to upload during your application, you will receive an email with a documentation upload link. Please share this link with your diagnostician or healthcare provider, who can upload the documentation on your behalf. Also, documentation can be emailed to disability@bw.edu or sent to our confidential fax, (440) 826.3832. Please Note: Submission of documentation does not guarantee approval of the requested accommodation(s).    

Please use the general documentation guidelines and appropriate verification forms (located under forms, below) to assist in the documentation process. 

Attend a Student Welcome Meeting 

Upon receipt of the application and documentation, OAE will schedule a student welcome meeting. The purpose of the student welcome meeting is to discuss the impact, nature and functional limitations of the disability and to determine which, if any, academic accommodations are reasonable and appropriate. Appropriate accommodations are determined on an individual, case-by-case basis.

Typically, the process of registering with OAE is quite quick. Factors that may hold up the registration process may include: submission of appropriate supporting documentation, scheduling and attending the student welcome meeting, and timing of the request during the semester.

Accessible Housing Policy

Accessible Housing Application

Please contact the office of residence life at (440) 826-2114 or reslife@bw.edu for information on emotional support animals in University housing.

Please contact the office of residence life at 440-826-2114 or reslife@bw.edu for information on service animals in University housing.

To obtain appropriate information, please use one of the following verification forms based on your documented disability. A qualified healthcare provider or diagnostician should complete the form and fax it directly to the OAE confidential fax at (440) 826-3832. OAE reserves the right to request additional documentation.

Verification Forms:

• Attention Deficit/Hyperactivity Disorder (ADHD)
• Autism Spectrum Disorder (ASD)
• Communication Disorder
• Hearing Impairment
• Learning Disorder
• Mobility & Upper Extremity Impairment
• Neurological Disorder
• Physical Health Disorder
• Psychological Disorder
• Temporary Impairment
• Vision Impairment

Release & Exchange of Information Form

Confidentiality and Release of Information Policy

Students with documented disabilities who are eligible for accommodated testing may request to have tests proctored in the accommodated testing room in Ritter Library. Accommodations for testing may include extended time, use of a word processor for written exams, a scribe, a reader or a reduced distraction test environment. Not all students are eligible for all of these accommodations and they are determined on an individual, case-by-case basis as dictated by the documentation.

Students who wish to have tests accommodated in the accommodated testing room should submit their request in the time frame outlined in their LOA. The link to submit their request is emailed to students with their username and password. This link also is available on the OAE Canvas site. Note: Same day requests for accommodated testing will not be approved, and a private testing room cannot be guaranteed.

Upon submission of the accommodated testing request, student and faculty will automatically receive an email confirmation. The OAE will approve the request, as long as it meets the accommodated testing parameters. Last, faculty will complete an online testing contract, which provides the OAE with proctoring information, test receipt and test return.

With appropriate notice, books will be made available in alternate format for students whose documentation of disability supports the need for alternate format. BW offers two ways to obtain alternate book formats:

1. Bookshare is a free service provided to students with visual and learning disabilities whose documentation supports the need for alternative text formats. Students need to complete the Bookshare application and submit it to the OAE. The OAE will add the student to BW's institutional account and submit the application to Bookshare. Bookshare will send the student an email with their username and password. Students can then search for their textbooks. It is strongly recommend that students have their book list, ISBN number, edition and the author's first and last name before they search. Bookshare also provides a free reader students can download.
2. If your books are not available on Bookshare, please submit an alternative text request through the OAE online system. 

Concussion Management Plan

Dining Services is committed to providing meal options that meet the needs of BW students. If you need dietary accommodations, please have your healthcare provider complete the Physical Health Disorder Form and send it to:
Charles Fairchild, Director of Auxiliary Services
Baldwin Wallace University
275 Eastland Road
Berea, OH 44017

For more information, contact:

• Charles Fairchild, Director of Auxiliary Services: (440) 826-2414 or cfairchi@bw.edu
• Marie Oravec, Registered Dietetic Technician: (440) 826-2348 or moravec@bw.edu

Please contact the office of residence life at (440) 826-2114 or reslife@bw.edu for information on emotional support animals in University housing.

Students with disabilities who need assistance with daily living activities or nursing care within a residential setting should retain the services of a personal care attendant (PCA). A PCA provides personal care or assistance in daily living activities, such as dressing, transferring to and from a wheelchair, feeding, personal hygiene and navigating the campus. PCA services may facilitate higher levels of independent access and participation in BW programs, services and activities. BW does not provide, coordinate or assume financial responsibility for PCA services.

The services of a PCA can play an important role in a student's quality of life. The selection of the right agency or individual and ongoing effective communication with the PCA is critical for a successful experience. Students who require PCA services must make arrangements to secure a PCA and must follow the policies, procedures and guidelines below:

Student Responsibilities

• Follow all applicable BW policies, rules, regulations and procedures.
• If the student wishes to reside in University Housing, the student should follow the accessible housing process and provide documentation that supports the medical necessity of a PCA.
• Secure an agency-affiliated or private, certified PCA before attending any University-related activity (i.e., placement testing, enrollment, class attendance). BW will not be responsible for providing a PCA on an interim basis.
• Provide documentation that the PCA is qualified to perform the services.
• Ensure that the PCA registers with the OAE, the department of safety and security, residence life and health services.
• Provide a copy of the contract between the student and the agency or PCA to the OAE.
• Ensure any PCA personnel changes are registered with the OAE, the department of safety and security, residence life and health services.
• Direct the activities of the PCA while at BW. The student is solely responsible for ensuring the PCA is fulfilling his/her responsibilities for the student's care. BW will not assume responsibility for the PCA or his/her failure to fulfill the contracted responsibilities.
• Develop an alternative plan of action should the regularly assigned PCA not be available to work.
• Pay for all PCA services, including but not limited to housing and meal plans if living off campus.
• Students are encouraged, but not required, to select a PCA of the same gender if the PCA will be assisting a student with bathing or toileting in a residence hall or shared or public area restrooms.

PCA Role in Campus Life

• The PCA assisting a student on campus is required to follow all applicable BW policies, rules, regulations and procedures.
• The PCA may assist the student before and after class as needed but should wait outside the classroom unless assistance during class is deemed appropriate or necessary and approved by the OAE.
• It is generally inappropriate for the PCA to have contact with or ask questions of faculty, staff or others on behalf of the student. It is not within the scope of the PCA's responsibilities to be involved in the student's academic life on campus.
• The PCA should respect the dignity and privacy of the student and refrain from discussing confidential information about the student with faculty, staff or other students.
• The PCA is only allowed to access the student's residence hall while the student is in residence.
• If the PCA violates BW policies, rules, regulations or procedures, the OAE may determine that the PCA may no longer assist the student on BW's campus. If this occurs, it is the student's responsibility to secure the services of another PCA.

View BW's reduced course load policy.

Please contact the office of residence life at (440) 826-2114 or reslife@bw.edu for information on service animals in University housing.

TEMPORARY IMPAIRMENTS

The OAE provides reasonable assistance to students with temporary impairments such as injuries or acute illnesses which may require temporary classroom support. According to the Americans with Disabilities Amendments Act of 2008, temporary impairments are not considered a disability as they do not rise to this level as outlined by the ADA due to the duration (generally six months or less) of symptoms or functional limitations.

Documentation is required, and reasonable assistance is determined based on the nature of the impact of the temporary condition on an individual basis. Note: Transportation services are not provided.

Students with temporary impairments and interested in seeking accommodations must complete the required steps to apply for accommodations and have their physician complete and fax the Temporary Impairment Verification Form to (440) 826-3832.

Jacket Access Van

The Purchasing Motor Pool Department provides limited transportation services for students registered with the Office of Accessible Education (OAE) that have motor limitations or other conditions that significantly affect their ability to travel around campus during extreme weather conditions. Transportation services are only available to students with chronic impairments.  Students with temporary impairments/conditions are not eligible for transportation.

Request a Letter of Accommodation (LOA) at the beginning of each term so you can begin utilizing your accommodations early. The LOA is sent on your behalf as a student with a disability who may need accommodation in order to have equal access. It is sent because you have a potential need for accommodation. Even after accommodations have been approved based on a careful review of your disability file, you can choose not to use the accommodation(s). Because BW cannot force you to use accommodations, the responsibility for requesting the LOA is placed in your hands. Professors will not grant you any academic accommodations without your LOA. To ensure your LOA is received, it is emailed to you and the faculty.

Schedule a private meeting with your course instructors to discuss your LOA detailing the approved accommodations for the semester. The meeting should take place in a private setting to maintain confidentiality. Be clear and factual. Note: You are not required to disclose or discuss the specifics of your disability. It is your decision whether you want the professor to know your diagnosis.

Address the specific arrangements of your approved accommodations, for example:

• If you receive extended time on quizzes and examinations, discuss how the scheduling will be handled. Will you take the exam with the class or in the Accommodated Testing Room?
• If you have a class immediately after, will you need to determine an alternative time to take the test?
• If you will take your quizzes and examinations in the Accommodated Testing Room, discuss the process for scheduling your tests.
• If you will be recording lectures, provide the professor with a signed copy of the recording agreement form.
• If you need a volunteer note-taker, discuss how you would like to receive the notes and how you will provide paper.
• If you receive preferential seating, where do you prefer to sit and how will the seat be reserved?

If you DO NOT schedule a meeting, it will be assumed that you have chosen NOT to utilize your accommodations for the term. Your development as a student is very important to BW's mission, vision, policies, practices and procedures. It is in your best interest to learn self-advocacy in how to shoulder the responsibility of managing your own accommodation needs. It will be a lifelong challenge to advocate and support your own success.

Qualified students with disabilities have the right to an equal opportunity to participate in programs offered at BW. Students who choose to exercise these rights have the responsibility to initiate and participate in the accommodation process. Recognizing this, students:

1. Have a responsibility to self-identify as needing accommodation in a timely fashion. The student must provide documentation from an appropriate licensed professional.
2. Have a responsibility to document how their disability affects a particular delivery system, instructional method or evaluation criteria when requesting accommodation.
3. Have a responsibility to actively participate in the search for accommodations and auxiliary aids.
4. Have the responsibility of submitting a request for LOAs and scheduling meetings with instructors to discuss approved accommodations.
5. Have the responsibility to communicate to professors their individual needs and work with them on methods of accommodation.
6. Have the responsibility to schedule proctored exams in a timely manner.
7. Have the same obligation as any student to meet and maintain the institution's academic and technical standards.
8. Have a right to be evaluated based on their ability, not their disability. If their disability affects the outcome of an evaluation method, they are entitled to an evaluation by alternate means.
9. Are entitled to an equal opportunity to learn. If the location, delivery system or instructional methodology limits their access, participation or ability to benefit, they have a right to reasonable adjustments, to be determined by University officials, in those aspects of the course or program to accommodate their disability.
10. Are entitled to an equal opportunity to participate in all aspects of the academic community at a comparable level that is provided to any student.
11. Have a right to appeal decisions concerning accommodations.

Under the Americans with Disabilities Act (1990) and Section 504 of the Rehabilitation Act (1973), a person has a disability if he or she has a physical or mental impairment that substantially limits one or more of his/her major life activities (e.g. walking, standing, seeing, speaking, hearing, breathing, learning, working or taking care of oneself), has a record of such an impairment, or is regarded as having such an impairment. Once admitted to BW, students may choose whether or not to disclose a disability. However, students with disabilities will not receive accommodations unless they disclose their disability to the OAE, make a formal request for accommodations (application, documentation and student welcome meeting) and follow the University procedures for obtaining accommodations.

Baldwin Wallace University has a right to maintain academic standards, integrity and freedom. This includes determining fundamental requirements of courses and programs, maintaining and enforcing conduct codes.  Fundamental requirements include:

• Academic requirements that are essential to programs and instruction (e.g. spelling for teacher education, math for engineering majors). 
• Accommodations should not fundamentally alter educational programs or compromise academic standards. 

Baldwin Wallace University has a responsibility of providing the following to a qualified student with a disability:

• Equal access to educational programs, services, facilities and activities
• Reasonable accommodations, academic adjustments and/or auxiliary aids and services
• Written policies and procedures.

Below are some recommendations on how families can help their student with the transition to university life. 

1. Upon admission to BW, encourage your student to follow the steps for "Applying for Accommodations" outlined above.
2. Once your student receives the email from the OAE to schedule the Student Welcome Meeting, encourage him/her to schedule it as soon as possible. Welcome Meetings for incoming students occur beginning in August. During the Student Welcome Meeting, your student will meet with the accessible education coordinator to discuss the functional limitations of his/her disability and any appropriate accommodations. Your student will also learn how to access available resources. If you accompany your student to the meeting, we ask that the student be prepared to independently discuss his/her accommodation needs and be the primary contributor to the discussion.
3. Once accommodations have been approved, it is your student's responsibility to utilize the services and follow necessary processes, policies and procedures.
4. Due to FERPA regulations, BW faculty and staff cannot answer questions about your student's course progress or grades. You should formulate a plan with your student for communicating course progress and grade information to you throughout the semester.
5. Encourage your student to be an active participant in his/her educational experience. This requires that your student is both responsible and accountable. You can foster independence and responsibility by encouraging your student to:
   1. Check his/her BW email account 2-3 times each day. Most communications from the University, faculty and staff will go to BW email.
   2. Respond to email in a timely manner. Since email is the primary form of communication, students need to develop a habit of communicating electronically. It is helpful if those communications include the student's first and last name, BW ID number, a greeting or salutation and spell check.
   3. Schedule meetings with his/her professors to discuss questions about assignments, difficulty with course content or concerns about his/her progress in the course.
   4. Schedule meetings with his/her academic advisor(s) each semester. Students need to meet with their academic advisor to be released for registration and to discuss dropping classes, if needed.
   5. Become familiar with and utilize campus resources. If your student is upset or having academic difficulty, advise that he/she seek out resources on campus, including faculty, academic advisors, the Office of Accessible Education, Counseling Services, the Learning Center, Residence Life, Registration & Records or Dean of Students.
   6. Maintain contact with the oAE throughout the academic year. This includes following processes, policies and procedures. Review the Student Handbook to be aware of and comply with University policies, practices and procedures. It is also helpful in understanding BW community and University culture.
   7. Become a self-advocate regarding his/her disability. Students need to be aware of their disability and their functional limitations and then develop appropriate coping strategies.
   8. Continue taking medications as prescribed. Many students suddenly stop their medications which can negatively impact their physical, mental health and academic success.

6. If your student is a commuter, encourage him/her to stay on campus instead of returning home between classes. This will help him/her become part of the BW community and provide an opportunity to seek helpful resources.

There are many free resources available to families of students with disabilities. Here are a few that the OAE recommends: 

Online Resources

• Auxiliary Aids and Personal Services
• BW Speech Clinic
• Preparing for Post-Secondary Education
• Open Letter from Jane Jarrow A disability services expert shares her insight and concerns as her daughter prepared to enter college.
• Tips for Students with Disabilities to Increase College Success Article from the University of Washington

Books

• College to Career Road Map: A Four-Year Guide to Coaching Your Student (Parent Edition) by Terese Corey Blanck, Peter Vogt and Judith Anderson (Paperback - Aug. 25, 2006)
• Letting Go (Fifth Edition): A Parents' Guide to Understanding the College Years by Karen Levin Coburn and Madge Lawrence Treeger (Paperback - Mar. 17, 2009)
• Ready for Take-Off: Preparing Your Teen With ADHD or LD for College by Theresa E. Laurie, Ph.D. Maitland and Patricia O., M.D. Quinn (Paperback - Nov. 2010)
• Guiding Teens with Learning Disabilities: Navigating the Transition from High School to Adulthood by Arlyn J. Roffman (Paperback - Sep. 4, 2007)
• The Parent's Guide to College for Students on the Autism Spectrum by Jane Thierfeld Brown, Lorraine Wolf, Lisa King, G. Ruth Bork (Paperback - Jan. 2012)