Specific Information about the Rights and Responsibilities of Students with Disabilities
Lesley University is committed to the full participation of its students in all of its programs. In addition to this long-standing Lesley philosophy, students with disabilities have specific legal rights guaranteed by the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), and the Americans with Disabilities Act Amendments Act (ADAAA), civil rights laws enacted to protect otherwise qualified individuals with disabilities from discrimination on the basis of disability. Title III of the ADA prohibits discrimination on the basis of disability in the full and equal enjoyment of goods, services, facilities, privileges, advantages, and accommodations of public accommodations, such as universities. The following is a summary of Lesley policy and procedures for students with disabilities seeking services under these laws (sometimes colloquially termed and referred to by Lesley as “reasonable accommodations”).
An essential component of Title III of the ADA is the right of a qualified individual with a disability to a reasonable modification of policies where necessary to afford such individual an equal benefit. The process for obtaining a reasonable modification is an interactive one that begins with the student’s request for a change in the usual manner in which things are done. Further, in accordance with Title III of the ADA, Lesley University will make reasonable modifications to our rules, policies, practices, and procedures, when such modifications are necessary to afford goods, services, facilities, privileges, advantages, or accommodations to individuals with disabilities. Lesley University does not charge individuals with disabilities for reasonable modifications or other actions required by the ADA.
For more information, please contact Dan Newman in Disability Services, or see lesley.edu/students/health-wellness-safety/disability-services
The Roles of Faculty
Faculty can and must support the success of students with disabilities by understanding and implementing the following practices:
Syllabus Statement
All faculty members at Lesley University must include the Disability Services statement in their syllabi. Please review this information with students, explaining that it is the student's responsibility to request accommodations and services in a timely manner. You may also wish to read this statement aloud during the first week of class. This indicates a level of sensitivity and consideration regarding the needs of all students, and it allows students to make their accommodation needs known to you promptly.
This statement is included in the "Syllabus Statements" document in the Academic Policies section of this handbook.
Disability Support Services for Students
Lesley University is committed to ensuring that all qualified students with disabilities are afforded an equal opportunity to participate in and to benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), or the Americans with Disabilities Act Amendments Act (ADAAA), and must provide documentation of the disability. Eligibility for reasonable accommodations will be based on the documentation provided.
This syllabus and other course materials are available in alternate format upon request.
If you are a student with a documented disability, or feel that you may have a disability, and you wish to discuss possible accommodations, please find contact information below.
Learning Disabilities, Attention Disorders, and Asperger Syndrome for On-Campus Students
Kimberly Johnson, Director, LD/ADD Academic Support Program
Doble Hall, 2nd Floor/ Phone: 617.349.8462 • Fax: 617.349.8324
kjohnso7@lesley.edu
Physical, Sensory, Medical and Psychiatric Disorders
Daniel Newman, Executive Director Academic Support Services, Lesley University ADA/504 Coordinator for Students
/ Phone: 617.349.8572 via Relay 711 • Fax: 617.349.8324
dnewman@lesley.edu
All Off-Campus Students
Daniel Newman, Executive Director Academic Support Services, Lesley University ADA/504 Coordinator for Students
/ Phone: 617.349.8572 via Relay 711 • Fax: 617.349.8324
dnewman@lesley.edu
Confidentiality
In general, disability information shared with faculty should be kept confidential. At no time should the class be informed that a student has a disability, except at the request of the student. We recommend that students meet with faculty privately to discuss arrangement of accommodations as listed in their Disability Accommodation Letters.
If you have questions about confidentiality or wish to discuss a situation without revealing student identity, please contact Dan Newman in Disability Services.
Textbooks, Course Packs, and Syllabi
Please make your book selections, course packs, assigned readings, and syllabus available in a timely manner. Some students need to obtain the materials in alternate formats. The alternate format conversion process may take several weeks, so it is important that students have access to information about all text-based material in advance of the beginning of class.
Some students access print files in audio format with voice output software. Print files such as readings, assignments, and documents uploaded to Blackboard and the Lesley University website must be accessible in this format.
If you have questions about the accessibility of your course materials, please contact Dan Newman in Disability Services.
Receiving a Request for Accommodations
Formal requests for accommodations will be listed in a student’s Disability Accommodation Letter, which is issued and signed by a Disability Services Representative. When meeting with faculty to discuss accommodations, students should present this letter and obtain the appropriate faculty signature. The Disability Accommodation Letter verifies that the student has a documented disability and is therefore eligible for the listed accommodations. Copies of the signed accommodation letter should be retained by students, faculty, and Disability Services for reference. Students who disclose a disability to faculty without presenting a letter should be directed to Dan Newman in Disability Services.
Although a student may request implementation of an accommodation at any time, it is recommended that the student make this request as early as possible.
Please note that the accommodations recommended are meant to facilitate academic opportunity for students with disabilities so that they may meet the essential requirements of the course. Accommodations should not compromise or alter fundamental academic standards. If you have questions about how to implement specific accommodations, please contact Dan Newman in Disability Services.
Examples of Common Accommodations:
Determination of appropriate accommodations is based on the student, the nature of the disability, and how the disability affects the student in the academic environment. Examples and explanations of common accommodations (see below) may help you in your discussions with students.
Use of a note taker and/or copy of faculty notes. The note taker service is coordinated for students who have a disability that impacts their ability to take notes, or who need additional notes to supplement their own notes or class attendance.
Extended time on exams/quizzes in a distraction-reduced environment. Extended time on exams/quizzes is utilized by students who have a disability that prevents them from demonstrating their skills within standard testing time limits. A distraction-reduced environment is a quiet testing room without the disruption of visual or auditory stimulation. Students who have disabilities that impact their ability to concentrate or integrate sensory input may find this helpful. Students with this accommodation are responsible for notifying faculty in advance of the exam/quiz.
Extended time on assignments as mutually agreed upon by student and faculty. Some students have disabilities that impact their ability to meet work objectives quickly and efficiently, and may need extended time in order to prepare for an assignment and fulfill its requirements. It is the responsibility of the student to speak with faculty directly to discuss extensions and alternate due dates for assignments and papers. Because assignment due dates are important for efficiency, organization, and grade validity, extensions should only be granted as mutually agreed upon by student and faculty. The exception is for students with a medical or health condition which could impact their ability to complete assignments due to sudden exacerbation of symptoms, medical emergency, or hospitalization. Faculty members are asked to be flexible in this case, because students may not be able to give advance notice.
Consideration regarding attendance. The Lesley University Attendance Policy states that students are expected to attend classes. Student attendance records and penalties for student absences or tardiness are kept at the discretion of the individual instructor. While some students have a disability that may impact their attendance, consideration of disability with regard to attendance is also at the discretion of the individual instructor. This accommodation is made to acknowledge that some students have disabilities of an episodic nature or disabilities that might make it difficult for a student to meet the attendance policy set forth by faculty. This accommodation addresses flexibility with regard to physical attendance in class. The student is fully responsible for any work due or material covered in class during the absence(s). Neither extended time on assignments nor arrangements for making up tests and exams missed during absences are included in this accommodation. Those must be arranged with faculty individually. Faculty will handle these issues on a case-by-case basis as deemed appropriate.