The Department of Testing and Disability Services (TDS) serves as a resource for the university community and acts as a liaison between students and faculty as well as national and community agencies. Disability Services provides information, reasonable accommodations, and other assistance to students, faculty, and applicants of Louisiana Tech University. In an effort to promote independence and self-advocacy, services are available to students with qualifying documented learning, physical, and physiological disabilities. Testing Services follows national testing center requirements to provide test opportunities through contracted agencies for Louisiana Tech University and the local community. As a department within the Division of Student Affairs, Testing and Disability Services seeks a collaborative and cooperative relationship with the university community to enhance the education of Louisiana Tech students.
Location: 318 Wyly Tower
Mailing Address: P.O. Box 3009, Ruston, LA 71272
Phone: Disability Services – 318.257.4221
Fax – 318.257.2969
Campus Mail: #54
Disability Services email address: email@example.com
Hours: 8 a.m. to 5 p.m., Monday through Friday | Summer: 7:30 a.m. to 5 p.m. Monday through Thursday, 7:30 a.m. to 12:30 p.m. Friday
Register for Disability Services
- Refer to the “Seeking TDS Accommodations” section below for full Documentation Guidelines
- The Disability Services Committee meets weekly to assign accommodations
- The student will be informed of their accommodation status via email
Current TDS Registered Students Login
- Login to the system to request accommodations for each quarter
- Schedule exams to be taken in the testing center
* If you have trouble logging in, send an email, including your name and student ID number, to firstname.lastname@example.org
In order to receive services from TDS, students must provide appropriate documentation. Documentation must reflect that the condition substantially limits a major life activity or major bodily function. Documentation must be typed on office or practice letterhead, dated within three years and signed by a professional who is licensed or certified in the area for which the diagnosis is made. Accommodations are provided based on the current impact of a disorder, not only on the diagnosis of a disorder. Generally, sufficient documentation includes a psychological/psycho-educational evaluation or a letter from a medical/mental health provider. The following sections explain what should be included in the documentation.
1. Qualifications of the Evaluator(s): Professionals conducting assessments and/or rendering diagnoses must be qualified to do so and have no personal relationship with the individual being evaluated. Name, title, and license/certification credentials must be stated. The following list contains examples of case-appropriate professionals from which Louisiana Tech University will accept documentation:
– Licensed Psychologist
– Medical Doctor
– Physical/Occupational Therapist
– School Psychologist
– Speech Pathologist/Audiologist
2. Diagnosis & History: A diagnostic statement identifying the disability including ICD or DSM classification along with any relevant personal, psychosocial, medical, developmental and/or educational history. Learning styles, learning differences or academic problems do not constitute a learning disability.
3. Description of Diagnostic Methodology: A full description of the diagnostic methodology used, including data and measurements from appropriate evaluation instruments. Dates of testing must be included in the report and must be current. Evaluations should use adult norms. The results obtained should draw a direct link to the diagnosis and the functional limitations of the disability.
For Specific Learning Disabilities, description of diagnostic methodology should include:
– A demonstration that the evaluator has ruled out alternative explanations for academic problems (poor education, poor study skills, ADD/ADHD, psychiatric/psychological disabilities, etc.).
– A test used to measure intellectual ability, including scores and subtest scores (e.g., Wechsler Adult Intelligence Scale – IV (WAIS-IV), Woodcock-Johnson III General Intellectual Ability (GIA), etc.). Not acceptable: Kaufman Brief Intelligence Test (KBIT), Slosson Intelligence Test, Wechsler Abbreviated Scale of Intelligence (WASI), Wechsler Intelligence Scale for Children (WISC)
– A test used to measure academic achievement, including scores and subtest scores (e.g., Wechsler Individual Achievement Test – II (WIAT-II), Woodcock-Johnson III Tests of Achievement, etc.). Not acceptable: Wide Range Achievement Test – 4 (WRAT-4).
– A test used to measure processing ability, including scores and subtest scores (e.g., Detroit Tests of Learning Aptitude – Adult, Woodcock-Johnson III Tests of Cognitive Abilities, etc.).
For ADD/ADHD, description of diagnostic methodology should include:
– A thorough clinical interview and developmental history
– A demonstration that the evaluator has ruled out alternative explanations for academic problems (poor education, poor study skills, Specific Learning Disabilities, psychiatric/psychological disabilities, etc.).
– Medication history
– Rating scales and checklists (e.g., Barkley Adult ADHD Rating Scale-IV (BAARS-IV), Conners Rating Scales, Vanderbilt Assessment Scales, etc.).
4. Current Impact and Functional Limitations: A clear description of the current impact and functional limitations of the condition pertaining to the academic, workplace and/or residential settings. Information regarding if symptoms are constant or episodic, and the frequency and/or duration should be addressed. Any treatments, medications, and/or assistive devices/services currently prescribed or in use should include a description of the mediating effects and potential side effects from such treatments. TDS provides reasonable accommodations and services based upon assessment of the current impact of the student’s disability. Therefore, it is necessary to provide current documentation.
5. Recommendations: There should be a clear connection between the recommended/requested accommodation(s) and the impact or functional limitations associated with the disability, or medication prescribed to control symptoms. The documentation should include a clear rationale based on level of impairment. Recommendations for academic accommodations should be related to the post-secondary experience. Since TDS provides reasonable accommodations and services based upon assessment of the current impact of the student’s disability, it is necessary to provide recent and appropriate documentation relevant to the student’s learning environment.
6. Insufficient Documentation: TDS does not interpret a diagnosis, the current impact and/or functional limitations from documentation; therefore, documentation must contain an official diagnosis. “Signs of”, “Characteristics of”, or “Symptoms of” will not be accepted as a sufficient diagnosis. The following materials alone are generally not sufficient for determining eligibility:
– Official medical records, medical chart notes or prescription pad notations;
– High School IEPs or 504 Plans;
– Documents prepared for specific non-educational venues (i.e., Social Security Administration, Department of Veteran’s Affairs, etc.).
Upon submitting your documents, the Disability Services Committee will meet to determine appropriate accommodations. If additional documentation is necessary, the committee will notify you. When registering at our office, you are welcome to come by so that we may personally meet with you and a family member. Upon your arrival, we will have you fill out some standard paper work. You will be asked to fill out a release form that enables our access to necessary information and a form that grants consent for the office to contact a family member if necessary. Testing & Disability Services strives to assist you in obtaining the accommodations you need to ensure your academic success. If you require additional assistance, please come by our office or contact us at any time.
*Please note that the process and criteria used by Louisiana Tech University to determine accommodations may be different from another university or agency. Please research carefully the documentation requirements of different schools and agencies so you know what information you are required to submit.*
Students with Disabilities Preparing for Postsecondary Education
The United States Department of Education has published information regarding students with disabilities preparing for postsecondary education. Excerpts from this page are cited below. You may access the full text at https://www2.ed.gov/about/offices/list/ocr/transition.html
What documentation should I provide?
Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity; and information on how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.
An individualized education program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you. This is generally not sufficient documentation, however, because of the differences between postsecondary education and high school education. What you need to meet the new demands of postsecondary education may be different from what worked for you in high school. Also, in some cases, the nature of a disability may change.
If the documentation that you have does not meet the postsecondary school’s requirements, a school official should tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.
Who has to pay for a new evaluation?
Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. You may, therefore, have to pay or find funding to pay an appropriate professional for an evaluation. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency at http://rsa.ed.gov by clicking on “Info about RSA,” then “People and Offices,” and then “State Agencies/ Contacts.”
*A diagnosis of impairment alone does not establish that an individual has a disability within the meaning of Section 504 or Title II. Rather, the impairment must substantially limit a major life activity, or the individual must have a record of such an impairment or be regarded as having such an impairment. A diagnosis from a treating physician, along with information about how the disability affects the student, may suffice. As noted above, institutions of postsecondary education may set their own requirements for documentation so long as they are reasonable and comply with Section 504 and Title II.
Assistance with notes
Assistance with notes is awarded to students based on provided medical documentation. It is the student’s responsibility to work with the instructor to ensure notes are received in a timely manner. Having assistance with notes does not relieve students of the necessity to attend class. If a student fails to attend class, the notetaker is not obligated to provide the student with materials from the missed class. It is the responsibility of the student to notify the instructor when he or she needs to miss class. If the student misses three classes without notifying TDS or the instructor, then the student may lose their accommodation privileges. The student may request an appeal of the decision through the grievance procedures.
If the student requesting the assistance with notes accommodation will not have an available notetaker, then assistance will be requested from instructors to identify students in each course willing to provide copies of their own notes. Arrangements will be made for the copies to be produced with the appropriate department for the class, or NCR paper (or Carbon Paper) will be provided to the TDS-registered student for use to have multiple copies of notes.
Notes are to be delivered directly to the instructor or student approved for the service. Notes should be available to the student no later than 24 hours after the class meeting. Notetakers should notify the student or instructor as soon as possible if they will be absent from class. This will give the student the opportunity to make alternate arrangements. Notetakers are to provide notes that are legible.
Sign Language Interpreters
Sign Language Interpreters will be provided to deaf and hard of hearing students who request and demonstrate a need for interpreters and the ability to benefit from such accommodations. Students requesting interpreters must be registered with TDS. The type of interpreting provided will depend on the accommodation of the deaf/hard of hearing students in the class. Interpreters will be provided for academic programs and college-sponsored activities.
Requests from student and staff will be covered according to the following priorities:
- Academic classes
- Academic activities
- Student/instructor meetings
- College-sponsored activities
To request an interpreter for academic classes, provide a copy of your class schedule two weeks before the start of the quarter and make a request in writing for an interpreter to be available on the first day of class. After this time, we will do our best to locate an interpreter, but we cannot guarantee that an interpreter will be available on the first day of class.
Students requesting an interpreter for academic and/or college-sponsored activities must make their request in writing one week in advance. Oral requests made to staff are not considered formal requests. Last-minute and emergency requests will only be filled if interpreters are available.
If the interpreter does not show up for an assignment or class, the student should contact TDS as soon as possible. If available, a replacement will be sent.
The student should notify TDS at least 24 hours in advance or as soon as possible if they will not be attending the class, activity, or service. Should a student not show up for a class, activity, or service, the interpreter will wait for five minutes. After the allotted time has expired, the interpreter will return to TDS.
After a student is absent from three class sessions without notifying TDS, services for that student may be interrupted. In order to reinstate interpreter services, the student must meet with TDS to complete a contract covering the new terms of interpreting. If the student continues to be absent without notification or does not follow the terms of the contract, services may be discontinued. The student will receive written notification from TDS that the accommodation has been discontinued. The student must petition TDS to obtain reinstatement of interpreters.
*Contact TDS directly for instructions regarding how to notify your professors of your classroom accommodations and how to schedule a test in the testing center.*
Emotional Support Animals
To have an emotional support animal (ESA) in their on-campus dorm or apartment, students must register with Disability Services using the link posted at the top of this page. Additionally, the student must complete and submit the Assistance Animal Packet to TDS. The packet is linked below. Carefully read the packet for further instructions and requirements.
Completed applications with all required documentation MUST be received a minimum of 30 days prior to the start of the quarter requested. Applications received after the deadline will be considered for the following quarter.
Students desiring a private room on-campus should register with Disability Services using the link posted at the top of this page. Medical documentation should also be provided to support the request for a private room (refer to the “Seeking Accommodations” section on this page for documentation requirements). Private rooms are subject to availability. If the student is approved for housing accommodations, Disability Services will send a recommendation letter to Housing on behalf of the student. The Housing Department makes final decisions on private rooms.
Students requiring changes to meal plans due to dietary restrictions should register with Disability Services. TDS will then speak with Campus Dining on behalf of the student.
Disability Services does not handle documentation for parking permits. Students requiring parking permits for disability-related reasons should contact the Traffic Office at 318.257.2921.
Disability-related requests for assistance on Graduation Day are handled by TDS on a case-by-case basis. Please contact our office: email@example.com at least two weeks in advance of graduation to make a request.
Instructor Reference Guide
Americans with Disabilities Act and Section 504 Guidelines:
The purpose of the Americans with Disabilities Act of 1990 states that no qualified student shall, on the basis of disability be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity which the university (or any other public facility) sponsors or operates. Benefits and services to individuals with disabilities must be in the most integrated setting appropriate to the person’s needs and be equally as effective or equivalent to those provided by others. Colleges and universities receiving federal financial assistance must not discriminate in the recruitment, admission, or treatment of students. Students with documented disabilities (this documentation is confidentially filed with the Department of Testing & Disability Services) may request modifications, accommodations, or auxiliary aids which will enable them to participate in and benefit from all postsecondary educational programs and activities. Under the provisions of the ADA, as well as Section 504 of the Rehabilitation Act of 1973, universities and colleges may not:
- Limit the number of students with disabilities admitted.
- Make pre-admission inquiries as to whether or not an applicant is disabled.
- Use admissions tests or criteria that inadequately measure the academic qualifications of disabled students because special provisions were not made for them.
- Exclude a qualified student with a disability from any course of study.
- Limit eligibility to a student with a disability for financial assistance or otherwise discriminate in administering scholarships, fellowships, internships, or assistantships on the basis of disability.
- Counsel a student with a disability toward a more restrictive career.
- Measure student achievement using modes that adversely discriminate against a student with a disability.
- Establish rules and policies that may adversely affect students with disabilities.
General Statements to Faculty
Louisiana Tech University, ADA, and Section 504 Guidelines:
While this reference guide provides a series of suggested steps instructors may wish to implement in order to facilitate learning for students with disabilities, perhaps the most important advice would be for instructors to encourage students with disabilities to discuss their needs during the initial days of classes. An instructor’s request to confer with these particular students could be included on the syllabus provided on the first class meeting. A suggested statement for the syllabus is “Students needing testing accommodations or classroom accommodations based on a disability are encouraged to discuss the need with me as soon as possible.”
The student must submit documentation of the disability to the Office of Disability Services, Wyly Tower 318, and register with the office by completing an online application. Students who have been approved for accommodations must login to Disability Services’ database and send accommodation letters to instructors each quarter. Faculty should make classroom accommodations in accordance with current notification from The Department of Testing and Disability Services (TDS). If there are questions concerning the determined accommodations, the instructor should contact TDS for clarification. Performance objectives should be the same for all students with disabilities, although the manner in which those objectives are attained might be somewhat different. Faculty should listen to the students as to what modifications could be appropriate and then determine if the students’ suggestions could be utilized. TDS may ask faculty to provide materials, including tests, in a special format (such as a Word document instead of a PDF) depending on a student’s accommodations.
Students who receive testing accommodations (extra time, etc.) are required to send their accommodation letters to instructors via the TDS database. Instructors are emailed a testing contract to be completed in the presence of the student. The contract should be completed at the beginning of the quarter, not right before the test. The contract is a short series of questions that will tell TDS where the student will test (in class or with TDS), what materials are allowed on the test, how the test will be returned to the instructor, etc. TDS cannot approve exam requests until the testing contract has been completed.
Students with Orthopedic or Mobility Impairments
Some common disorders which occur in this category include cerebral palsy, multiple sclerosis, muscular dystrophy, arthritis, and spinal cord injury (quadriplegia, paraplegia). Any of these impairments are manifested in various ranges of mobility loss, thus requiring a myriad of suggestions for assisting individuals with these disabilities:
Suggestions for Communicating with the Student:
- If the student is inclined, allow him or her to speak freely about his or her disability, promoting better integration for the student as a member of the class.
- During an extended conversation with a person in a wheelchair, try to sit to achieve eye-to-eye contact.
- Do not demean or patronize a person in a wheelchair by communicating solely with his or her scribe or by not allowing the person to speak for themself.
Considerations in the Classroom:
- Some students need adaptive seating in class, especially in computer laboratories. Note that some computer labs are already accessible.
- Consult with a student to ensure that the classroom layout is accessible and free of obstructions for wheelchair use.
- Find an alternative classroom setting if the existing location is inaccessible.
- Allow the student ample time to consult with his or her aide/scribe so that the aide is familiar with classroom and testing procedures.
Students with Visual Impairments
Due to varying degrees of visual impairment, instructors must be able to adapt their classes for accessibility pertaining to these students.
Suggestions for Communicating with the Student:
- Identify both your entrance and your exit from the room. Also notify the student as to your identity when you initiate a conversation or lecture.
- Do not change the tone of your voice or your vocabulary when speaking to a visually impaired student. Do not patronize.
- If the student asks you to guide him or her to a seat, offer your elbow rather than grasping the student’s. This offers him or her some control and a sense of attainment.
- Remember that non-verbal cues are often difficult or impossible for some students to observe. Verbally highlighting key points could be beneficial.
Considerations for the Classroom:
- Some students may secure a scribe or reader to aid in taking notes during lectures. Other choices by students might include tape recording lectures, taking braille notes, writing large print notes, utilizing a laptop computer or securing notes from other students.
- Please allow students with weak vision to choose their own seating in the classroom so that they may obtain a clear picture of visually presented material. Enlarged copies of handouts and exams and other information may be requested and should be provided.
- Remember that visually presented class materials, such as overheads, slides, and chalkboard information may be difficult for some students to read. Provide the student with an advance copy of the material and/or read aloud information contained on such aids.
- Discuss out-of-class activities, such as trips to laboratories or field trips, in advance. Also, fully explain the layout of the regular classroom or any of these different facilities so that a visually impaired or blind student can navigate his or her way through the area.
- Perhaps this suggestion is the most important: Advisors should be encouraging visually impaired students to secure the title, author, and edition of textbooks to be used in classes well in advance so that the students, if needed, can request these books in an alternate format through TDS. For classes requiring the reading of other books, the instructor should provide such information to students at the beginning of the course.
Students with Learning Disabilities
The American Council on Learning Disabilities defines specific learning disabilities as follows: “Specific learning disability is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and nonverbal abilities. Specific learning disability (SLD) exists as a distinct handicapping condition in the presence of average to superior intelligence, adequate sensory and motor systems, and adequate learning opportunities. The condition varies in manifestations and in degree of severity.”
Suggestions for Communication with the Student:
- LD is an invisible disability. Oftentimes, students with learning disabilities are hesitant to disclose their difficulties. A teacher could orally encourage any students who need testing or classroom accommodations to discuss their concerns during conference hours.
- Students with learning disabilities who are not registered with TDS should be encouraged to contact our office.
Considerations for the Classroom:
- The most common accommodation for students with learning disabilities is extended time for test taking.
- For students with writing or spelling disabilities, the use of a computer or consideration for spelling errors for in-class assignments may be accommodations granted by TDS.
- Students who have learning disabilities that affect their visual processing or reading comprehension capabilities benefit greatly from recorded class materials.
- In-class notetakers are often helpful; in fact, sometimes another classmate might be requested to aid the situation.
Students with Hearing Impairments
Depending on a student’s degree of hearing loss, ranging from a mild disability to total deafness, his or her speech may be affected as well. There are some people who are hard of hearing who elect to use sign language as their primary means of communicating; however, others choose lip reading and hearing aids to facilitate communication. These are accommodations and suggestions which might help in the classroom:
Suggestions for Communicating with the Student:
- Be sure to face hearing impaired students to whom you are addressing your lecture. Exaggerated lip movements might only hinder their understanding.
- Remember that body language can also aid in their understanding your message.
- Sometimes a written lecture is more effective. Instructors might consider offering a written copy of their notes for each meeting.
- If the hearing impaired student is using an interpreter aid in his note taking, teachers should direct their comments to the student, not the interpreter.
- If a student’s speech is difficult to understand, asking the student to repeat his or her comment or question is permissible.
Considerations for the Classroom:
- Face the class when lecturing. An instructor speaking to the chalkboard creates a difficult learning experience for the hearing impaired student.
- Reiterate comments or questions which have been offered by other students in the class so that the hearing impaired will not be at a disadvantage.
- Some students may benefit from a transmitter system in which the instructor wears a small transmitter and a small lapel microphone while the student wears a receiver to amplify the instructor’s voice.
- Treat an interpreter or scribe’s presence as a commonplace situation in the classroom. Even though an interpreter or scribe’s presence may be fascinating initially, students become acclimated and are often no longer distracted by their presence.
- Any written supplement to oral instruction is beneficial.
- Remember that when presenting films or slide presentations in a darkened classroom, lip reading then becomes difficult if not impossible. Again, written notes or outlines are advantageous.
Students with Psychological Disabilities
Students with psychological disabilities can also register with TDS. Various academic accommodations can be implemented to aid these students. These accommodations will be outlined in the email you receive from Disability Services. All students are encouraged to meet with their instructors to discuss these accommodations.
Suggestions for Communicating with the Student:
- If a student exhibits disruptive behavior in the classroom, speak to him privately after class.
- Do not hesitate to contact Louisiana Tech’s Counseling Services Office (318-257-2488) in Keeny Hall for suggestions and ideas in integrating the student, especially in situations in which you are uncomfortable or unfamiliar.
Students with Other Disabilities
The largest percentage of students with disabilities fall into none of the previously addressed categories. These other disabilities may include the following:
- Temporary disabilities
- Muscular dystrophy
- Chronic pain
- Multiple sclerosis
- Recovering alcoholic/addict
- Closed head injury
Naturally, the severity of the condition would impact each student differently in the academic setting. For instance, the amount of medication which is prescribed can alter a student’s memory retention, alertness, concentration, and attention span. Students who are recovering from temporary conditions may not even be aware that they can request special supportive services. Sometimes, if students are aware that there is help available, this encouragement by both administration and faculty could prevent much frustration.
Suggestions for Communicating with the Student:
- Inform the student of the counseling services available and of the services provided by TDS.
- Encourage the student to seek help, especially during recovery periods.
- Do not hesitate to request suggestions or help from counseling services or TDS if the need arises.
Considerations for the Classroom:
- Consider being flexible in your attendance policy if absences are medically documented and unavoidable.
- It is the student’s responsibility to initiate arrangements for missed class meetings, not the instructor’s.
- A student should be held accountable if he or she needs to leave a classroom unexpectedly or hurriedly. In other words, the student needs to seek time to make up the work missed.
Disabled Student Voter Registration
Please make an appointment with TDS staff if you are a disabled student and would like to register to vote.
More information can be found in the National Voter Registration Act (NVRA) Declaration Form.
Louisiana Tech University adheres to the equal opportunity provisions of federal and civil rights laws, and does not discriminate on the basis of race, color, national origin, religion, age, sex, sexual orientation, marital status or disability.
- Title IX Coordinator: Carrie Flournoy
Executive Assistant, Title IX & Compliance Coordinator
President’s Office, Wyly Tower 1620
- Section 504 Coordinator: Annie Jantz
Division of Student Affairs
Keeny Hall 305
The Role of ODS
The Louisiana Tech University Department of Testing & Disability Services (TDS) is committed to facilitating the self-advocacy of students with disabilities in order to experience full participation in all activities, programs, and services of the university. TDS serves as a resource center for the university community and acts as a liaison between students and faculty, as well as with community agencies. TDS functions to provide information, reasonable accommodations, and other assistance to students and applicants at Louisiana Tech University. Services provided through TDS are open to students with qualifying documented learning, physical, or psychological disabilities. TDS operates under the principle that no qualified student or applicant for student status shall, on the basis of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity which the university sponsors or operates. It also serves to ensure that benefits and services to individuals with disabilities are provided in the most integrated setting appropriate to the person’s needs and are equally as effective or equivalent to those provided to other university students. For more information on services provided by the Department of Testing & Disability Services, please contact Emily Johnson, Coordinator of Disability Services, by phone at 318.257.4221 or by e-mail at firstname.lastname@example.org. You may also contact Stacy Lolley, Director of Testing & Disability Services at email@example.com.
Louisiana Tech University policy dictates an expeditious resolution of accommodation issues between students (or student applicants) and participation in academic and other programs, activities and services of the University. Testing and Disability Services (TDS) will work with students and representatives of the departments, programs or services to provide effective and satisfactory accommodations. Unresolved requests for accommodations or complaints regarding alleged violations or requirements should be presented in writing using the Grievance Form to Testing and Disability Services(firstname.lastname@example.org or PO Box 3009, Ruston, LA 71272). Testing and Disability Services will forward to the appropriate university administrator, 504 Coordinator or the ADA Committee within five (5) working days after the individual becomes aware of the unresolved issue. The written account should provide the name and contact information of the individual filing the complaint and a brief description of the alleged violation and requested resolution. The Grievance Form may be accessed on the Testing and Disability Services website (Grievance Form). Referrals will be made as follows:
- Academic/curricula – Vice President for Academic Affairs (Dr. Terry McConathy, email@example.com)
- Facility access – Vice President for Administrative Services (Mr. Sam Wallace, firstname.lastname@example.org)
- Housing/Student sponsored events – Vice President for Student Affairs (Dr. James King, email@example.com)
- Other Matters – 504 Coordinator/ADA Committee (Annie Jantz, firstname.lastname@example.org)
In each case, the university representative will investigate the complaint and render a decision within 30 days of receipt of the complaint, if possible. If the grievant is not satisfied with response, the grievant (within 30 days of notification) may appeal to the ADA Coordinator who will convene the ADA Council to review the complaint and make a recommendation to the President. The decision of the President will be communicated to the grievant and will be the final University administrative action on the grievance. An individual has the right to file complaints of ADA violations with the Disability Rights Section, Civil Rights Division, U.S. Department of Justice, P.O. Box 66738, Washington, DC 20035-6738.
- Academic Exchange
- U.S. Department of Justice ADA Home Page
- DO-IT Program (For Faculty and Students)
- Higher Education Resource Hub
- Learning Disability On-Line
- Learning Disability Association of America
- Mental Health Network
- Attention Deficit Disorder Association
- National Federation for the Blind
- Learning Ally
- National Association for the Deaf
- The Faculty Room
- Association on Higher Education and Disability