Testing and Disability Services

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
Disability Services – 318.257.4221
– 318.257.2969
Campus Mail:
Disability Services email address:
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

Disability Services

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

Seeking Accommodations

Documentation guidelines

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 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
  • Neurologist
  • Ophthalmologist
  • Physical/Occupational Therapist
  • Psychiatrist
  • 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. The results obtained should draw a direct link to the diagnosis and the functional limitations of the disability. For cognitive disorders, evaluations should use adult norms. For Specific Learning Disabilities, description of diagnostic methodology should include:

  •  A test used to measure intellectual ability, including scores and subtest scores
    • Acceptable IQ tests: Kaufman Adolescent and Adult Intelligence Test, Stanford Binet 4th Edition, Wechsler Adult Intelligence Scale – IV (WAIS-IV), Woodcock-Johnson III General Intellectual Ability (GIA).
    • Not acceptable: Kaufman Brief Intelligence Test (KBIT), Slosson Intelligence Test, Wechsler Abbreviated Scale of Intelligence (WASI), Wechsler Intelligence Scale for Children – III (WISC-III).
  • A test used to measure academic achievement, including scores and subtest scores.
    • Acceptable achievement tests: Nelson-Denny Reading Test, Scholastic Abilities Test for Adults (SATA), Wechsler Individual Achievement Test – II (WIAT-II), Woodcock-Johnson III Tests of Achievement, Woodcock Reading Mastery Tests – Revised.
    • Not acceptable: Wide Range Achievement Test – 4 (WRAT-4).
  • A test used to measure processing ability, including scores and subtest scores.
    • Acceptable processing tests: Detroit Tests of Learning Aptitude – Adult, Woodcock-Johnson III Tests of Cognitive Abilities

For ADD/ADHD, description of diagnostic methodology should include:

  • Clinical Assessment of Attention Deficit Adult (CAT-A)
  • Adult ADHD Self-Report Scale (ASRS v1.1)
  • Barkley Home and School Situations Questionnaires and Barkley Adult ADHD Rating Scale-IV (BAARS-IV)
  • Wender Utah Rating Scale – (for adults)
  • PEDS: Parents’ Evaluation of Developmental Status
  • Vanderbilt Assessment Scales
  • AHRQ Technical Review: Diagnosis of AD/HD
  • Conners Rating Scales

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.

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.

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, 504 Plans unless signed by a licensed medical professional and accompanied by disability documentation;
  • 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.

Classroom Accommodations

Assistance with notes

If the student requesting the assistance with notes accommodation will not have an available notetaker, then assistance will be requested from the instructor(s) to locate student(s) in the class(es) willing to provide copies of their own notes. Arrangements will be made for the copies to be made with the appropriate department for the class, or NCR (or Carbon Paper) paper will be provided to the TDS registered student for use to have multiple copies of notes.

Policy for students receiving 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 in a timely manner. Having assistance does not relieve you of the necessity to attend class(es). If you do not attend class, the notetaker is not obligated to provide you with materials from the missed class(es). It is the responsibility of the student to notify the instructor when the student needs to miss class(es). If the student misses three (3) classes without notifying the 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.

Procedures for notetakers assigned by instructors

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. Please notify the student or instructor, as soon as possible, if you will be absent from class. This will give the student the opportunity to make alternate arrangements. Notetakers are to provide notes that are legible.

Alternative testing accommodations policies and procedures

Accommodations include:

  • Extended time – you will be allowed extra time to complete the test. The amount of time will be determined based on the type of test and the documentation provided by you. Industry standard is time and 1/2.
  • Scribe – you will dictate answers to TDS exam proctors.
  • Reader – Exam proctors will read the test to you or an audio version of the exam may be provided.
  • Taped Recorded Exam – the instructor will record the test onto audiocassette tapes.
  • Distraction Reduced Environment – student will be placed in a room mutually agreed upon by the instructor and student or in the TDS Testing Center. Louisiana Tech University TDS Coordinator or designee will proctor all tests in the Testing Center. Backpacks, books, and other items are not allowed in the Testing Center.

Accessing Testing Accommodations

To access accommodations you must be registered with Testing & Disability Services. You and your instructor must agree to how accommodations will be implemented. We cannot process accommodations the same day of the test. Most testing dates are on your syllabus, so plan ahead. You must also schedule exams 3-5 days before the test so the Coordinator can schedule your time. The instructor will state the time of the test on the accommodations form; know the time. If you do not have a proper block of time at the schedule time of your test, you must make arrangements with the Coordinator of TDS to take your test within your first free block of time. You must be on time. We do not extend your test time if you are late.

Cheating is not allowed. The instructor indicates what aids may be used for each test. The use of any unauthorized aids such as texts, notes, “cheat sheets,” and/or calculators to gain an advantage on a test will be reported to the instructor with your test. We only proctor the test and must report to the instructor any information or aids not allowed in the testing room. You will be advised to meet with the instructor after the test.

Sign language interpreters accommodation policy

Sign Language Interpreters will be provided to Deaf and Hard of Hearing students who request and demonstrate a need for interpreters and 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.

Priority of Accommodations

Requests from student and staff will be covered according to the following priorities:

  1. Academic classes
  2. Academic activities
  3. Student/instructor meetings
  4. College sponsored activities

Procedure for Requesting Interpreters

  1. Provide a copy of your class schedule 2 weeks before the start of the quarter and complete a Request for Interpreter Services form to ensure that an interpreter will 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 the first day of class.
  2. Students requesting an interpreter for academic and/or college sponsored activities must make the request in writing one week in advance. Oral requests made to staff will not be equated to formal requests. Last minute and emergency requests will only be filled, if interpreters are available.

Interpreter No-Shows

If an interpreter does not show up for an assignment, the student should contact TDS as soon as possible. If available, a replacement will be sent.

Student No-Shows

Student should notify TDS at least 24 hours in advance or as soon as possible if they will not be attending class, activity, or service.

Should a student not show up for a class, activity, or service, the interpreter will wait five minutes for each assignment. After the allotted time has expired, the interpreter will return to TDS.

Cancellation of Services

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 the Disability Services Coordinator and draw up 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 the Coordinator TDS that the accommodation has been discontinued. The student must petition to the Coordinator of TDS to obtain reinstatement of interpreters.

Other Accommodations

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.

Emotional Support Animal Application 

Housing Accommodations

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.

Parking Permits

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.

Graduation Assistance

Disability-related requests for assistance on Graduation Day are handled by TDS on a case-by-case basis. Please contact our office: 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:

  1. Limit the number of students with disabilities admitted.
  2. Make pre-admission inquiries as to whether or not an applicant is disabled.
  3. Use admissions tests or criteria that inadequately measure the academic qualifications of disabled students because special provisions were not made for them.
  4. Exclude a qualified student with a disability from any course of study.
  5. 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.
  6. Counsel a student with a disability toward a more restrictive career.
  7. Measure student achievement using modes that adversely discriminate against a student with a disability.
  8. 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 who enroll in their classes, perhaps the most important advice would be for instructors to encourage students with disabilities to discuss their limitations 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 when requesting accommodations. Students will be provided with an accommodations memo for instructors each quarter. Faculty should make classroom accommodations in accordance with current notification from the TDS. If there are questions concerning the determined accommodations, the instructor should contact the Office of Disability Services 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 accommodations could be appropriate and then determine if the students’ suggestions could be utilized. Statements about testing or other evaluation activities in class should be overtly mentioned at the beginning of the quarter. Testing or other evaluation situations involving students who utilize scribes and/or readers may be conducted in several ways: (1) the instructor or other department member may administer and record the test; (2) the scribe/reader and student may complete the test together while being monitored by the instructor or other department member; or (3) the reader may read to the student with the student’s responses to be recorded by the instructor or other department member.

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:

  1. If the student is inclined, allow him to speak freely about his disability, promoting better integration for him as a member of the class.
  2. During an extended conversation with a person in a wheelchair, try to sit to achieve eye-to-eye contact.
  3. Do not demean or patronize a person in a wheelchair by communicating with his scribe rather than with him or by not allowing the person to speak for himself. Most people in wheelchairs will ask for help when they require it, most being pleasant and appreciative of your help.

Considerations in the Classroom:

  1. Some students need adaptive seating in class, especially in computer laboratories. Note that some computer labs are already accessible.
  2. Alternative testing ideas may range from modifying a testing format, placing on computer disk, to taping a journal or paper for those with mobility impairments.
  3. Consult with a student to ensure that the classroom layout is accessible and free of obstructions for wheelchair use.
  4. Find an alternative classroom setting if the existing location is inaccessible.
  5. Allow the disabled student ample time to consult with his aide or scribe so that the aide is familiar with classroom and testing procedures.

Students with Visual Impairments

Since most of what university students assimilate is the printed medium, those who are visually impaired face a difficult challenge. And since there are varying degrees of impairment, instructors must be able to adapt their classes for information gathering, pertaining to these students. Suggestions for Communicating with the Student:

  1. 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.
  2. Do not change the tone of your voice or your vocabulary when speaking to a blind student. Again, do not patronize him as though he were a child.
  3. If he asks you to guide him to his seat, offer him your elbow rather than grasping his. This offers him some control and a sense of attainment.
  4. Remember that non-verbal cues are often difficult or impossible for some students to observe. Perhaps verbally highlighting key points could be beneficial.

Considerations for the Classroom:

  1. Specialized equipment for visually impaired students is found on the 10th floor of Wyly Tower. A Kurzweil Reader, which reads aloud printed materials, an Arkenstone 486 computer with Visual Eyes (reading software), and ZoomText (screen enlarger) may be utilized for students for in- and out-of-class assignments. In addition, there are two pentium computers equipped with Window Eyes and JAWS screen reading software, Open Book Unbound software, large monitors, and scanning hardware and software. A computer lab staff member will assist the faculty or student with access to the equipment.
  2. 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 lap top computer or securing notes from other students.
  3. 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.
  4. 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.
  5. 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 negotiate his way through the area.
  6. Alternate testing formats may be considered, including permitting a blind student to tape his answers to oral test questions rather than writing his answers on paper. The use of braille computers to produce test answers is another possibility. In addition, placing the test on the computer equipment in the library might be an option. Extra time for test completion will probably be needed if the test is read by a reader.
  7. 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 on tape. For classes requiring the reading of other books, the instructor should provide such information to students at the beginning of the course. Tapes may be requested from Recording for the Blind, 800-221-4792. RFB is a non-profit service organization that provides educational and professional books which are readable for people with small-print reading disabilities.

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:

  1. LD is an invisible disability. Oftentimes, learning disabled students are hesitant to disclose their difficulties. A teacher could orally encourage any students who need testing or classroom accommodations to discuss their situations during conference hours.
  2. A LD student requesting accommodations should be encouraged to provide the Office of Disability Services with professional documentation of his specific learning disability for evaluation so that continuing accommodations can be considered. This documentation should not be submitted to or retained by the individual faculty member.

Considerations for the Classroom:

  1. The most common accommodation for students with learning disabilities is extended time for test taking. There should be some extra time granted; time and a half is considered adequate. Some instructors might arrange for students needing extra time or a distraction-free environment to be supervised by a graduate assistant.
  2. For students with writing or spelling disabilities, the use of a computer or even a spellcheck for in-class assignments is an accommodation to be considered.
  3. Students who have learning disabilities that affect their visual processing or reading comprehension capabilities benefit greatly from recorded class materials.
  4. In-class notetakers are often helpful; in fact, sometimes another classmate might be requested to aid the situation.
  5. Allowing students to use other optional test materials instead of frustrating Scantron sheets or requesting a scribe to complete a Scantron can enable the student to be successful.

Students with Hearing Impairments

Depending on a student’s degree of hearing loss, ranging from a mild disability to total deafness, his speech, as well, may be affected and difficult to understand. 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:

  1. Be sure to face hearing impaired students to whom you are addressing your lecture. Exaggerated lip movements might only hinder their understanding.
  2. Remember that body language can also aid in their understanding your message.
  3. Sometimes a written lecture is more effective. Instructors might consider offering a written copy of their notes for each meeting.
  4. 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.
  5. If a student’s speech is difficult to understand, asking the student to repeat his comment or question is permissible. The key here is patience and understanding.

Considerations for the Classroom:

  1. Face the class when lecturing. An instructor speaking to the “chalkboard” creates a difficult learning experience for the hearing impaired student.
  2. 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.
  3. 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.
  4. Allow an interpreter’s presence to become a commonplace situation in the classroom. Even though a signing interpreter’s presence may be fascinating initially, students become acclimated and are often no longer distracted by the interpreter’s presence.
  5. Any written supplement to oral instruction is beneficial.
  6. 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 then become advantageous.
  7. Finally, tolerate the presence of scribes or other notetakers who are essential to hearing impaired students who may not be able to follow oral lecture notes for extended periods of time.

Students with Psychological Disabilities

When properly diagnosed and treated, people with psychological disabilities can become productive students even though the general population oftentimes misunderstands or even fears the myths about mental illness and psychological impairments. Various academic accommodations can be implemented to aid the psychologically impaired student to achieve his degree. Suggestions for Communicating with the Student:

  1. If a student exhibits disruptive behavior in the classroom, speak to him privately after class.
  2. Do not hesitate to contact the campus’ Student 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.

Considerations for the Classroom:

  1. Accommodate the student with extra time, if possible, for testing.
  2. Likewise, provide a distraction-free testing environment to enable the student to concentrate.

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
  • Epilepsy
  • Arthritis
  • Diabetes
  • Muscular dystrophy
  • Chronic pain
  • Cancer
  • Multiple sclerosis
  • Asthma
  • AIDS
  • Recovering alcoholic/addict
  • Closed head injury

Naturally, the severity of the condition would disable 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:

  1. Inform the student of the counseling services available in Keeny Hall.
  2. Encourage the student to seek help, especially during recovery periods.
  3. Do not hesitate to request suggestions or help from the counseling services yourself if the need arises.

Considerations for the Classroom:

  1. Consider being flexible in your attendance policy if absences are medically documented and unavoidable.
  2. It is the student’s responsibility to initiate arrangements for missed class meetings, not the instructor’s.
  3. A student should be held accountable if he needs to leave a classroom unexpectedly or hurriedly. In other words, he 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
    Phone: 318.257.3785
  • Section 504 Coordinator: Annie Jantz
    Division of Student Affairs
    Keeny Hall 305
    Phone: 318.257.2445

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 You may also contact Stacy Lolley, Director of Testing & Disability Services at

Grievance Procedures

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( 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,
  • Facility access – Vice President for Administrative Services (Mr. Sam Wallace,
  • Housing/Student sponsored events – Vice President for Student Affairs (Dr. James King,
  • Other Matters – 504 Coordinator/ADA Committee (Annie Jantz,

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.