The Director of Student Development, as well as Center Staff, coordinates services offered to students appropriately diagnosed with disabilities. The services are provided based on individual needs of the student. Determination of appropriate accommodations is based on appropriate and approved assessment and documentation.

In order for services to be provided, the student must self-identify with the Director of Student Development at ABAC. Appropriate documentation must be provided that indicates the nature of the accommodation needed or that provides information adequate to determine a reasonable accommodation. Eligible students appropriately diagnosed with a disability or disabilities may receive one or any combination of the following accommodations based on Board of Regents regulations. Recommended accommodations or services are left to the discretion of the instructor. The goal is to provide equal opportunity for full inclusion in the college experience at ABAC.

Services offered (based on individual need when justified through appropriate documentation through the Board of Regents) include but are not limited to:

*Providing guidance for obtaining appropriate documentation of the disabling condition

*Assistance in arranging academic accommodations in classes, including classroom accessibility

*Advocacy when needed to insure provision of accommodations

*Faculty liaison

*Student advocacy letters

*Library assistance

*Test proctoring services, including scribing services, readers for tests and/or modifications of test formats.

 *Handouts and overheads in large print.

*Accommodations for all standardized tests and professional licensure examinations, including University System of Georgia’s Regents’ Test and the Institutional examinations and tests such as the ISAT. Other tests, such as the National SAT or ACT need to be arranged through the National testing centers and will be provided at ABAC.

*Test administration in a quiet, low distraction, alternative location

*Extended time for tests, quizzes and examinations

*Writing answers on tests, quizzes and examinations rather than scan sheets

*Use of tape recorder for recording lectures (except when confidential information is presented or discussed)

*Use of a non-programmable calculator for math

*Access to and training for adaptive equipment

*Use of a note taker

*Copying availability when using a note taker

*Early registration, when documented appropriately

*Career counseling

*Personal Counseling

*Assistance in resolving physical barrier issues

*Referral services, when appropriate, such as informational and referral services both to support and community agencies. We may serve as a liaison between the student and community contacts such as Vocational Rehabilitation Services, physicians, psychologists, or neurologists as needed.

*Extra help during New Student Orientation

*Disability parking

*Assistance in finding qualified note takers for classes

*Print magnification system

*Adaptive technology

*Adaptive desk for the classroom

*Course registration assistance

*Consultation assistance in purchasing textbooks

*Detailed map of the campus with parking information for the mobility impaired

*Use of dictionaries, electronic dictionaries, spellcheckers, word processors and printing on paper for copying essays.

*Assistance with ordering text books from the Recording for the Blind and Dyslexic.

*Assistance with ordering test books in large print from www.amac.uga.edu

*Utilization of an assistive listening device

*Preferred or special classroom seating (for example, a front row seat)

*Ability to enter and exit classrooms (some students may need this accommodation to manage anxiety or pain. While students need not be penalized for missed information, students need to record missed sections or obtain notes from a classmate).

Required accommodations are determined individually to meet the student’s needs based on appropriately documented and approved disability or disabilities. Professors are not required, however, to make accommodations that contradict stated objectives of a course.

Services for Students with Psychological Disabilities

As is the national trend, Abraham Baldwin Agricultural College has experienced a dramatic increase in the number of enrolled students diagnosed with psychological disabilities. Some of the diagnoses commonly seen among college students today include major depression, bipolar disorder, obsessive compulsive disorder and anxiety disorders. The symptoms of a psychological disorder can be chronic, episodic or may occur only once in a student’s lifetime. Often, psychological disorders onset in the late teens to early thirties. As a result, accepting the disability and its functional limitations is often a new experience for many students. Denial of a problem, acting out behaviors, relationship difficulties, problems in accepting and/or fulfilling responsibilities, not adhering to medication regimes and other situations may occur.

The Student Development Center professionals are particularly sensitive to the unfortunate stigma and misconceptions often associated with psychological disorders. Although students may be hesitant to disclose their disabilities to faculty, staff, friends, family, roommates and others, they are encouraged to develop self-advocacy skills. The Student Development Center works with students and faculty, as well as others, to dispel many of the myths and stereotypes and to assure appropriate accommodations are available.

Eligibility

Confidentiality

Services available when appropriate documentation is provided by the student and approved:

 1. Accommodations

 2. Special academic advising regarding course selection and scheduling

 3. Regularly scheduled meetings to monitor academic progress and issues related to the disability with an AIM professor (Academic Intervention Management)

 4. Assistance in consulting with faculty to advocate for student needs

 5. Restructuring class assignments if this doesn’t substantially alter the essential functions of a course of study

 6. Priority registration when approved based on appropriate documentation

 7. Referral to ABAC’s Academic Assistance Center for tutoring, although this

 service is available to all students without referral

 8. Referral as needed to other campus resources

 9. Referral as needed to community agencies and resources

Revised: January 2006

Services for Students with Acquired Brain Injury

Acquired brain injury (ABI) or traumatic brain injury (TBI) is the leading killer and cause of disability in children and young adults. More than two million head injuries occur each year. Injuries can be caused by a number of events such as automobile wrecks, ATV accidents and falls. Statistics show that the highest rate of injury occurs in young men between the ages of 15 and 24. As a result, there is an emerging population of students with ABI or TBI on college campuses today. Due to the symptoms associated with their brain injuries, the Student Development Center provides academic and support services to these students.

Students who have experienced a brain injury often enter or return to college with cognitive disorders. Problems in the cognitive area usually pose the greatest challenge in the classroom.

Eligibility

Services available when appropriate documentation is provided by the student and approved:

 1. Use of a note taker

 2. Extended time on tests

 3. Testing in a low distraction area

 4. Curriculum guidance regarding course selection and scheduling

     5. Regularly scheduled meetings to monitor academic progress and issues related to the disability

 6. Assistance in consulting with faculty to advocate for student needs

7. Restructuring class assignments if this does not substantially alter the essential functions of a course of study

 8. Priority registration

 9. Referral to campus tutorial services in the Academic Assistance Center although this service is available to all students without referral

10. Referral as needed to other campus resources

11. Referral as needed to community agencies and resources

Services for Students with Attention Deficit Hyperactivity Disorder 

There is a growing population of students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) on college campuses today. The Student Development Center offers a variety of academic and support services for these students. Services and accommodations are determined by the Board of Regents Center for Learning Disorders after a thorough review of the student’s medical and psychological evaluations. A member of the Student Development Center, in conjunction with the student, will develop a plan to address the student’s disability related needs.

Eligibility

Services available when appropriate and approved document is provided by the student

1. Use of a note taker

2. Extended time on tests

3. Curriculum guidance regarding course selection and scheduling

4. Regularly scheduled meetings to monitor academic progress and issues related to the disability

5. Assistance in consulting with faculty to advocate for student needs

6. Priority registration

7. Referral to campus tutorial services (Academic Assistance Center) although this service is available to all students without referral

8. Referral as needed to other campus resources

9. Referral as needed to community agencies and resources

Feedback, questions about the web site should be directed to: mmartin@abac.edu or jwillis@abac.edu

Last updated Wednesday, February 11, 2009 05:29 PM