1. The Office of Disability Support Services

2. Contact Information
127 Pryz
dss.cua.edu

3. Who we serve ADHD Learning Disabilities
Physical / mobility Impairments
Health Impairments
Autism Spectrum Disorders
Psychological / Psychiatric
DSS provided services for 480 undergraduate, graduate, and law school students in , a 3% increase of students served the previous year
ADHD: ADHD, ADD, Executive Functioning Deficits
Learning Disabilities: Processing Speed Disorder, Math, Reading Comprehension, Written Expression, Dyslexia, Dysgraphia
Physical / mobility impairments: symptoms of chronic health impairment, amputees, spinal cord injury
Health Impairments: Arthritis, Cystic Fibrosis, Epilepsy, Migraines, Chronic Health Issues
Autism Spectrum Disorders: PDD-NOS, Aspergers, ASD
Psychological/ Psychiatric: anxiety, panic attacks, depression, schizophrenia, bipolar, PTSD
Visually Impaired / Blind
Hearing Impaired / Deaf
Temporary Disabilities: broken limb, concussion, surgery, complications from pregancy
Head Injury: concussion, post-concussion syndrome, TBI
Visually
Impaired
Hearing Impaired
Temporary Disabilities
Head
Injury

4. Staff Members Dr. Phil Magalong - Director
Caitlin Rothwell - Coordinator
Paul Fontaine - Technology Coordinator
Alicia Cohen - Administrative Assistant
Michelle Garrard - Braille Transcriptionist
Danielle Gillon- Testing Administrator
Gheri Arnold, Natalie Ridgely, Amanda McCleary, Joey Garnett, Merry Baronas, Caroline Van Kampen, Maria Andronicou, & Tanisha Jarvis- Learning Specialists

5. The Association on Higher Education and Disability (AHEAD) research has shown that on any campus, 5% of students have a disability

6. Process to Receive Accommodations
Submit registration form and documentation of disability (diagnosis and impact on academic functioning) to DSS
Hold initial registration meeting with DSS staff to determine reasonable accommodations
Give letter of accommodation to all faculty and discuss accommodation use in each class
Utilize Accommodations
Step 1 - submit registration form and documentation to DSS
Step 2 - meeting to discuss which accommodations are needed and supported by documentation
Step 3 - give letter to all faculty. In meeting students are told to give letter to faculty ASAP and not just hand the letter to faculty, but to discuss with them which accommodations they are going to use in your class and figure out how they will utilize the accommodations. If professors have any questions, they can contact DSS
Step 4- only after students give professors their letter of accommodation are they allowed to utilize the accommodations.

7. Front of de-identified letter Back of de-identified letter
De-Identified Faculty Accommodation Letter:
Does not disability(ies) - Students do not have to tell you what their diagnosi(e)s is/are - You cannot ask them - If they do tell you, remember that all individuals with the same diagnosis and NOT the same. So if someone tells you they have ADHD and you know someone who has ADHD, do not assume that they will act or think in the same way
Typical accommodations include:
Recorded lectures - student will not share with anyone or put onto the internet; the sanctity of the classroom is maintained
Laptop to take notes - not go on facebook
Class notes - they might need to read before class or upload to notetaking app; figure out how you will get notes to them when they give you the letter
No scantron - this is due to visual issues. Students will write answers directly onto the test. If you need, DSS staff can convert to a scantron sheet
Testing- All students that receive additional time also can take the test with DSS. Some students may need to take the test with DSS (to reduce distractions or lessen test anxiety). We also know that you are very busy and might not have the additional time to proctor a longer test. If EITHER wants to have the test proctored at DSS, then it is appropriate for DSS to proctor the test. To do so, this is what happens…

8. Eligibility Abroad
Students registered with DSS who have classroom and testing accommodations at Catholic U are also eligible for overseas accommodation when it can be arranged.
Before departure, students are encouraged to speak with DSS to identify the reasonable accommodations they may need overseas.
Students should always request a letter of accommodation before they leave. Accommodations are not retroactive

9. Accessibility Overseas
Just as cultures differ, so do disability accommodations and perceptions. The key for any study abroad participant is flexibility. Always ask programs about their accessibility before committing to the program.
It is important to communicate your needs before you go abroad and consider alternative ways to meet them. DSS and CUAbroad are here to assist you before and during your trip abroad.

10. Students with mobility and sensory impairments
For students with mobility and sensory impairments, they should work with DSS and CUAborad to ensure that potential programs are accessible to them.
For supplemental information, students are encouraged to contact Mobility International for assistance in finding programs and overseas support services.

11. Mental Health
Living in a new community and new culture can be difficult to any student, and especially for students with mental health issues
Students should work with their clinician at home to get clearance for studying abroad, as well as understanding how they can receive support while abroad
Perceptions of mental health differ around the world; research the culture(s) you are going to and plan a few answers to typical questions.

12. Quick Tips for students with disabilities going overseas
Inform program staff that you are working with DSS, so appropriate arrangements and reasonable accommodations can be made in advance.
Remember that other cultures may provide disability access in a different way. Learn about what types of accommodation are typically provided in your host country, and be flexible and open to different ways to accommodate you.
Before you go, find out as much as you can about your host culture and how they view disability by reading, talking to other students, and attending pre-departure orientation sessions. The more you know, the better prepared you will be for the interaction between your disability and the new environment.
Think about how you will answer questions about your disability in the language of your host country—look up key vocabulary words ahead of time.

13. Questions