Our Services
We are committed to making every reasonable effort to ensure that EKU is accessible for you. Depending on individual needs, particular disabilities, severity of the disabilities, course requirements and time frame, the following services or accommodations may be provided;
- Project SUCCESS
- Tutoring services
- Academic coaching
- Handicapped parking decal info Disability Office Form
- Test accommodations .doc
- Campus housing accommodations
- Interpreting services
- Note taking services
- Advocacy
- Auxiliary aids
- Campus assistive technology and training
- Learning disabilities, ADHD, Traumatic Brain Disorders
- Referrals
For complete information, read the EKU Disabilities Office Service Handbook.
Accommodations by Disability
- Learning Disabilities
- Deaf/Hard of Hearing
- Speech and Language Disorders
- Psychological Disorders
- Orthopedic/Mobility Impairments
- Blindness/Visual Impairments
- Attention Deficit Disorder
- Traumatic Brain Injury
- Other Health Related Disabilities
Learning Disabilities
A learning disability is a permanent neurological disorder that affects the manner in which information is received, organized, remembered, and then, retrieved or expressed. Students with learning disabilities possess average to above average intelligence. The disability is demonstrated by a significant discrepancy between expected and actual performance in one or more of these basic functions: memory, oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation or mathematical reasoning. Learning disabilities are diagnosed by a clinical professional using the standards set forth in the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV). Learning Disabilities are diagnosed into three disorders; Written Expression, Mathematics and Reading.
Documentation
Documentation of a Specific Learning Disability should be presented to the Disabilities Coordinator. For guidelines, refer to the "Guidelines for Documentation of a Specific Learning Disability." Once documentation is presented and eligibility is established, the Disabilities Coordinator, along with the student, will discuss reasonable accommodations.
Accommodations may include:
TESTING
extended time
proctored testing
use of assistive technology/software scribe
minimal distraction testing
alternative type or test format
calculator usage
hand held speller/dictionary
READING
books on tape
Kurzweil reader
reader Write Outloud, Co-Writer and Inspiration
Dragon Dictate
WRITING
extended time for in class assignments to correct spelling and grammar
use of computer or word processor
use of personal laptop computer
use of assistive technology
MATH
use of a calculator
NOTE TAKING
other accommodations with a specific LD tape record lectures
in mathematics copies of classmate’s notes
REGISTRATION
reduced academic load
GENERAL
discussion of campus resources and LD
individualized help as indicated by documentation program, individual needs considered
Deaf/ Hard of Hearing
Deafness and hearing loss are explained in terms of decibels and common sounds. A person with deafness may have a severe loss (60-95 dB) or a profound (over 95 dB) hearing loss. They may hear loud sounds such as a lawn mower or a jet at 1000 feet, but cannot hear speech. Deaf individuals often adapt to speech visually.
A learning disability is a permanent neurological disorder that affects the manner in which information is received, organized, remembered, and then, retrieved or expressed. Students with learning disabilities possess average to above average intelligence. The disability is demonstrated by a significant discrepancy between expected and actual performance in one or more of these basic functions: memory, oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation or mathematical reasoning. Learning disabilities are diagnosed by a clinical professional using the standards set forth in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV). Learning Disabilities are diagnosed into three disorders; Written Expression, Mathematics and Reading. Documentation of a Specific Learning Disability should be presented to the Disabilities Coordinator. For guidelines, refer to the "Guidelines for Documentation of a Specific Learning Disability." Guidelines maybe obtained in the Disabilities Office. Once documentation is presented and eligibility is established, the Disabilities Coordinator, along with the student, will discuss reasonable accommodations.
Accommodations may include:
- seating in front of the class
- written supplement to oral instructions, assignments and directions
- visual aids as often as possible
- requests that speaker face class during lectures and repeat instructions as needed
- equipment loan: FM. loop system
- use of peer note taker
- interpreting services test accommodations
If you request an interpreter, please plan in advance. Contact the Interpreter Coordinator,
located in Case Annex to discuss services or call TTY (859) 622- 2937.
If you are requesting peer note takers, obtain the needed information and forms from Case
Annex or by printing such copies from the interpreting Services Web page: www.disabilities.eku.edu/DHHS.
Documentation
Documentation of a Hearing Loss includes presenting the SSD Office with a copy of a complete audiogram. This audiogram will allow the Interpreter Coordinator to discuss services best suited to your needs.
Speech & Language Disorders
Speech and language disorders may result from hearing loss, cerebral palsy, learning disabilities, or physical conditions. The disorder may result in stuttering, problems with articulation, voice disorder or aphasia.
Accommodations may include:
- Knowing more about speech and language impairments...
- Speech and language impairments may be managed by using computerized voice synthesizers or electronic speaking machines.
- Speech therapy is frequently used to improve certain disorders.
- Anxiety and stress often accompany oral communication and exacerbate the problem.
- Students with speech and language impairments may speak slower in class and should be given more time to express thoughts.
- Interrupting or completing a sentence for the student is not helpful and may lead to embarrassment.
- It is appropriate to ask the student to repeat the statement.
Documentation
Students desiring to provide the Disabilities Office with disability documentation based on a Speech and or Language Disorder should consider the following:
- Documentation should be provided to the SSD Office before services are rendered.
- Documentation can be in a letter form or a copy of an evaluation completed by a licensed professional or physician who is or has given treatment or established a diagnosis. The letter or evaluation should be typed, dated and on official letterhead paper.
Documentation must contain these elements; date first diagnosed, observations or tests used in diagnosis or treatment, most recent diagnosis (within three years), types of treatment, severity and impact of impairment upon the student in a postsecondary environment. It should also include any recommendations for academic accommodations or physical access that the student may need for course work or campus life.
Accommodations considered are; modifications of assignments such as one-on-one presentations, alternatives to speaking out loud in class or use of computer with a voice synthesizer. Additional modifications considered are substitute methods of course work proficiency to replace oral class reports.
Psychological Disorders
Psychological disorders cover a wide range of disorders such as anxiety, depressive, and personality disorders. In most cases, disorders are controlled by using a combination of medications and psychotherapy. An individual diagnosed with any psychological disorder may self-disclose to the Disabilities Coordinator and discuss how their particular disorder may adversely affect their academic endeavors. To qualify for services, individuals with a psychological disorder must provide documentation which indicates that the disorder is in fact a disability under the ADA and Section 504 of the Rehabilitation Act of 1973. An increasing number of court cases have set precedents for reasonable accommodations for these types of disabilities.
Accommodations may include;
- extended time for exams and / or a quiet testing area with a proctor
- seating arrangements that enhance the learning experience of the student
- consideration of a course `incomplete' status, late assignments and late withdrawals because of documented, prolonged illnesses
- flexibility in the attendance requirements in the case of health related absences which stem directly from the stated disability
- tape recording of classes or the consideration of peer note takers
- special considerations for housing arrangements
Documentation
Individuals desiring to provide the Disabilities Office with disability documentation based on
a Psychological Disorder should consider the following:
- Documentation should be provided to the SSD before services are rendered.
- Documentation can be a letter form or in the form of an evaluation completed by an attending licensed therapist and or psychiatrist who is or has given treatment or established a diagnosis. The letter or evaluation should be typed, dated and on official letterhead paper.
- Documentation must contain these elements; date first diagnosed, observations and or tests used in diagnosis or treatment, most recent diagnosis (within one year), types of treatment severity and impact of impairment upon the student in a postsecondary environment. It should also include any recommendations for academic accommodations or physical access that the individual may need for course work or campus life.
Orthopedic/Mobility Impairments
A variety of orthopedic / mobility related disabilities result from congenital conditions accidents, or progressive neuromuscular diseases. These disabilities include conditions such as spinal cord injuries (paraplegia, quadriplegia), cerebral palsy, spina bifida, amputation muscular dystrophy, cardiac conditions, cystic fibrosis, paralysis and stroke. Functional limitations and abilities vary greatly and can best be determined by a case-by-case basis.
Accommodations may include;
- Accessible location for classroom and advising
- Special seating arrangements, desks and chairs
- Inclement weather information and referral or transportation
- Note takers, use of tape recorder, books on tape, alpha smart note taking system check out
- Test accommodations: extended time, separate place, scribe, use of computer lab
- Assistive technology: Kurzweil reader, Jaws screen reader, low vision technology
- Extra time for in class assignments
- Accessible lab tables and individualized assistance and testing in lab areas
- Accessible parking areas and accessible campus map
- Modified physical education classes that allow students to participate within abilities
- Advance planning for field trips to ensure accessibility for University sponsored filed trips
Documentation
Students desiring to provide the Disabilities Office with disability information based on a physical impairment should consider the following;
- Documentation should be provided to the SSD Office before services are rendered.
- Documentation can be in letter form or a copy of an evaluation completed by a licensed medical professional, licensed physical therapist or rehabilitation center. The letter or evaluation should be typed, dated and on letterhead paper.
Documentation must contain the these elements; date of first diagnosis or date of accident, observations and or tests used in diagnosis or treatment, (within three years for progressive and limited impairments, original document for permanent disabilities) types of treatment, severity and impact of impairment upon the student in a postsecondary environment. It should also include any recommendations or physical access that the student my need for course work or campus life.
Blindness/Visual Impairments
Visual impairments include disorders in the sense of vision that affect the central vision acuity, the filed of vision, color perception, or binocular visual function. The American Medical Association defined legal blindness as visual acuity not exceeding 20/200 in the better eye with correction, or a limit in the vision that is less than a 20 degree angle (tunnel vision). Legal blindness may be caused from tumors, infections, injuries, retrolental fibroplasis, cataracts, glaucoma; diabetes, vascular impairments, or myopia. Visual disabilities vary greatly. Some students may require a guide dog or cane, while others may not require any mobility assistance.
Accommodations may include;
- reading lists or syllabi in advance to permit time for transferring into alternate format
- text books on tape or read by software programs Jaws or ZOOM TEXT.
- priority seating
- tape record lectures or use of personal Braille note takers or Braille computer
- hand out materials in medium that the student prefers
- testing accommodations: taped tests, reading of tests, scribe, extended time, separate place, enlarged print, computer word processing software, magnification system
- lab assistance
- materials presented on board or on transparencies read out loud
- advance notice of class schedule changes
Documentation
Persons with Blindness are not required to document this condition, unless requested by the Disabilities Office. Individuals desiring to provide the Disabilities Office with disability documentation based on a Visual Impairment should consider the following;
- Documentation should be provided to the Disabilities Office before services are rendered.
- Documentation can be in a letter form or a copy of an optical evaluation from a licensed optician or a client report of eligibility from the Department of the Blind.
- Documentation should include the following elements: date first diagnosed, tests and observations made to make diagnosis, most recent diagnosis (within one year) types of treatment, severity and impact of impairment upon the student in a postsecondary environment. It should also include any recommendations for academic accommodations or physical access that the student may need for course work for campus life.
Attention Deficit Disorder
Accommodations for students with AD/HD include the same as listed for students with learning disabilities. ADD is officially called Attention - Deficit / Hyperactivity Disorder and is a neurologically based medical problem. It is characterized by a persistent pattern of inattention and/or hyperactivity - impulsivity which has been found to cause maladaptive behavior in one or more major life activity. The results can lead to lifelong struggles. The criteria for making a diagnosis for ADD may be found in the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition, (DSM-IV). The terms ADD and ADHD are often used interchangeably.
Special Considerations
Continue to educate yourself regarding ADD, strategies and accommodations that might be useful. Use a trial-and-error approach. Sit toward the front of the classroom to help you focus. Use a tape recorder or consider note takers for class. Take time to get to know your faculty and disability support staff and seek them out to request any accommodations or assistance needed. Keep a planner, assignment book or electronic scheduler and a monthly at-a-glance calendar to post all class assignments, quizzes and tests. Plan for your study time as well. Pick out quiet and comfortable areas to study. Generally, your residence hall room is not an ideal place to study. Take frequent breaks to get physical movement and refresh yourself. Ask questions if you do not understand an assignment. Also, find out where and how your instructors can be reached. Visit your instructors to ask direct questions and clarify test material. Think about your semester schedule. Is there at least one class that is of high interest to you? Try to find a balance in your required course work and classes which you highly enjoy.
Documentation
Students desiring to provide the Disabilities Office with disability documentation based on AD/HD should either provide the office with a current educational evaluation that meets the disability documentation guidelines. If such documentation is not readily accessible, the individual is encouraged to pick up an alternate form, the ADD Documentation Guidelines from the Disabilities Office, SSB 361 and return this form completed by your care professional.
Traumatic Brain Injury (TBI)
Head injury is one of the fastest growing types of disabilities especially in the age range of 15 to 28 years. Over 500,000 cases are reported hospitalized each year. There is a wide range of differences in the effects of a TBI, but in most cases functions that are affected include; memory, cognitive/perceptual communication, speed of thinking, communication, spatial reasoning, conceptualization, psychosocial behaviors, and motor and physical abilities.
Accommodations may include the accommodations listed for students with learning disabilities.
Special considerations for students with Traumatic Brain Injuries;
- Plan ahead. Take a close look at the college campus and route out your semester schedule. Go from building to building in establishing the most suitable and efficient way from class to the next class.
- Establish your support system. Talk to support staff at the Disabilities Office to establish services and letters of accommodations. Discuss your needs and learning style with your professors, making sure everyone understands the way in which you learn best.
- Work carefully at establishing particular learning strategies that work for you. Strategies could include mnemonic devices, tape recorders, daily lists, flash cards, pre-reading class material, making visual maps and making weekly or monthly study guides.
Documentation
Students desiring to provide the Disabilities Office with documentation based on a TBI should consider the following;
Documentation should be provided to the Disabilities Office before services are rendered.
Documentation should be in a letter form or a copy of an evaluation completed by a licensed professional or physician who is or has given treatment or established a diagnosis. The letter or evaluation should be typed and on professional letterhead paper.
Documentation should contain these elements; date of diagnosis or accident, tests and observations, most recent diagnosis or functional limitations, severity and impact upon student in an educational setting. It should also include any recommendations for the student's academic course work and special physical accommodations for campus life.
Other Health Related Disabilities
A partial list of these conditions may include:
- AIDS
- Asthma
- Stroke
- Cancer
- Cardiovascular disorders
- Cerebral palsy
- Chronic pain
- Diabetes mellitus
- Epilepsy
- Lupus
- Motor neuron diseases
- Multiple dystrophy
- Renal - kidney disease
- Respiratory disorders
- Sickle cell anemia
- Tourette's syndrome
A large number of people registered or working at EKU have disabilities that do not
necessarily fit into a major category already discussed but are covered by Section 504 and the
ADA. The degree to which these conditions affect either a student in an academic setting or
an individual in their job performance very greatly and will help in determining if the
condition may be considered a disability. Some conditions may not be considered a disability
at one time, but if the condition progresses, it may at a later date.
Documentation
Individuals who seek to request services through the Disabilities Office by providing
documentation regarding the above mentioned or other health impairments, may do so with
the following considerations;
Documentation should be provided to the Disabilities Office before services are rendered.
Documentation can be in a letter form or a copy of an evaluation completed by a licensed professional or physician who is or has given treatment or established a diagnosis. The letter or evaluation should be typed and on official letterhead paper.
Documentation must contain as many of these elements as possible; date first diagnosed, a listing of tests and evaluations performed to make diagnosis, most recent diagnosis ( within one year) types of treatment, severity and impact of impairment upon the individuals work or educational process. It should also include any recommendations for academics or within the job setting.
Documentation guidelines are available in the Disabilities Office. Accommodations for these conditions or disorders will be determined on an individual basis. Documentation will be reviewed in order to appropriately determine services and accommodations.
