Welcome to Accessibility within the Academic and Career Development Center at Fairfield University!
Promoting self-advocacy and independence to prepare our students for the workplace are primary goals for our department. We provide students with the tools to enable them to feel on equal ground with their peers, while giving them the freedom to develop more self-esteem and confidence in their abilities to succeed. Our office can help to enhance a student’s development socially, cognitively and academically to give them the extra support they need to achieve success at Fairfield University.
It is crucial that students become knowledgeable about their responsibilities and their rights in post-secondary education, as now the student has more responsibility to request and design their own accommodations. For many students with disabilities, good self-advocacy skills will be the likely success at Fairfield University.
After being accepted into the University and confirming their attendance, current students are responsible for self-identifying to Accessibility to request accommodations. All accommodations are determined on a case by case basis.
Although all accommodations are determined on a case by case basis, there are several on campus resources which offer support services to all undergraduate and graduate students.
In addition, Accessibility (ACDC) staff are available to meet with students with disabilities registered with our office regarding:
Students with medical disabilities (ex. Food Allergies) and mental health needs (ex. Anxiety) are encouraged to visit the respective websites for the Health Center and Counseling and Psychological Service for additional information regarding on campus services and resources.
Any student who is currently taking classes at Fairfield University may complete the registration procedures outlined below to be considered for accommodations.
After May 1st: Confirmed students with disabilities who will be starting classes in the fall semester who wish to be considered for accommodations must complete the following registration procedures.
Parents, counselors, teachers and students with Learning Disabilities (LD) may use this list as a reminder of helpful skills and necessary steps to take as a high school student with a learning disability moves toward college.
Make sure psychological testing is up-to-date.
Current psycho-educational testing is requested by most colleges. Ask your school to test within 2 years of graduation. You must provide documentation if academic adjustments are requested.
Obtain all special testing records before high school graduation
Some school systems destroy these records upon the student's graduation. Colleges, as well as vocational rehabilitation offices, request these records to assist in providing special services to students.
Make contact with local Bureau of Rehabilitation Services (BRS) in CT or VESID (in New York) before graduation.
These offices offer a variety of services eligible to LD students.
Consider a vocational assessment as a way to amplify present and future goals.
Make sure the student's knowledge of study skills is adequate.
In addition to high school assistance, consider special study skills classes/programs offered at community colleges, private agencies, or individual tutoring. CACLD can help with referrals.
Consult with the high school to get a good understanding of how much support or special help the student is receiving.
It is important to determine realistically whether minimal LD support services or an extensive LD program at the college level will be needed.
Help students to increase their independent living skills.
Help them learn to manage their own checking accounts, do their own laundry, cleaning, some cooking, etc.
Encourage part-time jobs or volunteer positions.
These are helpful to improve socialization skills as well as to give a better understanding of work situations and expectations and responsibility.
Make sure students have a good understanding of their particular learning disabilities.
They should know and be able to articulate their strengths and weaknesses as well as what compensating techniques and accommodations work best for them.
Help students understand how their disabilities are connected to social experiences with peers, families, and employers.
A visual or auditory discrimination deficit, and/or an attention deficit disorder frequently lead to missed cues and inappropriate timing in conversation.
Encourage students to be their own advocate.
A good first step is to encourage them to discuss their learning disabilities and needed accommodations, if any, with their regular high school instructors.
Learn about Section 504 of the Rehabilitation Act of 1973.
This law indicates what types of accommodations must be provided and/or allowed at post-secondary institutions if a student requests them. The responsibility is on the individual to initiate the provision of services and accommodations (unlike the requirements of I.D.E.A., which puts the responsibility on elementary, and secondary schools).
Get information on special exam arrangements for SAT and/or ACT.
Options include extended time, readers or cassettes.
Obtain two copies of all college applications
(or duplicate the one received). Use the first copy to collect needed information. Type that information onto the second copy to be sent.
Contact the Disabled Student Services Offices of colleges before applying.
Get information on what kinds of services and support are available, the number of LD students attending, if there are modified admissions for LD students, and if there are any special pre-admission requirements when making application (such as a reference letter from an LD teacher).
Visit colleges before making a definite choice.
Also, look at the communities in which they are located.
Consider having students start college in a summer session rather than fall.
Summer classes tend to be smaller and instructors tend to have more time for individual help. Students can get acclimated before fall crowds arrive.
Consider an appointment with a qualified optometrist.
If the student has visual perception problems, there may also be functional visual problems with tracking and focusing. Sometimes these problems can be partially corrected with special lenses.
Encourage students to have their own memberships in LD organizations.
Newsletters from CACLD, LDA, International Dyslexia Association, etc. can help keep them informed about new resources and special programs.
Make sure it is the student's choice to attend college.
The most successful LD college students are those who have high motivation and a good understanding of their particular strengths and weaknesses. They understand that it may be harder and take more time to manage college level work. They are committed to spend that extra time studying, and to request and use appropriate accommodations when needed.
Note: Adapted from: Carol Sullivan, counselor for LD students, Northern Virginia Community College, Annadale, Virginia; and the Staff of HEATH Resource Center, One DuPont Circle, NW, Washington, DC 20036.
Services in college differ significantly from services in high school and are impacted by legal rights as well as the parents’ role in the educational process.
High School vs. College Responsibilities and Expectations
What are the differences between high school and college disability services?
Transition to college can be challenging for students with disabilities. The laws governing disability services for individuals with disabilities in post-secondary institutions are significantly different than those mandated for K-12 education. It is important for students and families to understand the major differences between these two learning environments.
At the elementary and secondary levels, the IDEA- Individuals with Disabilities Education Act- mandates the school districts to provide support services including: identifying students with special needs, evaluating them, and providing accommodations. It is the special educator’s responsibility to meet with parents and faculty, draw up an Individualized Education Plan (IEP) for each student, and attempt to help students meet their goals. Classroom teachers work closely with the special educator to implement IEP goals and objectives. The overall objective of K-12 education is academic success.
At the college level, however, procedures change dramatically. The responsibility shifts to the student and the student becomes more responsible for self-identification. While Fairfield University is responsible for providing students with reasonable accommodations, students must demonstrate eligibility by providing appropriate documentation, ask for services, and fully participate in the process.
Services provided under IDEA or Section 504. School district identifies and evaluates disability at no cost to the student or family.
Services provided under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. You must self-identify and provide documentation of disability. You must pay the cost of evaluation. The college is responsible for most, but not all costs involved in providing accommodations and/or essential auxiliary aids. The college is not legally required to provide special programs with comprehensive support services.
You have fewer responsibilities.
You are expected to live more independently.
You are assisted with decisions.
You become responsible for an increasing number of decisions. You are expected to make independent decisions.
Limits and goals are set for you by parents and teachers.
More self-evaluation and monitoring required. More independent reading required. You are responsible for managing time commitments. You establish and attain your own goals. You determine when you need help. Interest in learning must be generated by you, the student. You must motivate yourself to succeed.
Attendance and progress is well monitored.
You are responsible for attendance and awareness of your progress or lack thereof.
Your time is structured by home and school.
You manage your own time.
Special education teacher is the liaison between students, parents, teachers.
You are responsible for self-advocacy.
Summary for High School
Summary for College
Adapted from Lynchburg College and St. Louis Community College. Compiled from: Claire E. Weinstein, Karalee Johnson, Robert Malloch, Scott Ridley and Paul Schuls, Innovation Abstracts (vol. X No. 21; Sept. 30, 1988); National Institute for Staff & Organizational Development; the University of Texas, Austin, Texas, 78712 F. Shaw, L.C. Brinckerhoff, J. Kistler and J.M. McGuire, 1991, Learning Disabilities A Multidisciplinary Journal 2, 21-26;The Postsecondary Learning Disabilities Primer, Learning Disabilities Training Project, Western Colina University, 1989; Vogel, S.A. Alderman, P.B. 1993, Success for College Students with Learning Disabilities; Brinckerhoff, L.C., S.F. Shaw and J.M. McGuire, 1993, Promoting Postsecondary Education for Students with Learning Disabilities.