fbpx

Welcome to Accessibility Services!

In accordance with state and federal law, Mitchell College is committed to providing accommodations to eligible students and visitors with disabilities in order to ensure accessibility and equal opportunities to its programs, services, and activities. Accessibility Services, located in the Duques Center, facilitates reasonable accommodations for students who disclose a disability, meet the eligibility requirement and request accommodations through Accessibility Services.

Comprehensive skill and strategy support goes above and beyond what federal law requires. If you are interested in fee-based comprehensive academic support in addition to accommodations, please visit the Bentsen Learning Center.

Contact

Mitchell College Accessibility Services
Duquès Center, Room 308
437 Pequot Ave.
New London, CT  06320
860-701-5790
accessibility@mitchell.edu

How to Apply for Accommodations with Accessibility Services

Students complete and submit a Request for Services Form.

    1. Students send in documentation related to their disability. For more information, see the Documentation Guidelines.
    2. Students meet with Accessibility Services, in person or over the phone, to discuss campus access and accommodation needs.
    3. Accessibility Services will determine appropriate and reasonable accommodation and communicate approved accommodations to the student, residential staff, faculty, or campus facilities as appropriate. Diagnosis and documentation will remain confidential.

Mitchell College Accessibility Services
Duquès Center, Room 308
437 Pequot Ave.
New London, CT  06320
860-701-5790
accessibility@mitchell.edu

Accommodation Information

Students who have completed the application process for Accessibility Services, and have been approved for services and accommodations, should follow the procedures listed below:

Testing Accommodations Form and Procedures

Students requesting testing accommodations:

  1. Discuss with the instructor the type of test (essay, multiple choice, etc.) and ability to provide requested accommodation(s)
  2. Student completes the online Testing Accommodations Form that can be found under Accessibility Services Forms link on the Current Students webpage: https://community.mitchell.edu/currentstudents. Accessibility Services and Faculty will be notified via email when the request has been submitted. The Testing Accommodations Form should be completed no later than four (4) business days prior to the test date for regular tests (see schedule below).
  3. Students and faculty will receive a confirmation email for the Testing Accommodation Reservation in Accessibility Services.

Note: Proctored tests may not always be administered on the exact date/time a test is given by the instructor due to Accessibility Services availability and a student’s individual course schedule.

Accessibility Services Due Date Schedule for Completing a Testing Accommodations Request

Regular Tests:

Completed and submitted by five (5) work days before the test is to be given.  Please be advised that holidays are not considered work days.

  • If your test is on Monday, you need to submit the form no later than 4PM on Tuesday of the previous week.
  • If your test is on Tuesdayyou need to submit the form no later than 4PM on Wednesday of the previous week.
  • If your test is on Wednesday, you need to submit the form no later than 4PM on Thursday of the previous week.
  • If your test is on Thursday,you need to submit the form no later than 4PM on Friday of the previous week.
  • If your test is on Friday,you need to submit the form no later than 4PM on Monday of the same week.

Final Exams:

Students should complete and submit the online Final Exam Request Form by 4PM no later than five (5) work days prior to the start of the final exam period.  Please be advised that holidays are not considered work days.

Textbooks in Alternate Format Accommodation

Accessibility Services will provide textbooks in alternate formats after the following procedures are complete: Student completes the online Alternate Text Request Form with the requested books that can be found under Accessibility Services Forms link on the Current Students webpage: https://community.mitchell.edu/currentstudents.

  • Student brings or emails receipts of the purchased textbooks to Accessibility Services.
  • Accessibility Services will contact the student when the requested text(s) are available. Delivery methods include a PDF transport to student’s USB drive, laptop, tablet (Kindle/iPad/Android), or MP3.

Note: Textbooks in Alternate Formats can take up to four weeks to acquire. Students need to submit request forms as soon as they know their course selection and/or their required books.

Additional Independent Book Resources

Accessibility Services also encourages students to investigate other methods of acquiring books in various alternate formats for ease and convenience. Both textbooks and novels for leisure reading can be obtained from the following resources through direct purchase or individual membership for use during the college years and beyond.

Bookshare
Learning Ally
Audible.com
Project Gutenberg

  • For students with screen readers on tablets, like Kindles or iPads: some textbooks can be purchased and downloaded in a digital format.
  • Audible books can also be put onto an MP3 or a smartphone.

Access to Notes Accommodation

Students who have an approved Access to Notes or Access to Notes – Permission to record accommodation will have this accommodation noted on their Letter of Accommodation.  Students should discuss with instructors how notes will be provided and/or that the student will be recording lectures.

Some possible note arrangements are:

  • Notes will be available online on the instructor’s home page
  • Instructor will provide class notes in a hard copy
  • Instructor will identify a peer note taker and make arrangements to distribute the notes through the instructor or through Accessibility Services

Accessibility Services can assist instructors in identifying and assigning a note taker in a class or otherwise help problem-solve. Instructors are encouraged to have prepared notes of lectures.

Residential Housing Accommodation Request Guidelines and Procedures

Students with a disability who are currently fully enrolled at Mitchell College, requesting a disability-related housing accommodation, must follow the procedures below:

  • Student fills out the Housing Application and requests housing accommodations using the fields provided.
  • Accommodation requests from the Housing Application will be forwarded to Accessibility Services.
  • Student completes a Request for Services form and submits it to Accessibility Services, if he/she is not already registered with Accessibility Services.
  • Student submits appropriate documentation, by a qualified evaluator, related to their request for a specific residential accommodation. Documentation needs to specify the student’s diagnoses and functional limitations to Accessibility Services (See Documentation Guidelines).
  • After appropriate documentation is received, an accommodation/disability consultation will be completed with the student and a recommendation will be made to Residence Life staff through our housing management system. Students will be formally notified through email regarding the approval or denial of their request.
  • If the student’s specific residential accommodation request is not approved, or Residence Life is not able to meet the exact request, Accessibility Services is committed to working with the student and Residence Life, to problem solve and to develop other options to accommodate the student’s needs, and/or refer to other resources that may be helpful to the student.
Assistive Technology Resources

Accessibility Services promotes the use of technology to advance independence in students. Incoming students are encouraged to investigate and use appropriate technology prior to starting College.

Short term loan of some equipment is available to students and faculty. Make an appointment with Accessibility Services to consult with us regarding location and use of campus technology, and the many other assistive technology options on the market.

Documentation Guidelines

Accessibility Services recognizes that once a person is diagnosed as having a qualified disability under the ADA, the disability is viewed as life-long. While the disability will continue, the severity of a condition and the impact in different settings may change over time. Therefore, in order to accurately determine and provide the most appropriate accommodations and services, the following documentation guidelines are recommended:

  • Documentation of a disability is to be completed and typed by a qualified evaluator on official letterhead with the name, credentials and signature of the licensed professional appearing on the documentation.
  • Documentation is to include a current, clearly stated diagnosis, with a history of treatment.
  • Diagnostic testing/assessment tools for Learning Disabilities must include a narrative and standardized tools. Both cognitive (e.g. Wechsler Adult Intelligence Scale (WAIS-IV) or Woodcock-Johnson Test of Cognitive Abilities (WJ III NU)) and achievement measures (e.g. Woodcock-Johnson Tests of Achievement (WJ III) or Wechsler Individual Achievement Test (WIAT-III)) should be submitted. Adult measures are preferred.
  • Documentation must include medications and other mitigating measures that would impact the student.
  • Documentation must present a current picture of functional impacts and the rationale for recommended treatments, services and accommodations.

Additionally, it is important that Accessibility Services meet or talk with students to discuss the impact of their disability and appropriate accommodations and services. The Request for Services Form includes a questionnaire that assists in gathering information from the student’s perspective prior to meeting with Accessibility Services.

For adult students returning to college, documentation that is not recent will be handled on a case-by-case basis. Transfer students should also have a copy of accommodations that they received at their previous institution, if possible.

A Summary of Performance (SOP), Individualized Education Program (IEP) and/or a 504 Plan are helpful but are not considered adequate documentation of a student’s disability. Prior use of accommodations (e.g., in high school) does not guarantee approval for the same accommodations at Mitchell College.

Students with temporary impairments (e.g. broken leg) may also receive services or accommodations from Accessibility Services. Students are asked to follow the listed documentation guidelines to have temporary disabilities documented.

Documentation of applicants will be kept on file for two years after application. Documentation of graduates will be kept on file for four years after graduation or departure from the College.

New Student Tips



Understanding the Law and Accommodations in College

K-12

College

Required by I.D.E.A (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act.
Required by Section 504 of the Rehabilitation Act and the ADA-AA (Americans with Disabilities Act, as Amended).
Absolute entitlement to F.A.P.E. (Free And Appropriate Education).
Civil Right to equal access to education after meeting eligibility requirements.
“Otherwise Qualified” for Public Education means being of the appropriate age to attend elementary through high school.
“Otherwise Qualified” in college means a student must meet all entrance and academic requirements.
School is responsible for identifying student and for providing assessment of disability, including costs associated with evaluations.
Student is responsible for self-identification and for obtaining documentation of disability, including costs associated with evaluations.
The parent is the advocate.
The student must self-advocate.
School is required to design special academic programs (IEP or 504 Plan) and modifications to course requirements like tests and assignments may be made.
School is required to provide accommodations for equal access to regular academic programs. Modifications to course requirements like tests and assignments are not made.
School notifies all of the student’s teachers of a student’s disability and needed accommodations.
Students choose which faculty/staff to notify of accommodations with a letter from Accessibility Services.
Accommodations are provided automatically.
Students choose which, and request when, to use approved access accommodations.
School is responsible for providing physical or other therapy and/or medical/personal care while in school.
Student is responsible for personal services such as personal care, medical, and/or other related requirements/needs.
School provides learning strategies and/or homework assistance at no cost to the student.
Student is responsible for seeking outside services, such as learning strategies or homework assistance.

Information for Students with Disabilities: 

Identifying a Disability

You are not required to share information regarding your disability with admissions. However, in order to receive accommodations and/or services at college, you must self-identify to Accessibility Services. Unless you self-disclose, no one will know that you have a disability and may need accommodations. Talk to your educators, parents and/or clinicians to better understand your disability. Be prepared to describe any learning, medical, psychological, or physical disability, and how it may impact you in the classroom, testing, and/or campus life.

Providing Documentation

Collect previous and most recent diagnostic testing, IEP’s and/or medical statements that document your disability, and be prepared to provide copies of this documentation to colleges. Be sure to keep a copy for yourself for future use! Refer to Documentation Guidelines.

Requesting Accommodations: Identify accommodations that are most useful to you and be prepared to ask for these accommodations at college, i.e. access to notes, extended time on tests, or campus access needs. Accessibility Services will discuss and approve accommodations based on the information you provide, and will produce a Letter of Accommodation for your instructors and residential staff. Be aware that some accommodations can take time to arrange and to put into place, like books in alternate formats and residential accommodations. Refer to How to Apply.

Use of Assistive Technology

If technology has been recommended to you, get it and use it! Assistive technology can make you more independent in and out of the classroom, on assignments and tests. Know and practice the technology before you get to campus, i.e. screen readers, Smartpens and recorders.

Medical Concerns

Understand medication that you have been prescribed. Know side effects and consequences of not taking the medication properly. Discuss prescription management with your physician and have a plan to obtain medication at college. Also discuss any other services or health needs (physical therapy, counseling) with the college’s health and wellness department. Email healthservices@mitchell.edu for more information.

Self-Advocacy

Practice self-advocacy now! No one will know what you may need unless you ask. While disability services will approve accommodations and support your efforts, ultimately, you will be responsible for asking for accommodations and making sure that you receive them.

Requesting Accommodations

If you plan to request accommodations at Mitchell College or Thames at Mitchell College, be sure to register with the Accessibility Services office as soon as you have been accepted.

Contact

Should you have questions, please contact:
Antaya Lee, Accessibility Services Coordinator
Phone: 860-701-5790
Email: lee_a@mitchell.edu

Accessibility Login for Faculty and Staff
https://community.mitchell.edu/accessibility/faculty-staff
Antaya Lee

Antaya Lee

Accessibility Coordinator

Phone: 860-701-501-5790
Email: lee_a@mitchell.edu
Duques Academic Success Center

Antaya Lee

Antaya Lee

Accessibility Services Coordinator

Phone: 860-701-501-5790
Email: lee_a@mitchell.edu
Duquès Academic Success Center

Apply!

The process is simple.
Get started now

A few words on fit.

 

"Fit” is the modern buzzword of the college search process. And frankly, rightly so. As you consider your college experience, we encourage you to look for a place that feels right. It’s also a good idea to make a list of the qualities and characteristics that make a college and you a winning combination.

 

If you are looking for a college that: 

 

  • Gets to know and understand each student as a uniquely talented individual

  • Identifies potential and encourages students in very intentional ways

  • Fosters growth in each student, giving them a foundation for life and career success

  • Is small enough to deliver on the promise of a personalized experience

  • Goes beyond “career services” and offers a progressive 4-year career development model, partnering with local businesses and nonprofits for professional experience

  • Promotes an inclusive culture that encourages students to experiment in new clubs and activities

  • Is nationally recognized for its academic support systems, from professional content tutors (not students) to proven comprehensive support for students with learning differences

  • Connects students to service opportunities that impact their world

  • Is in a location that offers access to New England’s natural places and some of America’s greatest cities

 

 

 

…Mitchell College delivers in a powerful way.

You have Successfully Subscribed!