Accessibility Resources
Accessibility Resources
How to Apply for Accommodations
Please know that services through the Center for Accessibility and Learning Equity are voluntary and provided only upon student request.
Students who have a documented or suspected physical or mental health concern that may warrant reasonable accommodations should utilize the following process:
- Student emails The Center for Accessibility and Learning Equity (CALE) at [email protected] to request an intake appointment. Student and Center staff will review student’s history and any existing documentation. This meeting will also cover:
- Any disability-related barriers experienced in the past
- Any related barriers currently faced
- Any related barriers expected for the future at Spalding University
- The student and the Center for Accessibility and Learning Equity staff will discuss appropriate and reasonable accommodations as it relates to the disability
- If student proceeds with accommodation request, student will complete the application for accommodations: https://forms.office.com/r/mQrwd0xRqs
- Student reviews guidelines for proper documentation for documentation verification forms and submits documentation accordingly.
- Students who lack a psychological evaluation/assessment (and are seeking accommodation for such conditions):
- Student emails the Counseling and Psychological Services (CaPS) at [email protected] and requests a psychological assessment for Covid concern housing accommodation. Assessment via CaPS is provided at no additional cost to the student.
- Students may opt to use a mental health provider of their choice in the community. Student is responsible for associated costs.
- Students with current (psychological evaluation less than 3-years old, documentation for other medical condition) documentation that meets the requirements outlined in our Documentation Guidelines may submit documentation as per the process outlined by the Center for Accessibility and Learning Equity.
- Students with physical disabilities for which reasonable accommodations should be made should plan to have their provider(s) fill out the Disability Documentation Form.
- Students who lack a psychological evaluation/assessment (and are seeking accommodation for such conditions):
If accommodations are approved, student receives accommodation letter from CALE outlining accommodations. Student is responsible for presenting letter to faculty. Accommodations are not retroactive.
If accommodations are denied, student is informed by the Director of the Center for Accessibility and Learning Equity. Director will inform student of the reason for denial, students are welcome to reapply with additional/new information.
If you are unable to provide current (no more than three years old) documentation from a psychiatrist, psychologist or certified mental health professional, please reach out to Spalding University’s Counseling and Psychological Services for a full battery of assessments at no additional cost (available to current Spalding University students). Please note that the assessment process may take one or more sessions and that the assessment process may be time-consuming. Students are encouraged to contact the Spalding Counseling Center as soon as possible to schedule an assessment.
For first year students, an IEP or 504 plan from previous high school may be helpful information, but generally is not sufficient documentation. The IEP or 504 would need to be current and relevant to the student’s current needs (generally current within 3 years).
Please note that the application must be completed each academic year in order to access services. If the student has medical documentation on file that is current and relevant to the requested accommodations the renewal application is sufficient. Students are always encouraged to schedule a meeting to discuss any desired adjustments to their accommodations.
The student and/or the instructor should communicate any concerns about accommodations to the Director of Accessibility and Learning Equity.
Note: The Americans with Disabilities Act (1990) stipulates that post-secondary institutions are responsible for providing necessary accommodations when a student discloses a disability unless to do so would “fundamentally alter” the nature of the programs or result in an “undue burden.” Providing accommodations do not compromise the essential elements of a course or curriculum; nor do they weaken the academic standards or integrity of a course. Accommodations simply provide an alternative way to accomplish the course requirements by eliminating or reducing disability related barriers. They provide a level playing field, not an unfair advantage.
The Center for Accessibility and Learning Equity establishes the final determination of appropriate accommodations.
Please note that it is the responsibility of the student to follow the steps above in order to access services through the Center for Accessibility and Learning Equity.
Spalding University students who seek accommodations based on their disability are responsible for completing an online Request for Accommodations Application and for providing appropriate supporting documentation. A student who is seeking accommodations on the basis of a disability is responsible for obtaining the needed evaluation and resulting documentation, and for initiating contact with the Center for Accessibility and Learning Equity. Spalding University approaches requests for accommodations with the belief that each student’s circumstance is unique and that a flexible approach is the right way to determine appropriate accommodations.
A medical diagnosis alone does not establish a need or an entitlement to accommodations under Section 504 of the Rehabilitation Act or the Americans with Disabilities Act as Amended (ADA-AA). Another way of saying this is that having any disorder or condition does not, by itself, lead to any conclusion under Section 504 or the ADA. Therefore, the documentation required by Spalding University extends beyond the medical diagnosis and encompasses the four key elements of a person’s disability status under Section 504 and the ADA.
Accommodations are determined based solely on the impact of the student’s documented disability. A connection must be established between the requested accommodations and the functional limitations or barrier on the student.
Please refer to our Documentation Guidelines for more information.
If you are unable to provide documentation from a psychiatrist, psychologist, or certified mental health professional please reach out to Spalding University’s Counseling and Psychological Services ([email protected]) for a full battery of assessments at no additional charge. This process may take one or more sessions for the Spalding University Counseling Center to schedule.
Please plan to take 10 –15 minutes to complete this form. You cannot save this form. You may submit the form without documentation attached, and submit documentation via email to [email protected]. However, we cannot process your application without your documentation.
Classroom Accommodations
Spalding University students who are registered with the Center for Accessibility and Learning Equity (CALE) may be eligible for testing accommodations if the functional impact of the student’s disability adversely affects their ability to perform under the same conditions as their classmates.
The guiding principle of classroom accommodations is to remove or reduce barriers in the classroom and thus enable students with disabilities to be assessed on an equal basis with their non-disabled peers. Classroom accommodations provide an opportunity for students with disabilities to demonstrate the mastery of skills and attainment of knowledge without being limited or restricted by their disability.
For more information on classroom accommodations, please email us at [email protected]
Testing Accommodations
Spalding University students who are registered with the Center for Accessibility and Learning Equity (CALE) may be eligible for testing accommodations if the functional impact of the student’s disability adversely affects their ability to take exams or quizzes under the same conditions as their classmates.
The guiding principle of testing accommodations is to remove or reduce barriers to the test-taking process and thus enable students with disabilities to be assessed on an equal basis with their non-disabled peers. Testing accommodations provide an opportunity for students with disabilities to demonstrate the mastery of skills and attainment of knowledge without being limited or restricted by their disability.
Testing accommodations may involve the modification of timing, the setting, the method of presentation, and/or the method of response. It essentially allows students to demonstrate their knowledge of the course content in an alternative way without undue interference from their disability.
For more information on testing accommodations, please email us at [email protected]
Housing Accommodations
Spalding University is a residential college and the residential experience is understood to be an integral part of a Spalding education. Spalding is committed to the full participation of students with disabilities in all aspects of College life, including residential life.
Please be advised that requests for particular housing assignments based on a student’s preference, rather than need, for a particular type of living environment or location will not be honored. (e.g. A student with ADHD or a learning disability seeking a single room to serve as a quiet, undisturbed place to study represents a preference, but not a necessity.) Accordingly, single room accommodations are reserved for individuals whose documentation illustrates clear and substantial needs, and for whom a standard housing assignment with a roommate is not viable.
Students seeking a housing accommodation will need to submit the appropriate documentation to the Center for Accessibility and Learning Equity. Documentation submitted to the Center for Accessibility and Learning Equity will remain confidential.
The process to request housing accommodations is:
- Request for Accommodation Application: Students are to complete and submit this online form
- Documentation of the disability: Please refer to our specific guidelines for proper documentation. Please see our Documentation Guidelines for documentation verification forms
- Intake appointment: Please email us at [email protected] or use Navigate to set up an intake appointment to discuss your circumstances, and any additional documentation needs
Please send all disability-related information directly to the Center for Accessibility and Learning Equity, rather than to Residence Life.
Single Room Requests
Be cautioned that single rooms are rare on campus and reserved for disability impacts that are severe and significantly limiting. For students who have trouble concentrating and studying in their room, a single room is not typically warranted. However, the Center for Accessibility and Learning Equity will help you find quiet study spaces around campus and discuss additional strategies for focus and concentration.
Process for requesting a single room:
- Student may opt into a single room at the single room rate as reflected on Spalding’s room and board fees for the associated academic year. This remains subject to availability.
- Students who have a documented or suspected physical or mental health concern that may warrant a single room should utilize the following process via the Center for Accessibility and Learning Equity:
- Student emails The Center for Accessibility and Learning Equity (CALE) at [email protected] to request an intake appointment. Student and Center staff will review student’s history and any existing documentation.
- If student proceeds with accommodation request, student will complete the application for accommodations: https://library.spalding.edu/CALE/Application
- Student reviews guidelines for proper documentation for documentation verification forms and submits documentation accordingly.
- Students who lack a psychological evaluation/assessment:
- Student emails the Counseling and Psychological Services (CaPS) at [email protected] and requests a psychological assessment for Covid concern housing accommodation. Assessment via CaPS is provided at no additional cost to the student.
- Students may opt to use a mental health provider of their choice in the community. Student is responsible for associated costs.
- Students with current (psychological evaluation less than 3-years old, documentation for other medical condition) documentation that meets the documentation requirements outlined in our Documentation Guidelines may submit documentation as per the process outlined by the Center for Accessibility and Learning Equity.
- Students who lack a psychological evaluation/assessment:
CALE and CaPS (if applicable) inform student of timeline to process request and copies the Residence Life Operations Coordinator and the Director of Residence Life in that communication.
If accommodations are approved, student receives accommodation letter from CALE outlining housing accommodation. Student is responsible for presenting letter to Residence Life staff.
- Director of Residence Life informs Bursar and Financial Aid Director of approved housing accommodations and provides the respective confirmation email from CALE. Room options may include:
- Residence Life assigns student with a single-occupancy room and processes this accommodation’s standard operating procedure.
- A “double’ sized room with single-occupancy. This would be warranted in cases where additional space is needed for specialized equipment.
- Student’s billing statement reflects a room charge at the building’s double-occupancy rate.
If accommodations are denied, student is informed by the Director of the Center for Accessibility and Learning Equity. Student may opt into a single room as permitted by Residence Life policies and availability.
Service and Emotional Support Animals
A Service Animal means any dog that is individually trained to do work or perform tasks for the benefit of a person with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. The work or tasks performed by a service animal must be directly related to the person’s disability. Service Animals will be permitted to accompany people with disabilities in all areas of the universities facilities.
An Emotional Support Animal (ESA) is an animal that provides emotional or other support that ameliorates one or more identified symptoms or effects of a person’s disability. Unlike service animals, support animals are not required to be trained to perform work or tasks, and they include species other than dogs. According to the Fair Housing Act (FHA) a person with a documented disability is permitted to have an Emotional Support Animal in their individual dwelling when a professional health care provider has deemed it necessary for the individual’s emotional well-being.
For more information on the differences between a service and an emotional support animal, procedures for obtaining approval to use such animals, owner responsibilities, and Spalding’s Community expectations, please read carefully the Spalding University Service/ESA Policy.
For a better understanding of Service Animals and ESA’s, review the ADA National Network Service Animals Booklet. For more information about Spalding’s animal policy, review the Spading University Assistance Animal Policy PDF.
Housing Medical Exemptions
Residence life at Spalding University provides students convenience, safety and an overall enhanced college experience. Institutional and National research suggests that students who live on campus are significantly more inclined to remain in college, achieve greater academic success and higher GPAs, experience wellness, gain independence, and develop as a well-rounded individual in comparison to students living off campus. With two residence options—Spalding Suites and Morrison Hall—students can live independently with all the amenities, support and security of a college campus. The housing application goes live on Jan. 15 each year. The Housing form and more information about room options, sizes, and costs can be found here.
Detailed medical documentation from a licensed medical professional must be provided for verification purposes. A completed Disability Verification Form must be included with submission of the exemption application.
University Housing Policy
Spalding University’s Residence Life believes that student learning and personal development strengthens when students live on campus. Therefore all full-time undergraduate students under the age of 21 (by August 1 for fall semester and February 1 for spring semester), or with 88 or fewer credit hours are required to live in the residence halls. Additionally, all first-year students shall live with a roommate in Morrison Hall. Undergraduates who fail to honor this policy will be charged for campus housing.
Students in the Adult Accelerated Program, graduate students, and students 21-years of age or older are exempt from living on campus.
Housing applications go live on January 15 each year. A limited number of on-campus housing exemptions may be granted on an as needed basis.
This application should only be used by students who are seeking a housing exemption based on a documented medical condition which would limit their participation in major life activities and prevent them from living on campus. For all other exemption circumstances (e.g., financial hardship, location, marriage, or dependent(s)), contact the Residence Life Operations Coordinator at [email protected] or 502-873-4424 to apply.
To submit an application for exemption from university housing requirement, click on the “Housing Medical Exemptions” tab, scroll down to the “Application for Exemption from University Housing Requirement” section, click the “Begin” button and complete the form.
Accommodations for the Deaf and Hard of Hearing
Spalding University is committed to ensuring equal access and reasonable accommodation in its classes, services, programs, and activities, for students who are deaf or hard of hearing. The Center for Accessibility and Learning Equity (CALE) staff members and the Director of Accessibility and Learning Equity are excited to work with you.
After you have gone through the initial meeting with CALE, you will receive an Accommodation Letter that states your approved accommodations.
- Each year, request approved accommodations in a timely manner. Accommodations should be requested no later than a full week before the first session/semester. Some approved accommodations, such as ASL interpreting may require a more significant advance notice.
- Each session/semester you should arrange a time to meet with each professor to discuss the specific details of implementing your accommodations in each course.
Email us at [email protected] if you have any questions.
Bridge to SU
We understand that transitioning into college can be difficult, that’s why we have created Bridge to SU. This program allows you to start your student journey a little early by taking summer classes. Bridge to SU prepares you for college life and introduces you to the community through service learning. The goal is to make college more equitable and increase student success.
Textbook Request
If you need a PDF/screen reader compatible version of your textbook, please complete this webform.
Resource Links
Alternative Format Textbooks
Bookshare makes reading easier for people with dyslexia, blindness, cerebral palsy and other reading barriers. Users can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.
Canvas Accessibility Tools for Students
Immersive Reader is a learning tool that uses proven techniques to improve reading for people, regardless of their age or ability. Key features include “read text out loud,” “break it into syllables,” and “increase spacing between lines and letters.” It offers text-decoding solutions for students with learning differences such as dyslexia, and it encourages independent reading and helps teachers support students’ unique learning needs.
Hearing and Auditory Support
Ava provides real time captioning for phone calls and conversations.
Caption Mate provides real time captioning for phone calls and conversations.
Mental Health
Calm is a mindfulness and meditation app.
Headspace is a mindfulness and meditation app.
Note Taking
AccessNote was created by the American Foundation for the Blind, AccessNote is a tool for the blind or visually impaired when taking notes.
Part of Microsoft Office Suite, which is provided for download at no additional cost to all Spalding students, allows the student to take notes and record lectures simultaneously. Instructions here: Record Audio or Video Notes.
Readability
OpenDyslexic is an open-sourced font converter to improve readability.
Screen Reader
NVDA Screen Reader reads online text aloud.
Speech-to-Text
LipSurf allows individuals to control computers with their voice which includes typing out speech-to-text.