Policies & Procedures
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DSS Main Page
Montana State University Billings
(MSU Billings) has a policy of providing reasonable accommodations to qualified
students with a disability according to Section 504 of the Rehabilitation Act
and Title II of the Americans with Disabilities Act to assure that there will be
no discrimination on the basis of disability. Accommodations (sometimes
called academic adjustments) are adjustments made for students with disabilities
in order to allow them to access the same education experiences as their peers.
The purpose of an accommodation is to "level the playing field".
1. Students with disabilities who
require accommodations must register with Disability Support Services (DSS). It
is the student's responsibility to initiate the request for services.
Students are encouraged to request accommodations at least
four weeks before the beginning of classes.
2. Students with a disability
must bring documentation from the appropriate medical or psychological personnel
and make an appointment for an intake with the Director of Disability Support
Services.
a. Policies for required
documentation vary according to the disability. The documentation must
clearly identify the disability and provide sufficient information
regarding the limitations of the disability in order to permit Montana
State University Billings to make a determination as to whether the
requested adjustments are appropriate. While MSU Billings must consider
the documentation provided by the student, it is not required to adopt
the recommendations of the evaluator regarding the appropriate academic
adjustments. It is MSU Billings' right to determine, based upon the
evaluative data, what those adjustments should be (Disability
Accommodation Digest, Volume 1, No. 3). Please ask what the
documentation requirements are for your disability.
b. Releases of
information to obtain documentation are available from Disability
Support Services. However, it is usually in the students' best interest
to keep their own file of documentation and allow service providers
(such as DSS) to make copies. Students are responsible for
any charges incurred obtaining documentation.
3. Accommodations will be
determined based upon the documentation of the disability. It is important to
have the documentation state how the disability affects academic performance in
"hidden" disabilities. Students who believe that they would like additional
adjustments must make the request in writing to the Director of Disability
Support Services. These will be considered on a case-by-case basis, and
decisions may involve various personnel (for instance, Vocational Rehabilitation
counselors, medical professionals, faculty, the student, and the Director of
Disability Support Services).
4. After accommodations have been established,
students with disabilities will then be issued an identification card or letter
verifying that they are registered with Disability Support Services and listing
the accommodations for which they qualify.
5. It is in the best interest of
students requiring classroom accommodations to notify the instructors before the
semester begins so that if there are any problems there is time to negotiate a
resolution. Students may request help from DSS to facilitate this process.
6. Students who are experiencing
unresolved problems receiving appropriate accommodations should contact the
Director of Disability Support Services.
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To provide equal access and
nondiscrimination according to Section 504 of the Rehabilitation Act and Title
II of the Americans with Disabilities Act, Montana State University Billings
requires documentation of Attention Deficit/Hyperactive Disorder (AD/HD).
To be eligible for services, documentation must validate that the disability
substantially limits a major life activity and demonstrate that there is a need
for accommodation. Students with AD/HD who require accommodations must
register with Disability Support Services (DSS). It is the student's
responsibility to initiate the request for services.
AD/HD is considered a medical or
clinical diagnosis. Individuals qualified to render a diagnosis for this
disorder are practitioners who have been trained in the assessment of AD/HD and
are experienced in assessing the needs of adult learners. Recommended
practitioners may include: developmental pediatricians, neurologists,
psychiatrists, licensed clinical or education psychologists, family physicians
or a combination of such professionals. The diagnostician should be impartial
and not a family member.
The following guidelines are
provided to assist the service provider in collaborating with each student to
determine appropriate accommodations. Documentation serves as a foundation that
legitimizes students' requests for appropriate accommodations. Recommended
documentation includes:
A clear statement of AD/HD
with the DSM IV diagnosis and a description of supporting past and present
symptoms;
Current documentation,
preferably within the last three years; the age of acceptable documentation
is dependent upon the disabling condition, the current status of the student
and the student's specific request for accommodations;
A summary of assessment
procedures and evaluation instruments used to make the diagnosis;
A narrative summary,
including all scores, which supports the diagnosis;
Medical information
relating to the student's needs, including the impact of medication on the
student's ability to meet the demands of the postsecondary environment;
Suggestions supported by
the diagnosis of reasonable accommodations which might be appropriate
at the postsecondary level
Further assessment by an
appropriate professional may be required if co-existing learning disabilities or
other disabling conditions are indicated. Appropriate accommodations are
collaboratively determined by the student and the Director of Disability Support
Services.
Special thanks to R.J. Fink,
Ph.D., former Director of Disability Services at the University of Colorado at
Boulder, for sharing information included in this document.
Return to Table of Contents
Disability Support Services (DSS) provides
academic and physical accessibility to students who have documented disabilities
in compliance with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act.
The following procedures are
designed to facilitate testing accommodations:
Students requesting testing
accommodations should have a letter or identification card from DSS stating the
accommodations for which they qualify.
Faculty may choose to arrange
testing accommodations within their facilities for students with
documented disabilities, or they may work with DSS. Our goal is to ensure that
the test results reflect the students' knowledge of the material rather than
their disability.
When a test is to be arranged
through Disability Support Services, these are the procedures:
1. Student
2. Instructor
Meets with student to
discuss exam arrangements
Arranges for test to be
hand delivered to DSS
Lets DSS know if there are
any special instructions
Examples of special
instructions may include open book tests and/or the use of calculator,
notes, dictionaries, etc.
3. DSS
Exams will be signed in and
locked in a secure file except during actual testing time or when being
returned.
Disability Support Services
invites instructors to share any concerns regarding the alternative testing
procedures or concerns regarding students with the Director of Disability
Support Services [Academic Support Center, 657-2283(V/TTY)].
THE STAFF OF
DISABILITY SUPPORT SERVICES (DSS) OBSERVES THE FOLLOWING COMMON PROCEDURES TO
ENSURE THAT STUDENTS RECEIVE APPROPRIATE TESTING ACCOMMODATIONS:
-
All exams should be scheduled
at least one week in advance. Standbys may be accepted based on schedule
availability.
The test will be given on the
day and at the time scheduled. The amount of time authorized to complete the
exam will be decreased by the amount of time the student is late. -
Rescheduled exams are
permissible with the consent of the instructor and availability of DSS
staff. Exams are returned to the instructor/department by the end of the day
regardless of whether or not they are completed.
Students must notify
instructors and DSS if they are not able to test at their scheduled time. -
DSS staff is not authorized
to modify instructions given by the instructor.
-
Students are to remain in the
assigned room once testing begins unless supervised breaks have been
authorized. Staff may accompany the student during a break.
-
Students need to leave all
possessions outside the testing area. Students may request secured areas for
valuables. Students found with unauthorized instructional materials will be
referred to the instructor.
-
Room temperatures vary
widely; testing rooms may be warmer or colder than expected.
-
It is the students' responsibility to notify
DSS if arrangements are not satisfactory.
Students can schedule a test in the DSS office or email the information to
DSS.
GET THE FORM:
alternative testing request form
(NOTE:
This is a Microsoft Word document. Right-click on the form hyperlink, choose
"Save Target As" and save the document to your computer. Then, open the
document, complete the form, save, and close it. Finally, send an e-mail
with the completed form attachment to both of the e-mail addresses below.
Return to Table of Contents
Purpose: To provide guidelines
for receiving alternative text services.
Documentation: Students requesting alternative
text must bring written documentation that specifically supports the request to
Disability Support Services (DSS).
Documentation must be from a
medical or psychological professional qualified to give appropriate
recommendations for the disability in question (see Learning Disability Policy).
The Director of DSS will evaluate
the documentation to determine if services are warranted.
Qualified Students: Students who qualify for
alternative text are encouraged to take advantage of services which will support
their request, e.g. the Department of Public Health and Human Services (VR),
Visual Services, and Recording for the Blind and Dyslexic (RFB&D).
Students are encouraged to
request training from DSS to learn how to obtain alternative text, for instance,
how to order books from RFB&D and/or to arrange for E-Text, audio or Brailed
texts from DSS.
Reading Services
In general, providing text in
alternative format is a time intensive process. Students are encouraged to
request alternative text well ahead of the time when it is needed (at least four
weeks is recommended). Disability Support Services cannot ensure timely
availability of text unless students follow this guideline.
DSS recommends that students who
are requesting alternative text:
-
Submit a request at
least four weeks before they wish to begin receiving text
-
Submit
a schedule for the term for which the text is needed at least
four weeks before that session
-
Submit
a
course syllabus for the semester for which the books are requested
by the end of the first week of the semester
-
Submit
other materials that need to be scanned, Brailed or enlarged at least
two weeks before needed
Students requesting books in
alternative format must purchase either a print version or electronic version of
the textbook to protect the author's copyright.
Students who make any changes in
their schedules are required to notify DSS immediately so that proper
adjustments in services can be made.
Students may check out completed
alternative text from DSS staff.
Students receiving materials have
the responsibility to notify DSS of any problems with alternative text.
Students must return alternative
text to DSS by two weeks after the end of the semester in which it was used.
ADA COMPLAINT RESOLUTION PROCEDURE
D R A F T
(This procedure replaces all previous procedures for investigation of complaints
of discrimination.)
I. Scope
Disability Support
Services reviews complaints by students regarding
discrimination and/or harassment on the basis of
physical or mental disability relating to disability
accommodations in the classroom and physical access to
facilities. This would include:
1.
student-to-student complaints (example, a student
complains that another student gets an advantage because
of a disability-based accommodation)
2.
student-to-faculty accommodations complaints (example, a
student and a faculty member disagree on an agreed upon
disability-related accommodation)
3.
student-to-university accessibility complaints (example,
a student encounters a barrier on the MSUB campus, such
as an inoperative wheelchair lift, icy sidewalks,
blocked access ramp, etc.)
The Human Resources
office investigates student complaints of unlawful
discrimination and/or harassment on the basis of race,
color, religion, sex, national origin, sexual
orientation, age, physical or mental disability, or
veteran status of any faculty, staff or visitor.
Contact the Director, Office of Human Resource/EEO-AA,
1500 University Drive, 310 McMullen, Billings, MT 59101,
(406) 657-2278 for information regarding filing a
complaint.
The Vice Chancellor for
Student Affairs can either review complaints from
students when they relate specifically to the Code of
Student Conduct (student-to-student offenses or acts of
discrimination) or assist the DSS department or Human
resources in the review of student complaints when they
are made toward DSS staff (as outlined in V. Transfer of
Function).
II. Filing Process
Complaints must be filed
with DSS. A complaint should be filed within 180
calendar days of the most recent incident. The
University will consider requests to extend this period
where the complainant can show he or she needed
additional time due to circumstances beyond his or her
control.
The complainant will
meet with a representative from Disability Support
Services to discuss options (informal, formal) for
proceeding. The complainant is not required to follow
the informal procedure before filing a formal complaint.
The respondent (the individual accused of
discrimination) will be notified of the complaint within
10 working days after it is filed.
Options:
Informal.
Discuss allegations and concerns with respondent (the
accused) and attempt to resolve the situation. The
respondent is reminded that Montana State University
Billings expects all to adhere to our equal opportunity
policies. Respondent is put on notice that behavior has
been questioned, and informal resolution sought, if
possible. If attempts to resolve the situation are not
successful, the complainant may pursue a formal
complaint.
Formal.
A full written report describing the alleged
discrimination is filed with DSS which is located in the
Academic Support Center on both the main and the COT
campus. Assistance will be arranged if needed. The
report must contain the grievant name, address, the date
and a description of the alleged act. DSS will review
report received from the grievant. After review of the
complaint, DSS will take the necessary steps to resolve
the complaint.
Appeal.
A finding may be
appealed in writing to the Director of Disability
Support Services by either party within 10 working days
of receipt of DSS’ determination. A party may appeal a
decision based on discovery of new evidence previously
unavailable or a significant irregularity in the
procedural process which could affect the outcome of
finding. The appellant should be as specific as
possible in setting out basis for appeal; general
dissatisfaction with the decision will not be
sufficient. The determination of Disability Support
Services will be forwarded to the Chancellor for final
approval.
At any time, prior to
filing a charge, or while a complaint proceeding is in
progress, a complainant may file their complaint with
the appropriate external agencies. A list of agencies,
along with contact information, is available on the
Disability Support Services website. (See
Internet Resources).
Time Line for
Investigation Process
Disability Support
Services will complete its investigations as
expeditiously as possible. The investigation shall
normally be completed within 45 working days from the
filing of a formal complaint, including notification of
the parties of the outcome of the investigation. In
extraordinary circumstances, DSS reserves the right to
extend this time to a reasonable period. All parties
will be notified if such an extension is necessary. Many
factors can interfere with an investigative
fact-finder’s commitment to complete a determination
promptly, including unavailability of witnesses or the
complexity of the issues involved or new evidence
resulting in an appeal. DSS will maintain contact with
the Complainant and Respondent throughout the course of
the investigation to keep them up to date on the
process.
IV. Confidentiality
DSS takes any allegation
of discrimination, harassment, and/or retaliation
seriously and is committed to protecting the integrity
of the investigation process including confidentiality
and the due process rights of all individuals. Note that
all those involved (the respondent, the complainant, and
the witnesses) have privacy interests. Therefore,
outside the scope of the investigation, all parties are
requested not to publicize or divulge the nature of the
proceedings, or the identity of those involved.
V. Right to Advisor
The complainant and the
respondent each have the right to bring an advisor to
the investigative meeting. If either party chooses to
exercise this option, please give DSS prior notice that
an advocate will attend. If either the complainant or
the respondent's advisor is a person degreed or
qualified in law, DSS must be notified within two
business days of the hearing.
Transfer of Function
If a complaint, whether
informal or formal, is directed against Disability
Support Services, the functions assigned to DSS by these
procedures will transfer to the Office of the Vice
Chancellor of Student Affairs or to the Human Resources
Department.
The Office for Civil
Rights serves student populations, promotes equal
educational opportunities, and resolves complains of
discrimination under federal civil rights laws.
Information about OCR is located at
http://www.edu.gov/about/offices/list/ocr/index.html.
They can be contacted at:
Office for Civil Rights,
Seattle Office
U. S. Department of Education
915 Second Avenue, Room 3310
Seattle, WA 98174-7900
FAX: (206) 220-7887 Telephone (206) 220-7900 TDD
(206) 220-2907
E-mail: OCR.Seattle@ed.gov
Return to Table of Contents
In an on campus
emergency, notify authorities immediately using the following numbers:
| Campus police: |
#2147
|
| Campus Operator: |
#0
|
| City services: |
#9-911
|
Be aware of the location of pull
alarms in each building.
In emergency situations, persons
unable to use the stairways to exit a building will wait at the nearest
designated rescue assistance locations*, if safe to do so, until someone comes
to help them evacuate the building. Designated rescue assistance locations are
indicated by signs in buildings with stairwells. Montana State University
Billings Campus Police or the Billings Fire Department will check all designated
rescue assistance locations* for people who need assistance in the building when
an evacuation is in progress. In cases of fire drills, persons needing
assistance will be advised by those conducting the drill that if there had been
a fire or other emergency, they would have received the help necessary to leave
the building. Under no circumstances should anyone use the elevators, nor should
any person who is disabled be carried down the stairways unless by trained
personnel during an actual emergency evacuation.
Be aware of RESCUE ASSISTANCE
AREAS* in each multistory building.
If you know that someone needs
evacuation assistance, notify rescue personnel immediately.
KEEP DOORS TO STAIRWELLS CLOSED.
Some MSU Billings' fire alarms are also
equipped with flashing lights since hard-of-hearing students may not hear
the audio emergency alarms. It may be necessary to communicate with the
hard-of-hearing student by writing a note to explain the emergency.
Students who are visually impaired may need to
take someone's elbow and be escorted to the nearest emergency exit.
WHEEL CHAIR EVACUATION AREAS:
It is the responsibility of people in wheelchairs to check out the locations
of exits and rescue assistance areas*. Please contact Security, (406)
657-2147 or Disability Support Services, (406) 657-2283 voice/TTY if you
have any questions.
ACADEMIC SUPPORT CENTER
APSARUKE WEST
- Ground level exit, 1st
floor west entrance
- Rescue assistance area, 1st
floor north entrance area
- Rescue assistance area, 2nd
and 3rd floors east and west corridor ends
ART ANNEX
CISEL
- Basement ramp up to south
auditorium exit
- Ground level exit, north
side of 1st floor
- Rescue assistance area, 2nd
floor north exit
- Rescue assistance area, 3rd
floor north exit
McDONALD HALL (COB)
COLLEGE OF EDUCATION AND HUMAN
SERVICES
- East and west entrances on
first floor
- Rescue assistance area,
2nd-4th floors center stairwells
COLLEGE OF TECHNOLOGY
Main Building
- Rescue assistance area, 2nd floor stairwell between elevator and room B012
Health Sciences
Building
- Rescue Assistance areas, North and South side stairwells
LIBERAL ARTS
- 1st floor, ground level
exit out of south library doors
- Rescue Assistance areas,
2nd-8th floors south stairwell
LIBRARY
- Basement level, ground
level exit south library doors
- Rescue assistance area, 1st
floor east stairwell landing
- Rescue assistance area, 2nd
floor east stairwell
MCMULLEN
Rescue assistance area in
center stairwell for basement and 2nd and 3rd floors
First floor, exit north
doors to ramp
PETRO HALL
PHYSICAL EDUCATION
- 1st floor ground level exit
- Basement tunnel exit
RIMROCK HALL
SCIENCE
- 1st floor north and west
exits
- 2nd floor west stairwell
landing
Q. Does MSU Billings have specific
emergency procedures for students with disabilities?
A. Students with disabilities need to become familiar with evacuation
procedures and rescue assistance areas in each building. Students
should be aware of at least two exits from each floor where they have a
class (the elevator cannot be one of them).
LOCATION OF RESCUE ASSISTANCE AREAS: Students
have the responsibility to verify the location of rescue assistance areas
upon arrival at MSU Billings. (See chart above.)
Students needing evacuation assistance should:
Be familiar with exits and rescue assistance
areas on every floor.
Notify your instructors and classmates if
you know that you will need assistance during an emergency evacuation.
Ask someone
to notify rescue personnel of your location if you are in a rescue
assistance area.
In emergency situations, persons unable to use
the stairways to exit a building will wait at the nearest designated rescue
assistance locations, if safe to do so, until someone comes to help them
evacuate the building. Signs in buildings with stairwells indicate
designated rescue assistance locations*. MSU Billings Campus Police or the
Billings Fire Department will check designated rescue assistance areas for
people who need assistance in the building where an evacuation is in
progress. In cases of fire drills, the persons needing assistance will be
advised by those conducting the drill that if there had been a fire or other
emergency, they would have received the necessary help to leave the
building. Under no circumstances should anyone use the elevators, nor should
any person who is disabled be carried down the stairways unless by trained
personnel during an actual emergency evacuation.
In an emergency, students should ask to have
emergency personnel notified immediately of their location. KEEP DOORS TO
STAIRWELLS CLOSED.
Emergency Numbers
Campus police ----- 2147
City services including police, fire, and ambulance ----
9-911
Health Center ----- 2153
MSU Billings Operator
From off campus - (406) 657-2011 (Voice/TTY)
From on campus - 2011 or 0 (Voice/TTY)
Hospital Emergency Health Care (from on campus)
Deaconess ------- 9-657-4150
Saint Vincent ----- 9-237-4100
*Rescue assistance
areas refers to a designated location where a person may wait for
rescue personnel. The wording is not meant to imply compliance with ADAAG
requirements required for new multi-story buildings.
Return to Table of Contents
Purpose: To provide guidelines
for services to students with learning disabilities who are requesting
accommodations
Sources: Americans with
Disabilities Act of 1990, United States Code 120101 et seq.
Disabled Student Services
ACCOMMODATIONS POLICY
To provide equal access and
nondiscrimination according to Section 504 of the Rehabilitation Act and
Title II of the Americans with Disabilities Act, MSU Billings requires
documentation of learning disabilities. To be eligible for services,
documentation must validate that the disability substantially limits a major
life activity and demonstrate that there is a need for accommodation.
Students with a learning disability who require accommodations must register
with Disability Support Services (DSS). It is the student's
responsibility to initiate the request for services.
Students are encouraged to
contact Disability Support Services at least four weeks before services are
required. Appropriate accommodations will be worked out on an individual
basis.
LEARNING DISABILITIES
GUIDELINES
The following guidelines are to
be utilized to qualify students with learning disabilities as clients of
Disability Support Services (DSS) at Montana State University Billings.
1. Definition
DSS utilizes The National
Joint Committee on Learning Disabilities' definition of learning
disabilities. The definition states that "learning disabilities" is a
general term that refers to a heterogeneous group of disorders manifested by
significant difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning, or mathematical abilities. These disorders are
intrinsic to the individual, presumed to be due to central nervous system
dysfunction, and may occur across the life span. Problems in self-regulatory
behaviors, social perception, and social interaction may exist with learning
disabilities but do not in themselves constitute a learning disability.
Although learning disabilities may occur concomitantly with other
handicapping conditions (for example, sensory impairment, mental
retardation, serious emotional disturbance) or with extrinsic influences
(such as cultural differences, insufficient or inappropriate instruction),
they are not the result of those conditions or influences.
2. Diagnosis
What kind of documentation
should you bring to qualify for services?
Documentation for a learning
disability should include:
-
On official letterhead, a
clear statement of a learning disability diagnosed by a professional
qualified to diagnose a learning disability, for instance, a licensed
learning disabilities specialist, a certified school psychologist, a
licensed clinical psychologist or a licensed physician
-
The professional's license
number or certification number
-
Diagnosis by a professional
who has training in diagnostic assessment and in how learning
disabilities affect an adolescent or adult population. Ideally, a
multidisciplinary team would do the diagnosis.
-
A description of the
comprehensive testing and techniques used to arrive at the diagnosis
including evaluation dates and testing results with subtest scores (see Guidelines for
Tests Acceptable for LD Documentation)
-
A summary of academic
strengths and substantial functional limitations
-
A recommendation of
accommodations (academic adjustments) for the substantial functional
limitations
3. Acceptable Data
Quantitative data
The report should contain
evidence of systematic assessment of academic areas using reliable, valid, and
norm-referenced tests, including an aptitude test, an
achievement test and information processing data. (See Guidelines for
Tests Acceptable for LD Documentation). Scores and subscores should be
included. It is not acceptable to administer one test, nor is it
acceptable to base diagnosis on only one of several subtests. Objective
evidence of a substantial limitation to learning must be provided.
a) Aptitude
An aptitude battery is required
with subjects and standard scores reported. The test may be appropriately
abbreviated and updated if the student includes previous complete aptitude
battery results. Examples of acceptable aptitude tests include, but are not
limited to, the following:
Wechsler Adult Intelligence
Scale (WAIS-R or WAIS III)
Kaufman Adolescent and
Adult Intelligence Test
Stanford-Binet Intelligence
Scale: Fourth Edition
Woodcock-Johnson
Psychoeducational Battery-Revised: Tests of Cognitive Ability
b) Achievement
A complete achievement battery is
required with all subtests and standard scores.
The achievement testing
should include:
-
a measure of word
recognition skills
-
a measure of the ability to
read pseudowords (decoding)
-
a test of text reading
(reading comprehension)
-
a test of spelling
involving dictation of words
-
a test of computational
arithmetic skills (including assessing the ability to do college-level
math)
-
a test of mathematical
problem-solving skills
-
a measure of writing skills
-
a writing sample
Examples are:
Scholastic Abilities Test
for Adults (SATA)
Stanford Test of Academic
Skills
Woodcock-Johnson
Psychoeducational Battery-Revised: Tests of Achievement
Wechsler Individual
Achievement Test (WIAT)
Specific achievement tests are
useful instruments when administered under standardized conditions and
interpreted within the context of other diagnostic information.
Test of Written Language-3
(TOWL-3)
Woodcock Reading Mastery
Tests-Revised
Stanford Diagnostic
Mathematics Test
Nelson-Denny Reading Skills
Test (The timed portion of this test is especially useful for measuring
skills used at the postsecondary level)
The Wide Range Achievement
Test-3 (WRAT-3)
is not a comprehensive measure of achievement and therefore is not
useful if used as the sole measure of achievement.
c) Information Processing
Acceptable instruments include,
but are not limited to:
Information from the
subtests of the WAIS-R, WAIS III or WJ Psychoeducational Battery-R: Tests of
Cognitive Ability
Detroit Tests of Learning
Aptitude-3 (DTLA-3)
Detroit Tests of Learning
Aptitude-Adult (DTLA-A)
Qualitative data
Qualitative data acceptable for
documentation include case histories, interviews, and previous records that
confirm the learning problem. Clinical judgment by the specialist involved
will be used to interpret test results and data obtained from the
standardized and informal tests.
4. Other
Disability Support Services
reserves the right to determine whether a student qualifies for services
based upon meeting the above qualifications.
Students
with learning disabilities who have not had training in learning strategies
are encouraged to contact Disability Support Services so that such training
may be arranged.
Return to Table of Contents
The neuropsychological or
psychoeducational evaluation for the diagnosis of a specific learning disability
must be submitted on the letterhead of the qualified professional, and it must
provide clear and specific evidence that a learning disability does or does not
exist. It is not acceptable to administer one test, nor is it acceptable to base
a diagnosis on only one of several subtests.
Objective evidence of a
substantial limitation to learning must be provided. Minimally, domains to be
addressed must include the following:
a) Aptitude
An aptitude battery is required
with subjects and standard scores reported. Examples of acceptable
aptitude tests include, but are not limited to, the following:
Wechsler Adult Intelligence
Scale (WAIS-R or WAIS III)
Kaufman Adolescent and
Adult Intelligence Test
Stanford-Binet Intelligence
Scale: Fourth Edition
Woodcock-Johnson
Psychoeducational Battery-Revised: Tests of Cognitive Ability
The following do not constitute
adequate intelligence measures:
b) Achievement
A complete achievement battery is
required with all subtests and standard scores. The battery should include
current levels of academic functioning in word recognition, decoding
(pseudowords), reading comprehension, dictation, computational arithmetic,
mathematical problem-solving skills, writing skills, and a writing sample.
Examples are:
Scholastic Abilities Test
for Adults (SATA)
Stanford Test of Academic
Skills
Woodcock-Johnson
Psychoeducational Battery-Revised: Tests of Achievement
Wechsler Individual
Achievement Test (WIAT)
Specific achievement tests are
useful instruments when administered under standardized conditions and
interpreted within the context of other diagnostic information.
Test of Written Language-3
(TOWL-3)
Woodcock Reading Mastery
Tests-Revised
Stanford Diagnostic
Mathematics Test
Nelson-Denny Reading Skills
Test (The timed portion of this test is especially useful for measuring
skills used at the postsecondary level)
The Wide Range Achievement
Test-3 (WRAT-3)
is not a comprehensive measure of achievement and therefore is not
useful if used as the sole measure of achievement.
c) Information Processing
Acceptable instruments include,
but are not limited to:
Information from the
subtests of the WAIS-R, WAIS III or WJ Psychoeducational Battery-R: Tests of
Cognitive Ability
Detroit Tests of Learning
Aptitude-3 (DTLA-3)
Detroit Tests of Learning
Aptitude-Adult (DTLA-A)
d) Other assessment measures
Observation
Oral interview; history
-Adapted from the
AHEAD guidelines for accepting LD Documentation in Higher Education.
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a. Disability Support Services (DSS) encourages you to arrange
for your own notetakers. When you do, bring us a schedule highlighting the
classes for which you receive notes and give us the names of the notetakers in
those classes.
b. A folder for each class labeled with the subject and course
number (i.e. HIST 205) will be available to store your notes. Your
notetaker may bring the notes to DSS to be duplicated and put in your folder.
Check your folder at least twice a week to pick up notes.
c. Discuss with your notetaker how you would like to receive a
copy of the notes. Both NCR (no carbon required) paper and a copy machine are
available for you to use free of charge for class notes.
d. Copies of notes and NCR paper are only available for
students with a documented disability who qualify for notetaking services by the
director of DSS.
e. If you want DSS to help you with the notetaking process,
you need to bring a class schedule with the classes highlighted for which you
would like a notetaker. The request needs to be made at least two weeks before
the beginning of the semester. A notetaker request letter will be printed
for each class that you highlighted, and it will be put in your notetaker
folder(s). You need to pick up the letter(s) before the first day of class
and ask the professor(s) to read the letter during class. (The letter is
designed to be confidential.)
f. Because communication between the notetaker and the person
receiving notes facilitates better notetaking, your name and the notetaker’s
will be exchanged. Please notify DSS immediately if this is not acceptable to
you.
g. You must attend class to receive notes. Notify DSS
immediately if you have an emergency or if you withdraw from class.
h. If you have any problems with the notetaking process,
please notify DSS as soon as possible. If you are not receiving notes, let us
know so we can work with you to find a solution.
i. The notetakers are volunteers. They don't receive any
compensation for taking notes, and they should be treated with courtesy and
respect. Cultivate a good relationship by telling your notetaker thank you!
j. If you would like to know how to take better notes, please
ask. There are proven strategies available to help with the notetaking process.
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Notetaker Agreement
NAME
SEMESTER /YEAR
I UNDERSTAND AND AGREE TO THE
FOLLOWING TERMS:
1. Disability-related information
is considered confidential. At no time will I discuss disability-related
information about students who have qualified for services from Disability
Support Services (DSS) with anyone except DSS staff, unless the student has
given me permission.
2. If I am going to be absent
from class, I will notify the qualified student ahead of time. If there is an
emergency, I will call DSS at 657-2283 (V/TTY) or 247-3209 (COT).
Signed
Date
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To request accommodations for online classes,
please contact the DSS office before the class begins. If you receive
extra testing time as an accommodation, the following form must be completed for
each class at the beginning of each semester. Be sure to send it to the
professor, the DSS office, and the online coordinator.
Request for alternative testing accommodations
for online classes
In order to allow additional time for
testing the Online Testing Request Form must be completed by the student and
emailed to the instructor, the online coordinator and the DSS director prior to
the beginning of the semester. After receiving the request, the DSS
director will contact the instructor to verify that the student does receive the
accommodation.
GET THE FORM:
Online Testing Request
Form (NOTE:
This is a Microsoft Word document. Right-click on the form hyperlink, choose
"Save Target As" and save the document to your computer. Then, open the
document, complete the form, save, and close it. Finally, send an e-mail with
the completed form attachment to the two e-mail addresses below AND to your
online course instructor.
* It is the student’s responsibility to
contact the instructor and the online coordinator at the beginning of the
semester in order to ensure that these accommodation arrangements are made in
well in advance of the first test.
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ACCOMMODATIONS POLICY
To provide equal access and
nondiscrimination according to Section 504 of the Rehabilitation Act and Title
II of the Americans with Disabilities Act, MSU Billings requires documentation
of psychological disabilities. To be eligible for services, documentation
must validate that the disability substantially limits a major life activity and
demonstrate that there is a need for accommodation. Documentation needs to
be completed and signed by the appropriate medical, psychological, educational
or rehabilitation personnel. The documentation must include a statement
describing the disability and how the disability limits the student physically
and/or academically. Students with a psychological disability who require
accommodations must register with Disability Support Services (DSS). It is
the student's responsibility to initiate the request for services.
Definition:
A psychological disability is
defined as any persistent psychological, psychiatric, or mental disability
resulting in impairment of educational, social, or vocational functioning per
the following criteria:
1. Excluded Conditions
The following conditions excluded
in the 1990 Americans with Disabilities Act are not defined as psychological
disabilities: 1) transvestitism, transsexualism, pedophilia, exhibitionism,
voyeurism, gender identity disorders not resulting from physical impairments, or
other sexual behavior disorders; 2) compulsive gambling, kleptomania, or
pyromania; and 3) psychoactive substance use disorders resulting from current
illegal use of drugs.
2. DSM-IV Classifications
Implementing Guidelines: Students
must have a classification from the American Psychiatric Association
Diagnostic and Statistical Manual IV that is coded on Axis I or II, that was
based on a score from Axis V of 60 or below on the Global Assessment of
Functioning Scale or Social and Occupational Functioning and Assessment Scale
(Diagnostic and Statistical Manual of Mental Disorders, Edition 4, p. 758-9,
761). The classification must reflect a condition that interferes with a major
life activity.
3. Excluded Classifications
The following do not qualify as
acceptable DSM-IV classifications: V code conditions not attributable to a
Mental Disorder that are a focus of attention or treatment, or all other
conditions that are not predictive of resulting functional limitations.
4. Diagnosis
A licensed psychiatrist or
licensed psychologist (Ph.D.) must make the appropriate diagnosis according to
DSM-IV criteria. The documentation must include the professional's license
number.
5. Release of Information
Students desiring services must
sign a release of information to the licensed professional who is listed by the
student as presently treating the student. Requested information will include
information about 1) diagnoses on Axis I and II, 2) severity level rated by the
professional as "moderate" or "severe" and expressed as a Global Assessment of
Relational Functioning or Social and Occupational Functioning Assessment Scale
score, and 3) impairment of major life activities.
6. Other Requirements
Students who have a verifiable
disability also must meet the admission requirements and adhere to the campus
student code of conduct currently in effect at Montana State University
Billings.
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1. Students requesting special
equipment are encouraged to bring written documentation which specifically
supports the request to Disability Support Services at least four weeks before
the equipment is needed.
2. Documentation must be from a
medical professional qualified to give appropriate recommendations for the
disability in question.
3. The Director of Disability
Support Services reserves the right to contact the medical professional who
makes the recommendation to discuss alternatives.
4. The request will be evaluated
by the Director of Disability Support Services to determine whether the request
is a personal or institutional responsibility.
5. Disability Support Services
reserves the right to label equipment if it is supplied by Montana State
University Billings.
6. Students who quality for
equipment which is not personal must sign an equipment use agreement.
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Interpreters/captioners are
an accommodation provided to a student to access the spoken word.
Interpreter/captioners act as a conduit for the student and the
professor/lecturer. Professional/ethical standards require that interpreter/captioners
not actively participate or monitor students.
-
Sign language interpreters/captioners
provide communication access for Deaf/Hard-of-Hearing students and hearing
people who do not sign.
-
Interpreting/Captioning is
not verbatim.
-
Lag time is inherent when
interpreting/captioning. The interpreter/captioner will be a few words
behind the speaker. Therefore, when posing questions extra time is required
to give full access to Deaf/Hard-of-Hearing students.
-
Team
interpreting/captioning, (i.e. providing two interpreters/captioners for a
course/lecture) is appropriate when lectures exceed one hour in length, are
complex in nature or when there are several presenters.
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Captioning is not a
substitute for class attendance.
-
Interpreters/captioners do
not function as aids, tutors or participants in classes.
-
Transcripts are not shared
with other students; they are an accommodation and not for general usage.
This is a critical issue as it relates to academic ownership. DSS reserves
the right to terminate provision of course transcripts in the event they are
shared with other students
-
As with all technology,
malfunctions may occur with the computers used for captioning.
Rights and Responsibilities
Disability Support Services Responsibilities
- Determine if speech-to-text captioning
is an appropriate accommodation for an individual student
- Educate and consult with faculty about
speech-to-text captioning
- Hire, train and evaluate the
captionists
Captionist
Responsibilities
Faculty Responsibilities
- Provide the captionist with a list of
vocabulary and technical terms specific to the course.
- Be sure videos are captioned, and films
are scripted.
- Maintain a classroom environment in
which the captionist can hear what is spoken.
Student
Responsibilities
- Discuss the use of speech-to-text
captioning with the DSS Director and Lead Interpreter
- Notify DSS of any schedule changes.
- Follow the speech-to-text captioning
policy and procedures as outlined in this document.
- Report any problems to DSS immediately,
so appropriate steps can be taken to correct the situation.
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Montana State University Billings enforces a no-pets policy in its
residence halls and University-owned housing. In accordance with the Americans
with Disabilities Act, service animals are permitted in University facilities
for persons with documented disabilities. A service animal is any guide dog,
signal dog or other animal individually trained to do work or perform tasks for
the benefit of an individual with a disability, including but not limited to
guiding individuals with impaired vision, alerting individuals with impaired
hearing, providing minimal rescue or protection work, pulling a wheelchair or
fetching dropped items.”
Service animals/service dogs are not considered "pets" and are explicitly
covered under state and federal civil rights laws. See Montana Code Annotated,
Title 49 Human Rights:
MCA
49-4-214. Right to be accompanied by service animal -- identification for
service animals in training
Billings
City Code Sec. 4-431 Required states “the owner of every dog/cat kept, harbored
or maintained within the city shall register the dog/cat within thirty (30) days
after the dog/cat becomes three (3) months old, or within thirty (30) days in
the case of a dog/cat three (3) months or older newly brought into the city or
acquired by new owner.” Sec. 4-433. Proof of vaccination prerequisite states
that “no dog/cat registration shall be issued unless the applicant therefore
produces satisfactory proof that the dog/cat has been vaccinated with a rabies
vaccine currently effective.” To read Article 4-400 of the city code in its
entirety see
CODE, City of Billings, Article 4-400, Divisions
1-3.
Therapy or companion animals are not service animals and are not covered
under the ADA and requests will be looked at on an individual basis with
clinical documentation.
REQUIREMENTS
OF SERVICE ANIMALS AND THEIR PARTNERS/HANDLERS
A) Identification and Other Tags: The animal must have tags or some other
method indicating ownership and rabies clearances. It is suggested that service
animals be fitted with appropriate identifying equipment, such as a harness,
cape or backpack. Minimal equipment is a leash by which the animal is kept
under control.
B) Health and Vaccinations: All animals must comply with local, county,
and/or state vaccination and health requirements. Animals to be housed in
campus housing must have an annual “clean bill of health” from a licensed
veterinarian including current vaccinations and immunizations.
C) Leash: The animal must be on a leash at all times. Exceptions will be
made for service animals where a leash is not feasible.
D) Under Control of Partner/Handler: The partner/handler must be in full
control of the animal at all times. The care and supervision of a service animal
is the sole responsibility of its partner/handler. The animal must be
maintained and used at all times in ways that do not create safety hazards for
other people.
E) Cleanup Rules: The partner/handler must (a) always carry equipment
sufficient to clean up the animal’s feces whenever the animal and
partner/handler are off the partner’s property; (b) never allow the animal to
defecate on any property, public or private except the partner’s own property),
unless the partner/handler immediately removes the waste; (c) be responsible for
the proper disposal of the animal’s feces and for any damage caused by the waste
or its removal. If the partner/handler is physically unable to perform these
tasks, the partner/handler must contact the DSS office.
F) Training certification: If an animal is certified by a training
program stating that the animal has successfully completed training, a copy of
the certificate must be filed with Disability Support Services.
G) Disruption: The partner/handler of a service animal that is unruly or
disruptive to the extent that the animal poses a direct threat to the health or
safety of other students, or the animal’s presence fundamentally alters the
program, may be asked to remove the animal from the university facilities.
Concerns about a service animal’s behavior will be handled on a case-by-case
basis, and if the improper behavior happens repeatedly, the partner/handler may
be required to take steps to mitigate the behavior before bringing the animal
back into any university facility. Mitigation may include muzzling an animal,
obtaining refresher training for both the animal and the partner, or other
appropriate measures.
H) Residence Hall Arrangements: The partner/handler is responsible for
maintaining his/her residence hall room in a clean and orderly fashion so as to
minimize the presence of pet hair and animal dander. Any damage caused by the
service animal will be the responsibility of the partner/handler. Food dishes
are to be cleaned and empty when not in use by the service animal.
Registering
with Disability Support Services
Students with documented
disabilities whose disability functionally limits them in an academic
environment may request services. Students with a disability have the
responsibility to identify themselves and request reasonable and appropriate
accommodations and/or modifications.
If you would like to request
services:
-
Contact Disability
Support Services as soon as you are admitted to Montana State University
Billings
-
Make an appointment for
an intake interview
-
Bring documentation of
your disability
- Documentation must
include:
- A statement of
disability on the letterhead of a qualified professional
- A statement of how
the disability limits you in an academic environment
- A statement
recommending accommodations based upon the functional limitations
All students are encouraged
to contact Disability Support Services in the early stages of their academic
planning. Please call (406) 657-2283 (Voice/TTY) for more information.
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