Accessing Disability Services

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As more and more colleges and universities begin to integrate inclusive programs for students with intellectual disabilities (ID) on their campuses, program developers look to the Disability Services (DS) office for internal support. As with any change in educational practice, clarity about the complementary roles played by a program for students with intellectual disabilities and the Disability Services office comes through ongoing communication, support, guidance, and experience.

This section illustrates the critical importance of access to postsecondary education for students with intellectual disabilities, looks at guidance on this issue from the Association on Higher Education and Disability (AHEAD), and discusses the positive impact of collaboration.
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Do you need to learn the basics of how Disability Services operates? In this section, learn how DS offices on college and university campuses facilitate equal access and provide accommodations, auxiliary aids, and services for all students with disabilities.
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In this section, you will be introduced to the role the 2008 reauthorization of the Higher Education Opportunity Act had in the growth of postsecondary programs for students with ID, and learn what the staff of programs generally provides with regards to academic and additional supports and services for students with ID. The section also shares samples of common policies and procedures for several programs.
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This section highlights how the roles and responsibilities of Disability Services offices and programs for students with intellectual disabilities intersect and support each other. Well-run programs rely on a true sharing and collaboration and a clear understanding of who is ultimately responsible for key tasks.
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This section addresses a number of issues that may arise. Understanding and anticipating how to resolve programmatic or policy matters is important to the viability of a program.
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See what you have learned by participating in this module and provide feedback.
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