Disability & Academic Accessibility Information
As part of Gordon's commitment to the holistic education and personal development of each student, the College provides a variety of support services to students with documented disabilities. It is the College's policy that no qualified person be excluded from participating in any College program or activity or otherwise be subjected to discrimination with regard to any College program or activity.
To that end, the Academic Success Center exists to provide services to students, working in conjunction with departments, offices, and faculty, assuring efficient and equitable delivery to all qualified students. The ASC provides updates on available support, heightens appreciation for various learning styles, and alerts instructors about specific student needs.
Assurance of equal educational opportunity rests upon legal foundations established by federal law. In accordance with the Rehabilitation Act of 1973 including Section 504 and the American with Disabilities Act of 1990 and its amendments, the College is committed to providing students with disabilities equivalent access to a Gordon education. By federal law, a person with a disability is any person who: 1) has a physical or mental impairment, 2) has a record of such an impairment, or 3) is regarded as having such an impairment that substantially limits one or more major life activities. If you have any questions regarding physical accessibility, please contact Student Life at 978.867.4263.
Disability & Academic Accessibility Documentation
- Guidelines for ADHD or Learning Disability Documentation
- Guidelines for Medical/Chronic Health Accommodations Documentation
- Guidelines for Physical/Mobility Disability Documentation
- Guidelines for TBI/Cognitive Disability Documentation
- Guidelines for Visual Impairment Disability Documentation
- Guidelines for Deaf/Hard of Hearing Disability Documentation
- Guidelines for Psychiatric Disability Documentation
Documentation Guidelines
Every student with a documented disability has the right to:
- Equivalent access to courses, programs, services, jobs, activities, and college facilities available
- Reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids determined on a case-by-case basis
- Appropriate confidentiality of all information pertaining to his/her disability with the choice of whom to disclose his/her disability to except as required by law
Every student with a documented disability has the responsibility to:
- Identify him or herself as an individual with a disability when seeking accommodation
- Provide documentation from an appropriate professional that verifies the nature of the disability, functional limitations, and the need for specific accommodations
- Follow procedures for obtaining accommodations, academic adjustments, and/or auxiliary aids
There are important differences between the high school and college academic accommodation process. See below for more information.
| Process | K-12 | College |
|---|---|---|
What is the intent of the law? | Students are entitled to a free appropriate public education; qualified persons with a disability cannot be discriminated against | To ensure that qualified persons with a disability will not be discriminated against and will have access—not entitlement—to academic programs and services |
Who is covered? | Infants through high-school graduates | All otherwise qualified individuals who meet entry criteria and who can document the existence of a disability as defined by the ADA and who have needs related to access |
Central idea | Education is a right. Fundamental alterations of programs and services are required. | Education is an opportunity. Students must meet admissions criteria and be otherwise qualified. Students must also follow/meet other criteria of the institution such as health, character, technical standards, conduct code and course objectives. No fundamental alterations of programs and curricula are required. |
Identification | Schools responsible for identifying students | Students must self-identify |
Documentation | Schools responsible for testing students | Students must arrange for and pay for their own testing |
Services | Schools responsible for any needed services. School must provide whatever services will help the student succeed in class. If necessary, schools must provide individualized tutoring. | Students must seek out services. Students allowed only certain accommodations in college classrooms. Students must seek out tutoring, if needed, and must pay for it if the college does not provide tutoring for non-disabled students. Individualized instruction is not likely/guaranteed. |
Communication | Schools must communicate with parents at regular intervals about the student’s progress | College is not permitted to contact parents without student’s permission |
Accommodation arrangements | School must develop a formal plan and it is the school’s responsibility to track student growth | Student must request and be eligible for accommodations EACH semester and the student is responsible for much of the accommodation process |
Accommodation differences | Typical accommodations may include: reduced assignments (requiring students to submit less work than others), extended time on assignments, grading changes (counting daily work equal with semester tests), test format changes, repeated chances to make a passing grade | No reduced assignments, extended time on assignments is usually at the discretion of the professor, no grading changes, no test format changes other than providing equal access, no extra attempts at tests; in other words, accommodations must be reasonable and must not compromise the rigor and/or academic integrity of the class |
Chart Provided by Bryn Mawr College
Obtaining Academic Accommodations
The Academic Success Center is the designated spot on campus for students who are requesting academic accommodations because of a documented disability. Students who intend to request accommodations must submit written, current documentation from a specialist. Ideally, the student should send his or her documentation to the Academic Success Center before arriving in their first semester. For information on what constitutes appropriate documentation, please refer to the links on this page.
The ASC will review the submitted documentation and meet with the student to discuss appropriate accommodations. Please note: An IEP or 504 plan alone is insufficient for documentation, but is helpful as part of the documentation submitted.
Accommodations may include recorded books, alternative format text, extended time for exams, a quiet testing area, taping of lectures, copies of notes, access to assistive technology, and special advising.
Assistive technologies available include licenses for Bookshare.org and Read&Write and LiveScribe smart pens which can be borrowed for short-term use.
Frequently Asked Questions
FAQ for Incoming Students
Do I need to disclose my disability in my application? If I do, will it affect my admissions process?
No, you do not need to disclose in your application. If, for personal reasons, you choose to disclose in your application, it will not affect your admission to Gordon.
If I decide to submit documentation before/when I arrive on campus, where do I send it?
After you have been accepted and/or deposited at Gordon College, you can send your documentation to the Academic Success Center at [email protected] or mail it to the Academic Success Center, Gordon College, 255 Grapevine Road, Wenham, MA 01984.
What are the guidelines for documentation?
The guidelines for documentation can be found here→
What happens when I submit documentation?
After a student submits documentation, it is reviewed, and reasonable accommodations are determined.
Is it possible to meet with your office before applying to Gordon or during the admissions process?
At Gordon, we love to meet with students and hear their stories. We are happy to meet with you at any point in the admissions process. You are more than documentation to us. Because of this, meeting with you would be the best path toward determining reasonable academic accommodations based on your academic needs. If you deposit at Gordon, we recommend contacting us as early as possible so that we can discuss what your time at Gordon might look like including the adjustment from K-12 to post-secondary accommodations.
FAQ for Parents
Is an IEP or 504 plan sufficient for documentation?
An IEP or 504 plan alone is insufficient for documentation but is helpful as part of the documentation submitted. However, an IEP/504 plan helps us get to know you better so you can send it along with your documentation!
How will my student be supported during their time at Gordon?
Students are assigned an academic counselor who meets with them on an as-needed basis and will help them access their academic accommodation during their time at Gordon. Some of our students prefer to meet on a weekly basis while others prefer biweekly or once-a-semester basis! We are here to support and assist students during their Gordon College experience!
Can I meet with the ASC counselor along with my student?
We welcome parents and students to meet with us during the admissions process. However, as students transition into their college experience, we encourage students to advocate for themselves. We understand this is a transition for both student and parent! We are here to help that transition.
When should we submit documentation?
As soon as you know that your student is going to attend Gordon, you can send the documentation to the Academic Success Center either through email at [email protected] or by regular mail to: Academic Success Center, Gordon College, 255 Grapevine Road, Wenham MA, 01984.
What if my student requires disability-related housing accommodation?
Housing accommodation is arranged through the Office of Student Life. You can contact them at [email protected].
FAQ for Current Students
What if I am undiagnosed but I think I may have a disability?
You are welcome to make an appointment with an ASC counselor to discuss your concerns and any next steps to take. Reach out to us through our intake form, email us at [email protected], or stop by, we’d love to meet you!
Can I meet with an Academic counselor even if I don’t have a disability?
Yes! We meet with many students who do not have documented disabilities. The ASC is here for all Gordon students! Email us at [email protected], or click here to make an appointment.
I received services in high school for a disability but never sent anything to Gordon. Now that I’m here I’m finding I need help. Can I still meet with someone and receive academic accommodations for my classes?
Sometimes, a student chooses not to disclose when they first come to Gordon but later decide that they want to disclose their disability. In this case, you can make an appointment with an ASC counselor who will discuss your situation and how to move forward as you seek academic accommodations. As a reminder, academic accommodations are not retroactive. So, we do encourage students to meet with us as soon as possible.
Have any questions?
Contact the Academic Success Center
We are located on the 4th floor of Jenks Library in Room 414.
Hours: Monday–Friday, 8 a.m.–4:30 p.m.