Accessibility Services
Academic Accommodations
Malone University is committed to providing accommodations that support students with documented disabilities to engage fully and confidently in academic and campus life. Through individualized support, we ensure that all students have equal access to the opportunities and experiences that define a Malone education.
Statement for Accommodations
The following statement is required for syllabi on all courses offered at Malone:
“Malone University is committed to providing appropriate course accommodations for
students with documented disabilities as required by the Americans with Disabilities Act (ADA). If you are a student with a physical, learning, and/or psychological disability and require accommodations to participate fully in a course, please know that we are here to support you. To ensure that you receive the appropriate accommodations, it is essential that you register with the Center for Student Success (CSS) as early as possible in the semester. The CSS staff can help determine appropriate accommodations and will notify your instructors via email. I will work with you to arrange your accommodations from the point in time that I receive, and we discuss, that authorization email. For more information or to register, please visit the Center for Student Success on the 2nd floor of the Cattell Library.
Please note: “Appropriate accommodations” do not reduce assignments, extend the due dates of assignments, or reduce the class attendance requirement at the college level. Accommodations must align with the essential requirements and technical standards of each course or program (e.g., clinical, laboratory, or field-based settings).”
Examples of Support Services
- Note-taking services
- Additional time on exams
- Distraction-reduced testing environments
- Accessible parking
- Permission to record lectures on personal device
- Textbooks in audio or digital format
- Academic and personal counseling
- Housing/facility access accommodations
- Permission for the use of service animals
- Assistive technology for assessment (e.g., screen readers, keyboard input, and speech-to-text tools)
- Academic mentorship or tutoring through Peer Collaboration Program
Housing Accommodations
At Malone University, campus housing is an integral part of the student learning experience, and students with disabilities are fully included in our residential communities. We value the contributions each student brings to campus life and are committed to providing accessible living environments that support equitable participation in the residential learning experience. To ensure appropriate accommodations, students must submit comprehensive disability documentation; our team will reach out if additional information is needed to determine and implement reasonable accommodations.
Testing Accommodations
Students with documented disabilities who are approved for testing accommodations may take exams in the Center for Student Success. To access this service, students must first meet with the Accessibility Services Coordinator, who will review documentation, determine eligibility, and identify appropriate reasonable accommodations.
When approved, students will receive an individualized accommodation plan outlining their approved testing supports. Depending on documented needs, students may use approved assistive technology during testing, such as screen readers or other accessibility software designed to support equitable access to exams.”
Where Will Testing Occur?
Testing may occur in the testing rooms of the Center for Student Success if a distraction-reduced environment is required and the student reserves the room at least one week prior to the exam date.
Or testing may occur in a secure, extra departmental office space at the discretion of the instructor.
Student Responsibilities for Testing Accommodations
Provide proper documentation of disability to the Accessibility Services Coordinator
- Schedule exams by either emailing all class syllabuses to the Accessibility Services Coordinator or emailing to schedule a test at least 1 week in advance
- Show up to the CSS on time for scheduled testing appointment
CSS Responsibilities for Testing Accommodations
- Inform faculty via Malone e-mail address of scheduled testing appointment
- Proctor exams based on instructions given by faculty
- Deliver completed exams to faculty
Faculty Responsibilities for Testing Accommodations
- Provide student with syllabi
- Provide CSS with requested exam and detailed proctor instructions
Accessibility Documents & Forms
In order to fully evaluate requests for accommodations or auxiliary aids and to determine eligibility for services, the Center for Student Success must have recent documentation (within three years) of the disability. The documentation should include an evaluation by an appropriate professional that makes evident the current impact of the disability as it relates to the accommodation(s) requested.
The general guidelines listed below are developed to assist the student in working with treating/diagnosing professional(s) to prepare the information needed to evaluate the student’s request(s). If, after reading these guidelines, there are any questions, feel free to call the office at 330-471-8496.
Determining Reasonable Accommodations
Malone determines reasonable accommodations for students with disabilities on an individualized basis. Diagnosis alone does not mandate certain accommodations. Services are based on the severity or the functional impact of the disability on the life activity of learning in Malone’s environment. It is the responsibility of the student to seek available assistance and to request reasonable accommodations through Student Accessibility Services.
When determining accommodations, Malone considers the following questions:
- Did the student self-disclose to the Center for Student Success?
No faculty member is required to offer any accommodations in the classroom until they receive a written request from this office that is sent only with the student’s consent. Does the documentation submitted by the student meet all criteria listed (prior page)?
- What are the barriers resulting from the interaction between the documented disability and the campus environment?
- What are the possible accommodations that might remove the barriers?
- Accommodations offered at the high school level may or may not be continued based on the current functional limitations of the student at the collegiate/university level.
- Without the accommodations, would the student have access to the course, program, service, job or facility?
Current Functional Impacts of the Condition(s)
The current relevant functional impacts on physical (mobility, dexterity, endurance, etc.), perceptual, cognitive (attention, easily distracted, communication, etc), and behavioral abilities should be described as a clinical narrative and/or through the provision of specific results from the diagnostic procedures and assessments.
Treatments, Medications, Accommodations/Auxiliary Aids, Services Currently Prescribed or in Use
Provide a description of treatments, medications, accommodations/auxiliary aids and/or services currently in use and their estimated effectiveness in minimizing the impact of the condition(s). Include any significant side effects that may impact physical, perceptual, behavioral or cognitive performance. If the student feels any additional accommodations/auxiliary aids are warranted, please list them along with a clear rationale and related functional limitations. Any accommodations or auxiliary aids will be taken into consideration, but not automatically implemented.
The Expected Progression or Stability of Disability Over Time
If possible, provide a description of the expected change in the functional impact of the condition(s) over time. If the condition is variable, describe the known triggers that may exacerbate the condition.
A Diagnostic Statement Identifying the Disability
When appropriate, include International Classification of Diseases (ICD) or Diagnostic Statistical Manual (DSM) codes, the date of the most recent evaluation, or the dates of evaluations performed by referring professionals. If the most recent evaluation was not a full evaluation, indicate when the last full evaluation was conducted.
Documentation based on most common disabilities
In order to receive academic accommodations, the student must provide documentation of the disability from an appropriate professional.
Attention Deficit Disorder
- A copy of a diagnostic report from within the last three years which states the DSM diagnosis, symptoms, and functional limitations
- Instruments and procedures used to make the diagnosis
- Dosage, type, and frequency of medication
Deaf or Hard of Hearing
- A copy of the most recent audiological examination, including diagnosis with etiology, degree, type, functional limitations, and configuration of loss
Learning Disability
- A copy of a comprehensive psycho-educational test battery administered within the last three years, with a statement of diagnosis, academic limitations resulting from disability, and type of learning disability (all test scores must include subtest scores)
- A copy of a recent IEP and Multi factored Evaluation, if available
Medical Disability
- Statement of diagnosis, functional limitations, impact of the disability in an academic setting, and medication, including side effects
Mobility Impairment
- Diagnosis of mobility impairment and a statement of functional limitations, medications, dosages, and side effects
Psychologist/Psychiatric Disability
- A DSM diagnosis from a psychologist or psychiatrist stating diagnosis, characteristics of the disability, functional limitations, projected duration, and medication
Visual Impairment
- A copy of the most recent eye examination, including diagnosis, visual acuity, and functional limitations
Accessibility Services Contact Info