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Student Special Services

 

Welcome to Student Special Services

The Office of Student Special Services ensures that students, faculty, and staff with disabilities are given the same rights and services as other students of the University.

Various support services are provided for qualifying students with disabilities free of charge to the student. However, as a recipient of services you are required to:

  • Contact Student Special Services to request accommodations.
  • Submit documentation regarding disability.
  • Complete and sign authorization forms.
  • Obtain identification card from office of Student Special Services, which includes approved accommodations.

If using a NOTE TAKER, you must:

  • Attend all classes unless illness or an emergency prevents you from
       attending.
  • If you miss more than three class periods without making arrangements with Student Special Services your note-taker will be suspended.
  • If you have problems with a note taker, notify Student Special Services immediately so that a person can be reviewed.

If using READERS/RECORDED TEXT:

  • Provide Student Special Services with a list of classes you plan to take and/or a list of the required texts for these courses as early as possible in the preceding semester so that it can be determined if your textbooks are available in an alternative format.
  • If a textbook is not available from the UAM Bookstore, Student Special Services will provide additional information.
  • Notify Student Special Services of any problem.

If using READERS/SCRIBES/PROCTORS for exams:

  • Notify Student Special Services a minimum of 24 hours in advance of the exam.
  • Arrange with your instructor to leave the exam in the Student Special Services Office.
  • Readers/Scribes/Proctors cannot re-phrase or explain test questions without prior written approval from the course instructor.
  • Bring all items necessary for the exam (pen, pencil, scantron, blue book, calculator).

University of Arkansas at Monticello ADA Student Grievance Procedure

University of Arkansas at Monticello Emotional Support Animal

Any student with a disability must provide documentation by a licensed health care professional who is qualified in the diagnosis of the disability and is currently or recently associated with the student and can verify the disabling condition.

The diagnosis must reflect the student's present level of functioning as it relates to the major life activity affected by the disability. The documentation must also include recommendations regarding effective academic accommodations to equalize this student's educational opportunities at the post-secondary level, that is, describe the services or accommodations recommended for fulfillment of course requirements.

For more specific information, see our pages below on documentation with examples of Learning Disabilities and Students with Psychological and/or Attentional Disabilities.

The student must present the verified documentation to the Office of Student Special Services prior to receiving accommodations and/or services.

The cost of obtaining professional verification is the student's responsibility. 

Definition of Learning Disability:

A learning disability is generally defined as a significant discrepancy between achievement and ability with intra-cognitive discrepancies not attributable to other disabling conditions or to environmental deprivation. Documentation for learning disabilities is required for academic adjustments and is obtained at the student's expense.

DOCUMENTATION REQUIREMENTS:

The following documentation criteria are used to identify qualified individuals with learning disabilities for special admissions consideration and to determine disability-related support services.

Verification of a learning disability shall include all of the following:

  • Documentation must be prepared by a professional qualified to diagnose a learning disability, (e.g. licensed psychologist, learning disabilities specialist, or neuropsychologist). Collaboration with speech and language clinicians, reading specialist, and other educational professionals may be appropriate and necessary for a comprehensive assessment of a student's needs; however, these professionals are not generally considered qualified to diagnose a learning disability.
  • Documentation must include results of a clinical interview with the individual with descriptions of the testing procedures, instruments used, along with test and subtest results reported in standard scores as well as percentile rank and grade scores where useful, and interpretation and recommendations based on the data gathered.
  • Documentation must be comprehensive and include test results in the following areas where applicable: intelligence, reading, mathematics, spelling, written language, language processing, and cognitive processing skills. Testing should carefully examine areas of concern/weakness as well as areas of strengths so a complete profile of a individual's learning is developed.
  • Documentation must include a clear diagnostic statement based on test results and personal history.

In general, documentation should be dated no more than three years prior to admission as requested from Student Special Services. Documentation older than three years often does not adequately reflect an individual's current status because compensation and maturation skills, as well as accommodation needs, change over time. Historical documentation of disability provides useful information; however, it alone may not be used to determine service eligibility.

  • Documentation must include recommendations regarding effective academic accommodations to equalize this student's educational opportunities at the post-secondary level; that is, describe the services or accommodations needed for exam administration, classroom or study activities for fulfillment of course requirements.

ASSESSMENT TOOL GUIDELINES FOR LEARNING DISABILITIES:

Selection of test instruments should be individually tailored to answer the referral issues of the student. Instruments should be to the extent possible, be normed on an age, educational, and culturally appropriate sample. The domains of intelligence, academic achievement and cognitive processing should all be assessed when a diagnosis is to be made. The following instruments are examples of tests that would be considered appropriate for use in the diagnosis of a learning disability in adults:

  • Wechsler Adult Intelligence Scale-Revised (WAIS-R)
  • Woodcock-Johnson Psychoeducational Battery-Revised, Cognitive and Achievement Section
  • Halsted-Retan Neuropsychological Test Battery for Adults
  • Nelson-Denny Reading Test

This list is not intended to be exhaustive nor restrict assessment in other pertinent areas. Other tests may be deemed appropriate based on the presenting issues of the individual. Referral issues presented by the student should guide the assessment. However, it is not appropriate to base a diagnosis on the results of one test in a single domain.

Accommodations and academically-related services for students with learning disabilities are designed to accommodate a perceptual disorder impairing the student's ability to acquire, process, or communicate information. Accommodations are not designed to provide remediation. Accommodations and services are determined based on collaboration between the student, Student Special Services staff, and in most cases, with the faculty teaching the course in which the student is enrolled. Each academic accommodation is determined on an individual basis and made available to the extent that it does not compromise the academic integrity of the student's program. 

For Students with Psychological and/or Attention Disabilities (ADD/ADHD)

Eligibility criteria for disability-related support services at the University of Arkansas- Monticello for students with psychological and/or attention disorder include:

  • Verification of diagnosis and severity of disabling condition from a qualified treating professional (e.g. psychiatrist for ADD/ADHD, psychologist or psychiatrist for other psychological disorders). Verification must be provided by the student.
  • Verification must include a detailed description of how this impairment significantly limits a major life activity in an educational setting.

To ensure the provision of reasonable and appropriate services for students with psychological or attention disorders at the University of Arkansas-Monticello, current and comprehensive documentation of the disability is required. This documentation must include:

  • Information from which the diagnosis was made.
  • A description of the student's functional limitations in an educational setting.
  • The severity (e.g. use of Global Assessment of Functioning Scale Score) and longevity of the condition.
  • A description of the effectiveness of current treatment.
  • Recommendations for additional treatment/assistance.

The following list should be used as a guide by the student's licensed professional.

  • DSM-IV Diagnosis.
  • Date of Diagnosis (last contact with student).
  • Current Global Assessment of Functioning (GFA) Scale Score.
  • What instruments/procedures were used to diagnose the psychological disorder.
  • Describe symptoms which the criteria for this diagnosis with approximate date of onset.
  • In order to determine the impact of this student's disorder on academic activities such as exam-taking, note taking and concentrating, please describe what major life activity(s) is/are impacted by this disorder as well as the degree of significance of this in part. Please identify if you have observed this directly or would anticipate it occurring in an educational setting.
  • What measures (formal or informal) were used to assess the educational impact of the psychological condition or ADD/ADHD.
  • Recommendations regarding effective academic accommodations to equalize this student's educational opportunities at the post-secondary level. Describe the services or accommodations needed for exam administration, classroom or study activities needed for fulfillment of course requirement.
  • Is this student currently taking medication? If so, what is the medication?
  • Does this medication need to be monitored?
  • With appropriate treatment (e.g. counseling, medication, etc.), does this student continue to need the above services or accommodations (as defined in #8)? If so, why?
  • In addition to the diagnostic report and educational assessment, please attach any other information relevant to this student's academic needs.

General Education and Math/Science Assistance/Tutorial Lab
Student Success Center, 203, (870) 460-1454, Brian Jones

Any student who desires to be successful in his/her general education classes such as history, microcomputer applications, psychology, mathematics, science, or other courses, can receive assistance through tutoring services available on the second floor of the Student Success Center. Student assistants are available to help with specific assignments as well as help students develop better study habits and note-taking skills. Assistants will also set up a routine tutoring schedule if needed for any student.  

Testing Services
Monticello:  Student Success Center, 201F, (870) 460-1453, Brian Jones
Crossett:  College of Technology, (870) 364-6414
McGehee:  College of Technology, (870) 222-5360

The Testing Services office provides a wide variety of specialized testing services to prospective and current UAM students. All services are confidential in nature. Appointments can be made in person during the hours of 8:00 a.m. and 4:30 p.m., Monday through Friday or by telephone.

Counseling Services
Monticello:  Gibson University Center, Suite 201, (870) 460-1654, Laura Hughes
Crossett:  College of Technology, (870) 364-6414
McGehee:  College of Technology, (870) 222-5360

The UAM Counseling Center is committed to creating a safe, welcoming, and affirming environment for all. This includes students who access our services as well as all individuals who are part of our University community. We recognize that each individual is unique while at the same time living within larger diverse communities. We strive to make the UAM Counseling Services a safe place where individuals can strengthen their self-acceptance, confidence, and comfort with their own individual identities.

Please see the link below for more information about services available to registered students.

Testing Accommodations

Students with disabilities may receive test accommodations determined on an individual basis. "Test" as used in this context, refers to quizzes and examinations taken during the semester in conjunction with an academic class.

Students should discuss their specific needs for testing accommodations (e.g., extended time, separate location, use of computer) with the Office of Student Special Services before or within the first two weeks of each semester.

If the need for accommodation is documented by a licensed professional and deemed appropriate, the Office of Student Special Services will contact faculty.

Students are responsible for meeting with instructors to discuss exam considerations at the beginning of the semester. Preferably, instructors of the academic department will administer the test accommodations. If this is not possible, the Office of Student Special Services will administer and/or proctor examinations.

Reasonable accommodations depend upon the nature and degree of severity of the documented disability. While the Americans with Disabilities Act of 1990 requires that priority consideration be given to the specific methods requested by the student, it does not imply that a particular accommodation must be granted if it is deemed not reasonable and other suitable techniques are available.

Test accommodations, determined on an individualized basis, may include:

  • Extended time to complete examinations and quizzes
  • A testing location free of distractions
  • Special equipment such as a computer, magnifier, or brailler
  • Readers and scribes
  • Alternative formats such as oral or taped tests

Students must complete an accommodation request, provide required documentation, and discuss the appropriate accommodation(s) with the Office of Student Special Services.

The Office of Student Special Services generates an academic accommodation letter appropriate to his or her instructor(s) explaining the need for reasonable and approved accommodations.

When exams or quizzes are to be administered by the Office of Student Special Services, the student must contact the Office of Student Special Services in order to schedule the test. Exams must be taken during the regular class time unless an alternate time is approved by the instructor.

Exams should be scheduled at least one week in advance, but no less than one day ahead, in order to ensure adequate accommodations. Exams may be delivered in a sealed envelope by the professor/instructor or a department designee (such as a student assistant).

The Office of Student Special Services secures all exams upon receipt. Exams will be returned to the instructor in a sealed envelope.

Special Student Services Confidentiality and Disclosure Statement

Federal law protects a student's right to privacy. All information and records that
students, parents/guardians, and other offices submit to the Office of Special Student
Services are treated as confidential. No information will be released about a specific
student's disability unless the student expressly gives his/her written permission to do so.
This information is maintained in locked, confidential files located in the Office of
Special Student Services and is not included in the student's permanent university record.
This strict confidentiality applies in all situations except a situation in which you are
assessed to be a danger to yourself and/or others, your records are subpoenaed, or
reporting (e.g., abuse or neglect of a minor) was required by law. Even in these cases, you
would be informed if possible, and no more information than necessary would be released.

Keep the confidentiality statement for your record.

Student Special Services Registration Form

This form must be delivered to this office along with documentation of listed disabilities.

Communicate Your Needs

It is the student's responsibility to discuss their approved accommodation with each instructor. Students should make an appointment to see each instructor during the instructor's available office hours. Students may meet with his/her instructor in the classroom before or after class to set up the appointment.

WHEN TALKING TO INSTRUCTORS FOR THE FIRST TIME:

  1. Be on time for the appointment.
  2. Be calm and courteous, and do not interrupt.
  3. State that you have a disability and present Student Special Services card.
  4. Discuss the accommodations your professional has recommended.
  5. Explain your affiliation with the Office of Student Special Services.
  6. Have suggestions about what the instructor can do to ensure your classroom success.
  7. If appropriate, make the instructor aware of your past successes.
  8. Discuss specific details about how tests and quizzes may be handled.
  9. Make it clear that you are a serious, motivated student who will succeed in class if reasonable accommodations are made for a specific problem you have in a specific area.
  10. Make it clear that you are not trying to complete the class with the least possible effort.
  11. If necessary, engage the instructor in a problem-solving process with you when there are not obvious solutions to the problem.

IT IS SUGGGESTED THAT YOU DON'T:

  • Quote Sections 504 or Public Law
  • Dictate policy
  • Get angry
  • Request unreasonable adjustments
  • Make demands for large amounts of the instructor's time

The Office of Student Special Services offers many important services to students with disabilities. Eligibility for these services is determined individually based on documentation of need. Prospective students are encouraged to meet with the Office of Student Special Services in order to learn about services available and the types of accommodations they might expect. Reasonable accommodations depend upon the nature and degree of severity of the documented disability.

While the Americans with Disabilities Act of 1990 requires that priority consideration be given to the specific methods requested by the student, it does not imply that a particular accommodation must be granted if it is deemed not reasonable and other suitable techniques are available.

Please contact the Office of Student Special Services with concerns.

ACCOMMODATIONS AND SERVICES

Accommodations and services may include:

  • academic accommodations and counseling
  • priority registration and scheduling
  • alternative testing
  • recorded text
  • auxiliary aids and services
  • note takers
  • laboratory assistants
  • readers and/or scribes
  • sign language/oral interpreters
  • assistive listening devices
  • assistive technology
  • alternative formats for printed materials
  • residential accommodations
  • referral and liaison services to agencies such as Arkansas Rehabilitation Services, and Learning Ally information and referral source to all University programs and services.

Students who have difficulty with printed materials may receive textbooks in an alternative format such as audio through Learning Ally.

Arrangements for alternative text accommodations must be made through the Office of Student Special Services as early as possible. Eligibility for this service is determined on an individual basis. Students must be able to demonstrate a substantial visual or learning impairment which requires supplemental materials such as recorded texts.

To assure textbook availability, all relevant textbook information (title, author, publisher, edition number, publication date, and the ISBN number) must be forwarded to the Office of Student Special Services as soon as possible. This textbook information may be obtained by contacting the instructor of each course directly or by contacting the University of Arkansas-Monticello Bookstore. If you require assistance in obtaining this information you may contact the Office of Student Special Services.

Generally, six to eight weeks notice is required to obtain alternative format textbooks. The Office of Student Special Services will make every attempt to provide materials as promptly as possible. However, late requests will result in a delay in providing materials.

For additional information, contact:
 
Mary Whiting
(870) 460-1226
TTY: (870) 460-1626
Fax (870) 460-1926
Office of Student Special Services
P.O. Box 3600
Monticello, AR 71656
Email: whitingm@uamont.edu

You may also contact Learning Ally's Customer Service Department at (800) 221-4792.

The Office of Student Special Services works closely with Residence Life to arrange suitable accommodations for students living on campus. Students requesting housing accommodations should contact the Office of Student Special Services and must obtain medical verification documenting their disabling condition. Documentation consists of an evaluation by an appropriate professional that relates the current impact of the condition to the request for accommodations.

Documentation should include:

  • A diagnostic statement including the date of the most recent evaluation.
  • The current impact of (or limitations imposed by) the condition.
  • Treatments and services currently prescribed or used to minimize the impact of the condition.
  • The expected duration, stability, or progression of the condition.
  • In addition to the basic documentation for a condition listed above, recommendations from the treating professional are welcome and will be given consideration in evaluating a request.

 

Contact Us

Mary Whiting 
Executive Director of Enrollment Management
Director of Disability Services and International Student Services
 1st Floor to Student Success Center, Suite 101
E-mail: whitingm@uamont.edu
870-460-1226
Fax: 870-460-1926

Mailing Address:
PO Box 3600
Monticello, AR 71656

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