University Responsibilities Under the Law
The University’s Responsibility to Students with Disabilities.…
Students with disabilities are entitled to an accessible education, as required by state and federal laws To achieve this, they may need specific accommodations This University is committed to complying with all relevant laws and its own nondiscrimination policy, ensuring equal access for individuals with disabilities.
The Laws and Regulations
There are three primary laws which govern the University’s relationship with students with disabilities:
1 Americans with Disabilities Act (“ADA”) (specifically Title II of the ADA)
2 Section 504 of the Rehabilitation Act of 1973 (“Section 504”)
3 New Jersey Law Against Discrimination
Note: This handbook does NOT address non-academic accommodations such as transportation, and university housing
The Handbook for Students with Disabilities provides essential information on various issues related to accessibility However, it does not cover accommodations for staff, faculty, or administrators, nor does it include provisions for students who are also employees.
Federal and state governments have established specific regulations to ensure compliance with relevant statutes These regulations are legally binding, and the University is obligated to uphold them As employees and representatives of the University, you share this responsibility, and failure to assist disabled students in accordance with the law and this Handbook may result in legal liability.
Relevant excerpts of the laws are available in Appendix C of this Handbook Full copies of these laws and regulations are maintained by the Compliance Office and can be accessed at various local libraries For additional information, the complete text of the federal laws and regulations is accessible online at the U.S Department of Justice website.
Identification of Staff and Roles
Primary Staff
The University utilizes a decentralized system featuring four categories of staff dedicated to delivering essential services for students with disabilities For a comprehensive list of College Coordinators, Campus Coordinators, and the Compliance Officer, along with their contact details, please refer to Appendix A.
1 The College/School Coordinators for the Concerns of Students with Disabilities: act as the primary contact person for students with disabilities in their college or school of enrollment, and are responsible to coordinate the determination of eligibility, to identify appropriate accommodations and to assist students and faculty in ensuring that accommodations are implemented College Coordinators continue to provide advice and assistance for as long as the student remains at Rutgers, and must be contacted by the student prior to the start of each semester for updated Letters of Accommodation
2 The Campus Coordinators for the Concerns of Students with Disabilities: provide oversight to all disability services on their campus, coordinate training for College Coordinators, coordinate the provision of auxiliary aids (e.g interpreters, note-takers) and chair a Campus Committee for the Concerns of Students with Disabilities.
3 The 504/ADA Compliance Officer: provides policy guidance to the Campus
Coordinators and the College Coordinators, conducts compliance reviews of university programs and services, and responds to grievances concerning services to students with disabilities
4 Resource Personnel: Most auxiliary units, such as the Libraries and Computer
Our services include dedicated personnel with specialized expertise to support students with disabilities We encourage both faculty and students to connect with these experts to enhance the educational experience and ensure accessibility.
Committees
A Campus Committee for the Concerns of Students with Disabilities exists at each of the
Camden, Newark and New Brunswick campuses to assist students with disabilities on a myriad of different concerns.
There are also some sub-committees on the New Brunswick campus which work primarily with students with disabilities based at New Brunswick These sub-committees are listed below.
1 The Access Committee: identifies and funds building projects to improve physical accessibility on campus Examples include ramps, automated doors, restroom renovations, curb cuts and sidewalk improvements.
2 Accessible Computing Committee: reviews ways to make computing more accessible to students with disabilities.
3 Housing Committee: reviews all requests for special services in relation to university housing.
4 LD/ADHD Review Committee: reviews all requests for accommodations based upon disability involving a specific Learning Disorder, Attention Deficit Disorder or Attention
Hyperactivity Deficit Disorder, makes eligibility determinations and sets forth required accommodations.
5 Psychiatric Disorders Committee: reviews all requests for accommodations based upon disability involving psychiatric disorders, makes eligibility determinations and sets forth required accommodations.
Procedures for Accessing Student Disability Services
Student Responsibilities
1 Eligibility: In order to receive accommodations or services a student must identify him/ herself to the College Coordinator and provide documentation from an appropriate professional source (e.g M.D., psychologist, learning specialist, neurologist) which establishes the existence of a disability and verifies the need for accommodations or auxiliary aids The documentation submitted must conform to the Documentation Guidelines set forth in the Manual for Students and Disabilities Coordinators
2 Who to Contact: New students who have indicated a disability at the time of acceptance will be contacted by the College Coordinator in their degree-granting unit A student attempting to access disability services for the first time should begin by contacting the appropriate College Coordinator It is the student’s responsibility to schedule an “intake” meeting with the appropriate College Coordinator as soon as they arrive on campus.
Responsibilities of the College Coordinator
After a student has properly initiated a request for services, the College Coordinator is responsible to do all the following:
1 Review the documentation provided by the student to determine the eligibility of the student for services If the College Coordinator is not able to clearly determine that the student’s documentation is either sufficient or insufficient, the College Coordinator is expected to: ask for further documentation and/or consult with appropriate professional staff at Rutgers (e.g
University Health Services physicians or nurses, learning specialists, psychologists or one of the standing review committees) as necessary
2 If the student’s disabilities include learning disabilities, ADD or ADHD, or a psychiatric disability, the complete documentation will be forwarded to the appropriate committee for a determination of eligibility and appropriate accommodations, based on a review of the student’s needs, the documentation provided, student history and prior experience If the student’s disability does not fall into one of the categories handled by the committees, the
College Coordinator will make the determination of eligibility and appropriate accommodations based on the factors set forth below in Section IV.A.2.
3 Communicate the determination of eligibility and approved accommodations to the student and provide a Letter of Accommodation (LOA) to faculty, service providers and the student The LOA verifies that the student has documented a disability and lists accommodations that are appropriate for that student The student is expected to show a copy of the LOA to faculty or staff when making requests for accommodations and services The LOA will NOT identify the specific disability for reasons of confidentiality.
4 Discuss with faculty any concerns over the appropriateness of accommodations.
5 Ensure that the student receives appropriate accommodations In support of this responsibility, the College Coordinator may need to assist the student by arranging for auxiliary aids through the Campus Coordinator, negotiating the logistics of accommodations with faculty
Students must complete an intake process with their College Coordinator before requesting academic accommodations from faculty If a student approaches you for accommodations related to their disability without a letter from the Coordinator, please direct them to the designated Coordinator for assistance.
Appendix A. or staff and addressing circumstances where appropriate accommodations were not provided in a satisfactory manner.
6 Refer promptly any unresolved disputes concerning documentation, services or accommodations to the ADA / 504 Compliance Officer in accordance with the Grievance
Faculty Responsibilities
After receiving a Letter of Accommodation from the College Coordinator, instructors are required by law to implement the specified accommodations, unless they can prove that doing so poses a direct threat to others' health and safety, creates an undue administrative burden, is financially unfeasible, or fundamentally changes the course's nature Such exceptions are rarely granted.
1 When meeting with a student requesting accommodation, you should:
Schedule an appointment with the student (making sure the location is fully accessible if the student is mobility impaired.)
Confirm that you have received and reviewed the Letter of Accommodation from the College Coordinator If not, the student should present a copy and you should review it together.
Accommodations for examinations will be carefully organized to ensure student success Extended time will be provided for those who require it, and exams will be conducted in a distraction-free environment Students will be informed about the specific date and location for their exams, which will be held in a designated quiet room The exam will be delivered securely to the student, and a qualified proctor will oversee the entire testing process to maintain integrity and support.
Embrace flexibility in finding accommodations, as there are often multiple effective solutions If a solution isn't readily apparent, engage in collaborative problem-solving with an open mindset For additional support, consider reaching out to the College Coordinator for technical assistance.
It is essential to offer only the accommodations specified in the Letter of Accommodations (LOA) If you choose to provide any additional or alternative accommodations beyond what is outlined in the LOA, it is important to clarify that this decision is solely yours and not the University’s.
2 If you believe that any accommodation requested is unacceptable for any of the reasons listed above, either during your initial meeting with the student or at any time thereafter, immediately contact the College Coordinator who issued the LOA.
3 You must protect confidentiality regarding the student’s disability The faculty member should not discuss the disability or accommodations during class time, or do anything to single out the student that is not explicitly set forth as a recommended accommodation (e.g Do not announce that you want to see any students with disabilities after class, do not say e.g
When addressing students with disabilities, it's important to maintain confidentiality regarding their accommodations For instance, if a student named Robert has a hearing issue, suggesting he sits at the front can enhance his learning experience However, any mention of accommodations should be discreet and not disclose the identity of the student If recruiting peers for assistance, such as note-taking, it's best to generalize the request by stating, "There is a student in the class who has a disability that makes note-taking challenging Would you be willing to share your notes?" This approach ensures respect for the student's privacy while fostering an inclusive environment.
Working with Students with Disabilities
Providing Accommodations: Policies and Procedures
1 Are accommodations based simply on the type of disability or are they provided on a case-by case basis?
Accommodations for students will be tailored individually, as those with similar disabilities may require different support There is no standardized list of approved accommodations for specific disabilities, ensuring that each student's needs are uniquely addressed.
Upon receiving all required documentation as outlined in the Student Handbook's Documentation Guidelines, the College Coordinator will either forward the accommodation request to the relevant committee or, in the absence of a committee, handle it directly.
College Coordinator will make a decision on whether to grant the request for accommodations The determination to grant accommodations shall be based upon all of the following:
documentation provided by the student;
the in-take interview with the student;
consultation with other Rutgers staff with appropriate expertise and who have reviewed the documentation,
academic policies of the student’s college or school,
the policies and practices set forth in this Handbook,
consultation with course faculty regarding the essential course elements and the manner in which student mastery of course material is to be evaluated.
Please be advised that federal law prohibits retaliation in any form against the student for seeking disability accommodations, such as extra work requirements, extra assignments or extra lab work
3 Once the Letter of Accommodation is issued, can the list of approved accommodations be changed or adjusted?
The initial accommodation determination of the College Coordinator and/or committee may be modified for any number of reasons Some common reasons for changing the initial accommodation determination are:
The faculty member teaching the course determines that providing the accommodation would fundamentally alter an essential element of the course;
The student tries the accommodation and it is not effective;
The student requests a different accommodation, provided it is reasonable and appropriate;
The student does not accept the initial accommodation determination of the College Coordinator or committee and successfully grieves the issue to the ADA /
The College Coordinator substitutes an equally effective accommodation for reasons of administrative efficiency.
In addition, the student may choose not to utilize all the accommodations allowed in the LOA
If this occurs, ask the student to state this intention in writing, so that she/he cannot later claim that the accommodation was refused.
4 If a student obtains the Letter of Accommodation after the beginning of classes, do I have to go back to the beginning and retest or reevaluate assignments completed before the Letter of Accommodation?
Students who complete the intake process with their College Coordinator at Rutgers are entitled to services and accommodations only from that date onward The university typically does not retroactively alter or reassess coursework completed prior to the documentation of a disability, even if the student can demonstrate that the disability existed during that time However, faculty members have the discretion to permit students to revise completed assignments or retake tests, but this decision rests solely with the individual faculty member.
5 The LOA doesn’t say what disability the student has Can I ask the student about the specific nature of her/his disability?
Due to privacy laws and related concerns, faculty members may not ask students or disability personnel for details regarding the specific disability for which the student is being accommodated.
6 If the student is determined eligible to receive accommodations, does the University give them every accommodation they ask for?
Rutgers evaluates accommodation requests based on specific criteria and may not grant all requested accommodations Students might not receive every accommodation suggested in their documentation, as the university only provides reasonable and appropriate adjustments after a thorough review Common reasons for denying a requested accommodation may include various factors outlined in the university's policy.
providing the accommodation would fundamentally alter the program, course, or activity;
the accommodation being requested is not supported by the documentation;
it is against the policies and practices set forth in this Handbook to provide the requested accommodation (e.g unlimited time on tests);
providing the accommodation would pose a direct threat to the student or to others;
providing the accommodation would constitute an undue administrative or financial burden pursuant to criteria established under the ADA and/or Section 504.
In exceptional cases, students who lack complete documentation as per the Documentation Guidelines may receive interim accommodations To qualify, students must submit reliable documentation that clearly diagnoses a physical or mental impairment Only accommodations relevant to the specific impairment will be granted on an interim basis, typically lasting for eight weeks.
Interim accommodations will not extend beyond one semester, allowing students without pre-existing documentation to gather supplemental documentation If the College Coordinator determines that a student is unlikely to substantiate the requested accommodation later, it will not be granted.
B Some Common Types of Accommodations
Recently, various accommodations have been frequently requested by students and endorsed by professionals While this list is not exhaustive, it is essential for each student to provide documented evidence of their legitimate need for any accommodation before it can be approved.
1 Extra Time: Extended time for examinations is perhaps the most common accommodation for students with disabilities Extra time may be warranted when a student’s documented disability impacts the student’s ability to process information, such as students who read particularly slowly due to visual impairments or a learning disability (such as dyslexia), or students who must have questions read to them due to a visual impairment Extra time is also warranted when a student has difficulty communicating his/her response Students who write particularly laboriously due to a disability are examples of the latter
At Rutgers, extra time for exams is typically limited to time and a half (150%) or double time (200%), as unlimited time accommodations are not officially recognized due to their impracticality Extended time may not be required in certain rare situations where it could significantly alter the nature of the test, especially in assessments where time is a critical factor Faculty members uncertain about the appropriateness of extended time accommodations for their courses should seek guidance from the student’s Coordinator or the ADA Compliance Officer.
To effectively accommodate extra time for tests, it may be necessary to administer them at an alternative time and location, potentially with the assistance of proctors For additional support, please reach out to the College Coordinator.
2 Reduced Distraction Testing Environments: These are commonly requested by students with attention deficit hyperactivity disorders (ADHD, or ADD), though students with anxiety disorders may also seek reduced distraction testing environments Examples of reduced distraction environments are: empty or near-empty classrooms, an office, conference room, or study cubicle The Learning Resource Centers cannot provide suitable reduced distraction testing environments Faculty should attempt to identify a suitable testing location and obtain the student’s advance agreement to the specific location This helps to avoid the possibility of students alleging that the environment was not satisfactory after taking an examination on which they perform poorly Tests administered in a reduced distraction environment may require special proctoring arrangements If you are unable to arrange for same, please contact the student’s Coordinator for assistance, preferably at least two (2) weeks in advance.
3 Readers: Students with visual impairments or with learning disabilities that affect reading comprehension (e.g dyslexia) may use readers as an accommodation Readers are often used in advance of a class to read texts onto tape To provide this service, the disability services coordinators require advance copies of all reading materials and textbooks These materials must be read onto audio cassettes sufficiently in advance of the due date to allow the student ample time to listen to and review the cassettes Accordingly, your cooperation in providing copies of these materials, as well as a syllabus with intended due dates, well in advance of actual due dates, is of paramount importance Coordinators may be able to obtain textbooks directly from the University Bookstore, but course packs and handouts require your cooperation Readers can also be used on exams to both read the questions to the students and to transcribe responses This type of accommodation will generally also require alternate location testing, as there will be a necessary ongoing vocal exchange between the reader and the student with the disability
4 Note-takers: Note-takers are used by students who cannot write at a speed necessary to take notes during class, students with attention deficit disorders and students with LD An effective solution is to advise the other students in the class of a need for note-takers and request two volunteers (they will possess the necessary context and have incentive to take good notes.) You, as the faculty member, have the most credibility to make this request Remember, this request must be made in a manner that protects the confidentiality of the student with the disability, unless the student agrees otherwise (Don’t say, e.g “John needs notes, who wants to share theirs with him?”) Ask for volunteers to meet with you after class Another approach is to hire someone not already taking the class, this can lead to inconsistent quality of notes; the individual may not have the necessary background to adequately comprehend the lecture or discussion that takes place in class (Imagine a literature major trying to take notes in a chemistry class, or worse yet, in Spanish.) Hiring students who have previously completed the class may be more appropriate when a current student is not available Copies of lecture notes provided by the professor either in person or posted on the web are another option Commercial note taking services will be used only as a last resort.
5 Tape Recorders: Tape-recorders are most often used by students with visual or manual impairments Students with learning disabilities may also request this accommodation
Students with documented disabilities have the right to request the use of tape recorders as auxiliary aids, and such requests cannot be denied To address faculty concerns regarding copyright and misuse of recordings, a written agreement can be established, stipulating that tapes are to be used solely for personal study and course completion Additionally, the agreement should require students to return all tapes at the end of the term.
Grievance Procedure
Process for Appealing Recommended Accommodations
In the event that a faculty member believes an accommodation recommended by the College Coordinator is not appropriate for the course, please use the following appeals process
For any issues related to the suitability of recommended accommodations, students should initially contact the Coordinator for the Concerns of Students with Disabilities at their respective college or program.
If a faculty member is unhappy with the College Coordinator’s response regarding accommodations, they can submit a written request for review to the ADA/504 Compliance Officer within 10 calendar days This request must detail the specific accommodation in question, the reasons for the faculty member's dissatisfaction, and the College Coordinator’s response to their concerns.
3 The ADA/504 Compliance Officer shall investigate the matter, affording all interested parties an opportunity to submit relevant evidence, statements and documentation.
The ADA/504 Compliance Officer will provide a written determination to the faculty member, outlining the resolution of the issue This determination is typically issued within thirty (30) days from the date the review request is made.
Factors that may delay the response time of the ADA/504 Compliance Officer include semester breaks and other situations that may prevent key individuals from being available to effectively address the request.
5 The ADA/504 Compliance Officer shall maintain files and records relating to all such requests for review
6 Until resolution can be reached, the accommodation suggested should be provided in as complete form as is feasible so that the student does not suffer during this process
Students who feel they have faced discrimination due to a disability can file a grievance with the ADA/504 Compliance Officer If they are not satisfied with the officer's response, they have the legal right to escalate the matter by filing a complaint with an external governmental agency, like the Office of Civil Rights, or by pursuing legal action in state or federal court.
Appendix A: List of Coordinators and 504/ADA Officer
Associate Dean of Academic Services
Phone (732) 932-9186, Fax (732) 932-8877 sbhoward@rci.rutgers.edu
COLLEGE OF ENGINEERING-BUSCH CAMPUS
Asst Dean of Special Program
(732) 445-2687, Fax (732) 445-5878 dmbrown@rci.rutgers.edu
COLLEGE OF PHARMACY- BUSCH CAMPUS
(732) 445-2678, Fax (732) 445-4881 ncb@rci.rutgers.edu
(732) 932-1424, Fax (732) 932-1755 acampbell@aesop.rutgers.edu
MASON GROSS SCHOOL OF THE ARTS
Mason Gross School of the Arts
(732) 932-9360x508, Fax (732) 932-8794 scagenel@rci.rutgers.edu
Livingston College Dean’s Office Lucy Stone Hall, A209
(732) 445-4085, x825, Fax (732) 445-2175 pvan@rci.rutgers.edu
Coordinator For Disabled Students Counseling & Student Affairs University College
(732) 932-8074, Fax (732) 932- 1903 jromsted@rci.rutgers.edu
GRAD SCHOOL OF APPLIED & PROF PSYCH Barbara Pleva
Coordinator of Student Services Graduate School of Applied & Professional Psychology
(732) 445-4255, Fax (732) 445-4888 pleva@rci.rutgers.edu
GRADUATE SCHOOL- NEW BRUNSWICK Alexandria Bachman
(732) 932-7109, Fax (732) 932-1507 clshive@rci.rutgers.edu
SCHOOL COMMUNICATION, INFO & LIBRARYSydell Spinner
(732) 932-7551, Fax (732) 932-6916 sspinner@scils.rutgers.edu
BLOUSTEIN SCHOOL OF PLANNING & PUBLIC
Director of Career Development & Coordinator of
Edward Bloustein School of Planning & Public
(732) 932-5475 x 753, Fax (732) 932-1771 sdweston@rci.rutgers.edu
(732) 445-8143, Fax (732) 932-1363 nnddss@rci.rutgers.edu
Director of Diverse Community Affairs
(732) 932-1711, Fax (732) 932-3123 cclarke@rci.rutgers.edu
Barbara Detterline Assistant Dean, Dean of Students Armitage Hall, Camden
James Credle Assistant Dean of Students Robeson Campus Center, Newark
(732) 932-7312, x11, Fax (732) 932-3123 brose@rci.rutgers.edu
Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder (ADD/ADHD) 2
Attention Deficit Disorder (ADD) and Attention Deficit-Hyperactivity Disorder (ADHD) are neurobehavioral disorders that significantly impact an individual's ability to focus and exercise self-control Common warning signs include difficulty following instructions, disorganization, excessive fidgeting, talking excessively, unfinished tasks, and challenges in maintaining attention to details ADHD can be categorized into three subtypes: predominantly inattentive, predominantly hyperactive-impulsive, and combined subtype.
The College Coordinator collaborates with students with ADD and ADHD to determine effective accommodations that can alleviate the impact of their disabilities on academic performance Potential accommodations may include extended test-taking time, distraction-reduced testing environments, access to note takers, audio recordings of texts, permission to use word processors for assignments, and support from transcribers and tutors However, it is important to note that professors are not required to change the essential course requirements or adjust grading standards.
Vision impairment encompasses a range of conditions, with many legally blind students retaining some measurable vision While students with complete vision loss utilize similar assistive devices, they primarily depend on audio and tactile tools to access information effectively.
Early preparation of syllabi and audio materials is crucial for students with vision impairments These students should select their courses early in the registration process to allow sufficient time for texts to be recorded onto tape or obtained in alternative formats Accommodating these needs is significantly easier when texts are acquired weeks or even months in advance of the course start date Recording books onto tape is a labor-intensive task, and instructors may need to specify which chapters are required by certain deadlines Additionally, students often request a second copy of the textbook to follow along in class while the necessary chapters are recorded for later use.
The information in Appendix B is intended to be general and does not guarantee medical accuracy; for precise medical explanations, it is essential to consult qualified physicians and medical experts.
According to the National Institute of Neurological Disorders and Stroke (NINDS), Attention Deficit-Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that can interfere with functioning or development.
To support visually impaired students, various aids can be utilized, including large print books, text magnifiers, and audio taped texts Additionally, printing materials in larger fonts can enhance accessibility for those with limited vision Other helpful tools include talking calculators, reading machines, Braille devices, and note-taking assistance from taped lectures.
Rutgers has a limited number of readers available in-house and readers may also be obtained through outside sources Please contact the College Coordinator in your unit for more information
Hearing loss varies in severity among individuals, impacting the necessary accommodations in educational settings Even proficient lip-readers may struggle to follow classroom discussions or complex lectures Additionally, the presence of a hearing aid does not guarantee that a student can comprehend spoken words Many deaf individuals opt not to speak, believing their speech may not be understood.
When working with ASL interpreters in the classroom, it's important to recognize that there may be a delay between spoken words and a hearing-impaired student's understanding To facilitate communication, encourage one person to speak at a time and direct comments to the student through the interpreter Holding meetings with the deaf student and interpreter can help establish effective communication methods Additionally, providing specialized vocabulary in advance can ensure accurate interpretation and enhance the learning experience for the student.
C Additional suggestions for accommodating deaf students or students with hearing impairments:
Use visual aids, such as overheads and handouts when possible Posting your lectures on the web can also be very useful
As with other disabilities, a note taker will often be requested It is nearly impossible for the person to take notes and lip-read or watch an interpreter simultaneously
Mobility impairment significantly impacts students' access to classrooms, offices, and laboratories If a class is held in an inaccessible location for a student using a wheelchair or with limited mobility, it is legally required to relocate to an accessible venue In cases where a student reports an access issue, it is crucial to promptly inform the student’s Coordinator or the ADA Compliance Officer.