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Our Philosophy
All students attending Montana State University - Great Falls College of Technology are entitled to equal access to academic programs, services, student activities, and campus events. Students with disabilities have a right to reasonable accommodations in order to fully participate in the student experience. Students with disabilities are encouraged to advocate for themselves to the extent possible, and Disability Services provides support and assistance in determining what accommodations are best suited to each individual.
What is a Disability?
MSU - Great Falls College of Technology uses the definition of disability set forth by Section 504 of the Rehabilitation Act of 1973, which states that a disabled person is anyone who:
- has a physical or mental impairment which substantially limits one
or more major life activities
- has a record of such an impairment
- is regarded as having such an impairment
Exceptions
Students with diagnosed alcohol or drug abuse qualify for services only when not actively engaged in the use of those substances. Individuals with temporary injuries or impairments (e.g. broken arm) should discuss course modifications directly with their instructor.
Eligibility for Services
In order to receive accommodations, students must meet the following criteria:
- Have a documented disability (documentation must be supplied) that
- Presents a significant barrier to the educational process, and
- The student must request services from the Disability Services Office
Provisional eligibility, which allows students to receive limited services and accommodations,
may be granted in the following situations
- The student provides documentation that is outdated or incomplete and is in the
process of obtaining updated documentation, or
- The student does not have ready access to required documentation, but provides
some other form of legitimate evidence of disability and the subsequent limitations
and agrees to provide the required documentation in a timely fashion
Individuals with temporary disabilities (e.g. broken arm, recovering from surgery) do not qualify under the law as someone with a disability, and as such, are not entitled to reasonable accommodations. However, students may make temporary arrangements with instructors for classroom modifications, and may utilize Disability Services resources to assist with those modifications as available. For example, a student with a broken arm may request a scribe for their exam, and if Disability Services has someone available, they will provide the scribe and a room for testing.
Documentation Requirements
Students are required to provide the Disability Services office with medical or psychological documentation in order to receive accommodations. All medical information received by Disability Services remains confidential and is only released to other College personnel with written permission of the student. Click here to review our Confidentiality Policy. Specific documentation requirements may vary slightly depending on the disability. Generally, students should use the following guidelines in determining what constitutes adequate documentation:
- Statement of disability, including diagnosis, instruments/tests used to reach
that diagnosis, current medications (if any) used to treat the condition and
their potential side effects, signed by a qualified medical/psychological professional
- Statement of the current impact of the disability on academic performance
- Recommendations for appropriate academic accommodations
Disability Services has developed specific criteria for documentation of the following disabilities:
If you do not see your disability listed here, it does not mean you will not be served. The general guidelines for documentation listed above will apply, and you may contact Disability Services to see if any further documentation is needed.
If your documentation is not current (within the last 3-5 years), or if you have a learning disability and the most recent testing was prior to age 16, you will be asked to seek more current testing and/or diagnostic information. This is to ensure that any accommodations made by the College are best suited to your current needs and/or level of functioning.
Accommodations & Services
Accommodations
Students with disabilities are entitled to reasonable accommodations at MSU - Great Falls which allow them to reach their performance potential in their coursework. Each student who chooses to seek accommodations will meet with the Disability Services Coordinator, and together they will determine what accommodations to request based on the needs of the student and the demands of the course. Available accommodations include, but are not limited to:
- Extended test time
- Distraction-free testing environment
- Various other test accommodations
- Adaptive computer equipment/software
- Notetakers
- Tutors
- Sign Language interpreters
- Extended deadlines
- Ergonomic equipment
- Preferential classroom seating
- Tape recording lectures
Exam proctors are available to assist with alternative exams, but arrangements must be made at least one week in advance. All accommodation requests are subject to instructor approval, and no instructor will be asked to compromise the integrity of the course. If issues or concerns arise surrounding an accommodation request, the instructor, the student and the Disability Services Coordinator work together to find a solution acceptable to everyone.
Services
In addition to arranging for and assisting with reasonable accommodations, eligible students may use any or all of the following services offered by Disability Services staff:
- Information & referral
- Academic counseling & advising (in conjunction with the faculty advisor)
- Advocacy
- Learning Disability screening
- Study skills and learning strategies tutoring
Apply for Disability Services
To apply for Disability Services, please complete and print off the application form, sign it and send, fax or bring it in to:
Disability Services
MSU - Great Falls College of Technology
2100 16th Avenue South
Great Falls, MT 59405
FAX: (406) 771-4342
Students who would like Disability Services personnel to be able to discuss disability and/or academic-related issues with persons outside of the Disability Services office (e.g. Vocational Rehabilitation, parents/family members) must complete a Release of Information form for each person with whom the information may be discussed. These forms may be submitted with the application form or they may be submitted independently.
Someone from the Disability Services office will contact you upon receipt of your application to set up a time to meet and discuss your eligibility and reasonable accommodations at the College.
Assistive Technology
Some students benefit from the use of technology to reduce or remove the barriers to learning that are presented by their disabilities. Eligible students have access to training on and the use of the following types of adaptive equipment and software:
- Screen readers
- Voice recognition software
- Scan readers
- Screen enlargement software
- Basic math tutoring software
- Print enlarger
- Embosser
- Ergonomic keyboards
- Word Prediction Software
Disability Services is working to expand the assistive technology that is available to students, so if you have a need that is not met by the current technology, please contact the office.
Building Access
The College's accessible entrances are on the east and south sides of the building, with accessible parking near each of those entrances.
Signage includes Braille and raised lettering, and the bi-level building is made accessible by ramps , and all restrooms have accessibility features.
Service animals are welcome in all areas of the building, except the cafeteria kitchen, which must comply with OSHA standards with regard to animals. Click here to view the College's Service Animal policy [being developed].
The library and computer lab on campus is made accessible either by physical design or staff assistance. Classrooms have adjustable height tables/desks and arrangements can be made in the science labs for accessible lab stations.
How do College Services Differ from
High School Services?
Students with disabilities are entitled to accommodations in school, be it K-12 (public) or post-secondary education. However the nature and delivery of those accommodations, as well as the distribution of responsibility, differ significantly between high school and college. The following table illustrates some of these differences.
IDEA and Section 504 are the laws that mandate "free and appropriate public education" for all K-12 students, no matter what the ability level; education at this level is a right |
The ADA and Section 504 guarantee equal access to post-secondary education by requiring "reasonable accommodations" to college students who are "otherwise qualified" as a student; education at this level is a privilege |
The only qualification for public education is age; students with disabilities may qualify for special education |
"Otherwise qualified" students must meet all entrance and academic progress requirements with or without reasonable accommodation; there is no "special education" in college |
In order to meet the "free and appropriate public education" requirements, educational standards may be compromised by making such accommodations as shortening assignments, allowing students to use notes, books or other resources on tests when other students may not, or taking untimed tests |
No accommodation at the post-secondary level may reduce standards or in any way compromise the integrity of the course; accommodations must be deemed reasonable, and agreed upon by the student, the DS provider and the instructor; e.g. extended time for tests may be a reasonable accommodation, but untimed tests is not reasonable |
Accommodations are driven by the Child Study Team, consisting of teachers, counselors, school psychologists, parents and the student, which develops an IEP or 504 Plan |
There is no team, no plan, no notification of instructors except by the student, and parents are not involved in any way except at the written request of the student |
Various levels of placement are available with varying levels of integration into the regular classroom; the student's "team" determines which placement is the "least restrictive environment" (required by IDEA) |
Full integration with or without reasonable accommodations is the only option |
A student's plan, academic history and needs are shared with all teachers before s/he enters the class |
Instructors will only be contacted by the college at the request of the student, and this request must be made for each instructor, for each course and renewed each semester; students may decline accommodations they do not need or want |
Some graduation requirements may be waived if the student's disability specifically interferes with his/her ability to successfully complete that subject or class |
Many colleges and/or programs have a process in place to determine eligibility for course substitutions when a student's disability affects that subject (e.g. foreign language), but waivers are not an option |
Public schools must provide assessment services, physical, speech or other therapy, or personal care services needed while the student is in school |
Personal care, medical, psychological and/or therapeutic services and other non-academic needs are the responsibility of the student |
Teachers may be provided with educational information about a student's disability, or they may be expected to learn as much as they can about their student's disability |
The only information instructors are given by the college is what accommodations are appropriate, and then, only when requested by the student to do so; students may choose to disclose information about their disability, but instructors may not ask students about their condition, nor are they expected to gather information or "be informed" |
The primary responsibility for identification, assessment (as appropriate) and determination of disability and for requesting accommodations is on the school |
The primary responsibility for identification, assessment and determination of disability and for requesting accommodations is on the student |
If you have a disability and are transitioning from high school into the college setting, you are strongly encouraged to investigate your college-of-choice's services for students with disabilities. Most colleges have a process in place for arranging accommodations for students with disabilities; some processes are centralized through a disability services office, while others are decentralized, with departments and programs making those arrangements.
Contact Information
At MSU- Great Falls , services are coordinated through Disability Services. For further information, please feel free to contact Jill Davis at (406) 771-4311 (voice or relay) or email us.
Faculty Information
Links to Related Sites
Disability Law
Learning Disabilities
Deaf/Hard of Hearing
Other Resources
STEM Course Work
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