Disability and Accessibility Services

Fast Facts For Faculty

Assuring Educational Access for Students with Disabilities


Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure equal educational opportunities for all students regardless of disability. A disability includes any physical or mental impairment that substantially limits one or major life activity.
Creating equal educational opportunities is a collaborative effort between the student, the faculty member, and the Coordinator of Disability Services.  Disability Services is available at (859) 985-3212 or by email lisa_ladanyi@berea.edu .

Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act (ADA) of 1990 protect students with disabilities from discrimination that may occur as a result of misconceptions, attitudinal barriers, and/or failure of the institution to provide appropriate accommodations, auxiliary aids, or services. Examples of accommodations and auxiliary aids include, but are not limited to:  note takers, extra time for exams, and educational materials in alternate format (i.e. Braille, audiotape, electronic format, enlarged print).

  • A – Accessibility:  Faculty members play a major role in making their classrooms accessible to all students.
  • C – Communication:  It is imperative that students with disabilities, faculty members, and the Coordinator of Disability Services communicate on a regular basis.
  • C – Confidentiality:  All instructors and staff must respect a student’s right to confidentiality.
  • E – Eligibility for Accommodations:  Disability Services is the office designated to determine eligibility for federally mandated academic accommodations and services.
  • S – Student Responsibility:  Students have a responsibility in ensuring they get the necessary services.
  • S – Support:  Both faculty and the Coordinator of Disability Services work together to support students in their legal right to access an education.

Faculty Expectations and Responsibilities:

  • Request verification of a student’s eligibility for any requested accommodations. Such verification will be in the form of a letter written by the Disability Services Coordinator and delivered by the student or mailed directly to you. Faculty should not view this documentation and if the student presents it directly to you it is best to refer the student to the Disability Services Coordinator.
  • Expect the student to initiate accommodation requests

Student Expectations and Responsibilities:

  • Expect all disability-related information to be treated confidentially.
  • Receive appropriate accommodations in a timely manner from faculty.  Students should have the opportunity to meet privately with faculty to discuss needed accommodations and any other concerns. Please keep in mind that the Coordinator of Disability Services is the only office designated to review disability documentation and determine eligibility for appropriate accommodations.

Disability Services Expectations and Responsibilities:

  • Receive the appropriate documentation from the student prior to the services being initiated.
  • Expect students and faculty to work cooperatively with Disability Services to facilitate academic accommodations.
  • Approve reasonable academic accommodations, adjustments, and/or auxiliary services.
    When accommodations impose undue hardship to, or fundamentally alter, a program or activity of the college they can be denied.
  • Approve academic accommodations/services if appropriate documentation has been provided by Disability Services.
  • Collect, evaluate, securely house disability documentation and determine eligibility for services.
  • Treat and protect all disability-related information as confidential medical information.
  • Meet with the student privately in an accessible location to discuss disability-related needs.
  • Communicate procedures clearly to the student and the faculty.
  • Assist students with disabilities in understanding their strengths and functional limitations. Provide them with the skills to become self-advocates.

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