Procedure:  Academic Accommodations: Equal Access and Accommodations Procedure
Associated Policy:  Academic Accommodations: Equal Access and Accommodations
Responsible Unit: Student Affairs
Category: Student Affairs   Office of Origin:  Student Success Policy Contact by Title: Director of Student Success
Created Date: --.--.---- Effective Date:  --.--.---- Revised Date(s): 07.16.2020, 9.8.2020, 10.18.2020, 5.10.2021
The College’s Student Success Department Accommodations Office (“SS”) personnel, in consultation with the individual, faculty, staff, and other departments as necessary, focus on assessing each individual’s situation to identify needs and appropriate, reasonable accommodations. Both supportive documentation and a confidential interview with the student help to provide needed information. 
There are three steps that students must complete related to the obtaining disability accommodations. The student procedure includes the application, documentation and interview. See the details of these steps in the procedure below. The final and fourth step of the process is completed by College personnel with the student and is the determination of accommodations. This step takes at least two weeks and students should plan accordingly. It is recommended that students submit the application for accommodations prior to the start of a semester.

For individuals seeking an accommodation for a disability:
Step One: Application
Submit a completed application for academic accommodations and services to the Success Center Coordinator (or designee), Brittany York, (513) 585-4144 or, Success Center Coordinator. The application is obtainable through SS or found in Blackboard under Student Success.

Step Two: Documentation
Submit supportive documentation, regarding the condition(s) and the need for accommodations to Brittany York, Success Center Coordinator (or designee). 
  • Qualified professional documentation should be provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience, and has no personal relationship with the individual being evaluated. A good match between the credentials of the individual making the diagnosis and the condition being reported is expected (e.g., an orthopedic limitation might be documented by a physician, but not a licensed psychologist).
  • Current functional limitations information on how the disabling condition(s) currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations. Documentation should be thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency, and pervasiveness of the conditions(s). A combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self-report will be reviewed. While recent documentation is recommended in most circumstances, discretion will be used in accepting older documentation of conditions that are permanent or non-varying. Likewise, changing conditions and/or changes in how the condition impacts the individual may warrant more frequent updates in order to provide an accurate picture.
  • Accommodations. A description of recommended current and past accommodations, services and/or medication documentation should include a description of both current and past medications relevant to the student’s perceived disability, auxiliary aids, assistive devices, support services, and accommodations, including their effectiveness (and side-effects) in reducing functional impacts of the perceived disability. Recommended accommodations and strategies should be logically related to functional limitations. The Christ College of Nursing and Health Sciences has no obligation to provide or adopt recommendations made by outside entities. High school special education evaluations, Summary of Performance (SOP) or Individual Educational Program (IEP) may provide adequate information to document a disability. In addition, references to academic weaknesses/learning differences/test anxiety alone may not substantiate a learning disability diagnosis.
Step Three: Interview
An interview is held between the student and SS personnel after the first two steps are completed to inquire about the perceived disability, understand its impact and identify appropriate accommodations. The student is expected to actively participate in the interview. This may be face-to-face, virtual, or hybrid. 

Step Four: Determination of Accommodations 
The College’s Student Success Department Accommodations Office (“SS”) personnel, in consultation with the individual, faculty, staff, and other departments as necessary, focus on assessing each individual’s situation to identify needs and appropriate, reasonable accommodations. The application, supportive documentation, and information from the interview will be reviewed on an individual, case-by-case basis. This calls for an individualized inquiry, examining the impact of a student’s perceived disability on the individual and within the specific context of the request for accommodations. 

Determination of accommodations is an interactive process. When the student applies for accommodations, permission is granted to the Department of Student Success to contact the qualified professional for clarification of any information (test results, conclusions, recommendations, etc.) contained in the documentation unless stated otherwise in writing at the time of the application. A Health Insurance Portability and Accountability Act (HIPAA) release may be required from the provider’s office for them to release information. The institution and the individual with a perceived disability will determine appropriate accommodations. 

Each student is encouraged to maintain close contact with the Student Success office and their professor to provide feedback as to the effectiveness of accommodations provided. 

For individuals who have been approved for testing accommodations by the Department of Student Success:
  • Once approved for testing accommodations, students are provided a "Request for Letters" document.
  • Complete the “Request for Letters” document and return to Brittany York at  You must complete a “Request for Letters: document each semester you wish to receive accommodations. From the receipt of the Request for Letters to the initiation on accommodations may take up to two weeks.
  • Review the letter sent and your test schedule, if applicable. Students are responsible for following any updates or changes in this schedule that are sent to them by college email. Testing accommodation times may be different than usual class times.
  • An email will be sent to the student, course lead, course professor, course testing coordinator (where applicable) and Success Center Coordinator (where applicable) for courses specified by the student each semester for which approved accommodations are provided.
Procedures for Professors working with Student Success for student testing accommodations: 
  • Complete the “professor” section of the Test Request Form if the Department of Student Success will be involved in testing arrangements. 
  • The professor may prefer to administer his or her own tests. In this case, specified accommodations must be provided and the test request form is not needed.
  • Return the completed Test Request form to the Department of Student Success at least five (5) working days prior to the first test date. 
  • Professors are informed of accommodations, but not the specifics of the disability/ies unless requested by the student and agreed to by SS.