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Self-Determination
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- Students choose to interact with us.
- Students choose to self-disclose or not.
- Students choose to use or not use accommodations.
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- Intake process is initiated by the student in the form of an interactive dialogue to determine reasonable accommodations.
- Students choose to return each semester to request services.
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Interdependence
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- Students collaborate with faculty, campus staff and ACCESS.
- Students coordinate campus and community resources.
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- ACCESS recommends reasonable academic, co-curricular and housing related accommodations.
- ACCESS provides referrals to campus and community resources.
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Personal responsibility
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- Students meet deadlines, follow policies and procedures.
- Students inform ACCESS staff if one is unable to keep appointment/s
- Students are responsible for scheduling exams in accordance with ACCESS policies
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- ACCESS sets deadlines, policies, and procedures and expects students to meet/follow them.
- ACCESS does not (typically) follow up if students miss appointments.
- Students are held accountable for missed test scheduling deadlines.
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Knowledge of rights and responsibilities
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Students can articulate a working knowledge of the ADA (i.e. who is protected, what actions are prohibited, what is required)
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- ACCESS covers ADA/504 when meeting with students.
- Appeals process explained to students.
- ACCESS staff discusses effective self-advocacy skills with students.
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Reasoned thinking
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- Students express rationale/reasons for needing services and accommodations.
- If denied an accommodation, appeal is well-reasoned/convincing.
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- ACCESS asks students to describe relationship between functional limitations and accommodation requests.
- If denied, ACCESS asks students to explain rationale for accommodations.
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Understanding and respect for others
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Students treat ACCESS staff, and others, with respect.
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- ACCESS expects students to treat staff respectfully.
- ACCESS staff discusses effective self-advocacy skills with students.
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Realistic self-appraisal and self-understanding
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Students understand their strengths and weaknesses and plan accordingly.
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- ACCESS Specialists discuss student strengths/weaknesses and their relationship to academic/career goals.
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Ethical and strong sense of integrity
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- Students abide by campus codes of conduct.
- Students do not abuse accommodations.
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- ACCESS closely monitors accommodated exams to ensure academic integrity.
- ACCESS holds students accountable to the campus code of conduct.
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Effective Communication
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Students effectively communicate needs to ACCESS staff and faculty in methods appropriate to their ability level, including orally and in writing.
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- ACCESS attempts to model strong communication skills in all communications.
- ACCESS staff discusses effective self-advocacy skills with students.
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Life-balanced
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Students demonstrate the ability to work, study, and play in a balanced way.
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- ACCESS staff attempt to model a balanced lifestyle.
- ACCESS staff discusses balance with students.
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Effective consumer
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Students understand their rights as a consumer and tactfully negotiate their accommodations with others.
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- ACCESS staff ensures students understand their rights and responsibilities as a person with a disability.
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