Student Access Office

Overall: High School

Overall Guiding Principle: Your parents and teachers have much responsibility for your success. You have a right to high school education and a diploma. The law under which this is done is the Individuals with Disabilities Education Act (IDEA).

Overall: College

Overall Guiding Principle: You are responsible for your own success or failure. You have an equal opportunity to achieve a college degree. The laws under which this is done are Section 504 of the Rehabilitation Act (504) and the Americans with Disabilities Act (ADA).

Accommodations: High School

Teachers or other school staff identify you as needing accommodations. Accommodations are generally arranged during an annual meeting and are taken care of for you on an on-going basis.

Accommodations: College

You, the student, must identify yourself and present documents to justify specific accommodations. As soon as you enroll in your next semester classes, it is your responsibility to notify the Student Access Office in which classes you will need assistance.

Parent Roles: High School

Information about the Role of Parents: Parents are responsible to make sure the school is accommodating you properly. Parents may have any information the school has about your disability and the services provided to you.

Parent Roles: College

Information about the Role of Parents: Your parents are no longer responsible to make sure you are being accommodated. This is now your responsibility both to initiate and to make the appropriate office aware if you are not accommodated. The institution of higher education must have your permission (in writing) before your parents may obtain any information about you or your services.

Confidentiality: High School

Your disability will be discussed with your parents, teachers, and members of your IEP or 504 plan. It may also be discussed with the person who diagnoses your disability and specifies accommodations.

Confidentiality: College

Your disability information is covered by the Family Educational Rights and Privacy Act (FERPA), the student’s right to privacy act. It may not be discussed even with your parents without your written permission. Your disability and appropriate accommodations will only be disclosed to your instructors if you give permission in writing.

Feedback: High School

Teachers give you frequent feedback. Teachers check your complete homework. Teachers will approach you if they believe you need assistance. Teachers take time to remind you of assignments and due dates. Teachers remind you of your incomplete work and may give extensions on due dates of missing work.

Feedback: College

You must ask the instructor for feedback. Professors may not always check your homework, but they will assume you can perform the same tasks on tests. Professors are usually open and helpful, but most expect you to initiate contact or find a tutor if you need help. Professors expect you to use the syllabus they give you early in the semester and know the due dates except for documented emergencies. Professors may not remind you of your incomplete work and generally do not extend due dates.

Studying: High School

Guiding Principle: you are told in class what you need to learn from assigned readings. You spend 30 hours a week in classes, and may only spend as little as 1 – 2 hours outside of class studying. You are expected to read short assignments that are then discussed, and often re-taught, in class.

Studying: College

Guiding Principle: It is up to you to read and understand the assigned material; the lectures and assignments proceed from the assumption that you have done so. You spend 12 – 16 hours a week in class, but you need to study at least that many hours outside of class. Some difficult courses will require 10 – 20 hours per week studying outside of class. You are assigned a substantial amount of reading and writing which may not be directly discussed in class, but will likely appear on a quiz or a test.

Tests and Grades: High School

Testing is frequent and covers small amounts of material such as a chapter or unit. Makeup tests are often available. In grading, standards for grading may be changed, or credit may be given for a partial assignment or for effort. Mastery is seen as the ability to reproduce what you were taught.

Tests and Grades: College

Testing is usually infrequent and may be cumulative, covering large amounts of material, which you have to organize. Read the syllabus. If makeup tests are available, (and that is rare) you usually need to negotiate them prior to the test date, and make your own arrangements in advance for testing accommodations if you are entitled to them. Grading standards will not be changed, and credit is rarely given for effort. Mastery is seen as the ability to apply what you learned to a new situation and solve new problems or provide unique examples.

When requesting documentation from your evaluator, make sure of the following items:

• The information is specific and complete. This will expedite the review of your request.
• The person providing your information should link assessment reports to specific recommendations and reasonable accommodations. We strongly suggest that evaluators offer concrete examples to help support service decisions and recommendations.
• Ask questions of your evaluator if you do not understand your diagnosis or condition. Ask specific questions about why the recommendations are made and how they will help you. The more you understand about your disability, you can help others assist you in your requests.

Students must apply for accommodations every semester. Complete a request form as soon as you enroll for classes, and AT LEAST one month prior to the start of each semester.

Contents of evaluation

• An accurate description of your strengths and weaknesses
• A specific diagnostic statement
• Documentation of previous services
• Documentation of previous assessment results
• A list of all tests used in the evaluation
• An interpretation of the results of all tests (including specific recommendations)
• A specific statement of all areas of deficit and how they affect the individual’s educational settings
• A specific statement of the impact of the disability in adult settings for social interactions and how the individual’s strengths may offset this impact
• A listing of specific instructional strategies and accommodations the individual requires

Avila University will make the final determination about your accommodations based on the information provided.

To apply for accommodations due to a disability, students need to do the following:

First Time Applicants (including students who need temporary accommodations)

• Complete Accommodations Application
• Complete Student Information Sheet
• Copy supporting documentation
• Copy course schedule (if already enrolled)
• Call 816.501.3666 to schedule an appointment to review accommodation needs, sign agreements, and review course schedules to ensure accommodation needs are met
• Mail all of the above at least two weeks before the scheduled meeting to allow time for a review of the information:

Student Access Office
Avila University
11901 Wornall Road
Kansas City, MO 64145-1698

Returning Students – No Changes in Accommodations

• Complete Accommodations Application
• Copy course schedule
• Call 816.501.3666 to schedule an appointment to review accommodation needs, sign agreements, and review course schedules to ensure accommodation needs are met

Returning Students – Requesting Changes in Accommodations

• Complete Accommodations Application
• Copy course schedule
• Copy new supporting documentation
• Call 816.501.3666 to schedule an appointment to review accommodation needs, sign agreements, and review course schedules to ensure accommodation needs are met
• Mail all of the above at least one week before the scheduled meeting to allow time for a review of the information:

Student Access Office
Avila University
11901 Wornall Road
Kansas City, MO 64145-1698

Returning Students Who Need to Submit Interpreter Request Forms

• Complete the online Interpreter Request Form at least four business days before you need an interpreter – all fields must be complete to process your request
• Your submitted request will be sent to the Student Access Office, and you will be notified when an interpreter has been arranged
• If you need to change your request, please notify our office at least two business days in advance

New Students or Guests Who Need an Interpreter

• Please contact the Student Access Office to make arrangements. You can call us at 816.501.3666
• Or email us at DSO@avila.edu

NOTE: Parking Stickers are arranged through Campus Safety located in the Whitfield Center. Campus Safety may be reached at 816.501.2425