Objectives and mission statement
SDS works collaboratively with faculty, staff and students to ensure that appropriate accommodations, services, resources and referrals are made that provide equity both inside and outside of the classroom. We believe the ultimate indicator of our success is when students with disabilities can access their environments as seamlessly as do nondisabled students. We believe that creating and maintaining equitable and inclusive learning environments is a shared responsibility of the campus community.
NCF is committed to providing equal educational opportunities for all students. Students who have disabilities are offered a variety of reasonable accommodations in order to have complete access to all academic programs. This is in compliance with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act (ADA) regulations and other relevant state and federal legislation policies
SDS Mission statement
Student Disability Services (SDS) leads the campus community in its commitments to recognize disability as a valued aspect of diversity, to embrace access as a matter of social justice and to design more welcoming and inclusive environments. SDS encourages the development of independence and self-advocacy skills while supporting the learning experience by providing the institution with resources, education and direct services.
Information for faculty
SDS recommends that professors make an announcement at the first class meeting informing students of the available services. If a student approaches you about a disability they believe they have and/or a request for accommodations without the necessary Accommodation Letter from the SDS; you should provide the contact information and explain the importance of registering with SDS.
Faculty Syllabus Statement
SDS emails individual Course Accessibility Letters directly to faculty and the student. The letter will outline the accommodations approved for that student by SDS. The additional comments regarding the deficits of the specific disabilities along with instructional tips provided in the letter, allow instructors to have a better picture of what barriers to instruction students with disabilities may face in a classroom. The instructional tips suggested are generally at the discretion of the instructor and are meant to give you greater insight into what is helpful. Additional information is also provided in the letter to provide faculty with helpful information in regards to reasonable implementation of accommodations.
Universal Design in Postsecondary Education: Process, Principles and Applications