Students with Disabilities

Appropriate accommodations allow students equal access to participate in and benefit from the Art Academy environment.  The Art Academy of Cincinnati is an equal opportunity institution and will comply with all laws and regulations that mandate equality of opportunity.  The Art Academy is not required to:

  • Make accommodations or provide support for services which fundamentally alter the academic requirements for the degree, course requirements or basic pedagogy;
  • Normally alter applied academic policies which are based on academic standards;
  • Guarantee success or bear responsibility for making students succeed in their courses;
  • Pay for or provide items or services of a personal nature such as personal care assistance, personal purchases, personal adaptive or computer equipment, private transportation, specialized intervention services, professional tutoring, or educational and artist supplies used by all students.  These are the responsibility of the student. 

Documentation
Appropriate and reasonable accommodations are individualized according to the diagnosed disability based on the presenting documentation.
An Individualized Education Plan (IEP) may or may not be sufficient evidence of a disability.  A student who qualifies for an IEP in high school may not automatically qualify for services in a post secondary setting.  Eligibility for accommodations is based on a case by case basis. 

Documentation Guidelines
Documentation provided by the student with a disability seeking special accommodations must:

  • Clearly state the diagnosed disability
  • Describe the functional limitations resulting from the disability
  • Include complete educational, developmental, and medical history relevant to the disability
  • Include a list of all test instruments used in the evaluation report and relevant scores used to document the disability (this requirement does not apply to physical or sensory disabilities of a permanent nature)
  • Describe the specific accommodation requested
  • Be typed or printed on official letterhead and be signed by an evaluator qualified to make the diagnosis (include information about the licensure and area of specialization).

Documentation of Attention Deficit Hyperactivity Disorder
To document an attention deficit or attention deficit hyperactivity disorder, a student must submit a current report (no more than three years old0 based on the results of a comprehensive psycho-educational evaluation by a psychiatrist or licensed psychologist experienced in the area of ADD/ADHD.  The report must include the following information:

  • Clear statement of a diagnosis of ADD/ADHD and the level of severity
  • Identification of procedures and measures used to make the diagnosis
  • Summary of a thorough diagnostic interview with relevant information about the student’s history, including evidence of early onset, and symptoms across multiple settings
  • Description of current symptoms that meet ADD/ADHD criteria
  • Ruling out alternative diagnosis
  • Analysis of evaluation results to substantiate the diagnosis
  • Explanation of how current symptoms cause significant limitations in an academic setting
  • Recommendations and rationale for appropriate accommodations to help compensate for the ADD/ADHD.

Documentation of a Learning Disability
To document a learning disability, a student must submit a current report (no more than three years old) from a comprehensive psycho-educational or neuropsychological evaluation performed by a licensed psychologist experienced in evaluating LD in young adults.  The report must include the following information:  a clear statement diagnosing LD; data and analysis substantiating the diagnosis include test scores and percentiles; identification of current deficits that significantly limit academic performance; and recommendations for reasonable accommodations.  At a minimum, the following components must be included:

  • Summary of a thorough diagnostic interview including educational history
  • Assessment of cognitive functioning based upon results of one of the following tests:

Weschler Adult Intelligence Scale-III (WAIS-III)
Woodcock-Johnson Psycho-Educational Battery III (WJ3)
The Standard Binet Intelligence Scale, 4th edition
Kaufman Adolescent and Adult Intelligence Scale

  • Data about academic achievements including current level of reading, mathematics, writing, and spelling ability.  Suggested achievement tests include the following:

Weschler Individual Achievement test
WJ3, Tests of Achievement
Stanford test of Academic Skills
Scholastic Abilities Test for Adults

  • Information about aspects of information processing (e.g., visual, auditory, and spatial perception; processing speed; short and long term memory; executive functioning), including performance under timed conditions, from measures such as the following:

WAIS III
WJ3, Tests of Cognitive Ability and Tests of Achievement
Detroit Tests of Learning Aptitude (DTLA-4 or DTLA-Adult)
Nelson-Denny Reading Test

Documentation of a Physical Disability or Chronic Medical Condition
A student with a physical disability or chronic medical condition may be required to provide documentation to support a request for a special accommodation.  The documentation must be a written report from a licensed professional.  At a minimum, the information provided must include:

  • Nature and severity of the condition
  • Diagnostic tests (if any), methods and criteria to make the diagnosis
  • Current manifestation of the condition that would cause significant limitations in a post secondary setting
  • Treatments, medications, or devices currently prescribed to minimize the effects of the condition
  • The expected duration of the condition
  • Recommendations for reasonable accommodations with a rationale for each one

Documentation of a Psychiatric Disability
Students with a psychiatric condition who are requesting special accommodations are required to provide documentation of their disability from a licensed professional.  The necessary criteria include:

  • Diagnosis: A psychiatric disability should meet the criteria for a DSM-V diagnosis, excluding Adjustment Disorders.  Most typical diagnosis would include:  schizophrenia or other psychotic disorders; major depression; bipolar disorder; anxiety disorders; post-traumatic stress disorder; chronic eating disorders; attention deficit disorder; personality disorders; mental disorders secondary to a medical condition; substance abuse or alcoholism. 
  • Documentation must include information on the severity of the psychiatric disorder and/or how treatment and medication may interfere or limit any major life activity including participation in class and other activities of the Art Academy. 
  • A brief assessment of the history and current status of the disability, including medications and treatment
  • Additional information that may be useful in providing appropriate accommodations in the academic setting. 
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