Equal Access FAQs
The Equal Access Services program is designed to provide academic support services for qualified students with disabilities. We assist the University in complying with the Americans With Disabilities Act (ADA) section 504 of the Rehabilitation Act of 1973.
Extended time on exams, interpreting (SE, ASL, OSS, RT), scanning books to enlarge font, proctoring exams (reading and/or writing assistance), note taking services, transcribing books, manual signed language and interpreters, cassette tapes, NCR binder/paper, FM transmitter, computer for exam, book scanning.
A learning disability (LD) is a permanent disorder that affects the manner in which individuals with normal or above average intelligence take in, retain and express information. It is not a form of test anxiety or an emotional disorder. Recognized in individuals as deficits in one or more of the following areas: reading comprehension, spelling, written expression, math computations, and problem solving. It can manifest itself in only one specific academic area, such as math or foreign language.
Often inconsistent. It may present problems on Mondays, but not on Tuesdays. It may cause problems throughout grade school, seem to disappear during high school, and then resurface again in college.
A qualified student with a disability is a student with a disability who meets the academic and technical standards required for admission and participation in the programs and activities of the University of New Mexico Valencia Campus.
The first step in the process for a student who seeks academic adjustment because of a disability is to register with the Equal Access Services office and submit documentation of the disability from a licensed or certified professional in order to become eligible for services. Once a student establishes that he or she has a disability, the University will work with the student to determine what academic adjustments are appropriate and reasonable in accordance with Section 3.3 of the University Business Policies and Procedures Manual under 2310 Academic Adjustments For Students With Disabilities.
First, Complete an Equal Access Services Application
Second, Contact Cheryl Dilger, Equal Access Services, at 925-8910 to schedule an appointment.
Equal Access Services follows all FERPA confidentiality guidelines. All students and medical documentation is confidential. Documentation is only reviewed by the Coordinator of Equal Access Services, and case by case staff members.
A confidential memo is written for Equal Access students to give to each of their instructors. The memo explains the accommodations that the student is eligible to receive in the classroom. The student is responsible for requesting the memo every semester of attendance.
Some common characteristics of learning disabilities among college students:
Reading Skills: Slow reading rate and/or difficulty in modifying reading rate accordance with material complexity, poor comprehension and retention, and difficulty identifying important points and themes.
Written Language Skills: Frequent spelling errors (e.g., omissions, substitutions, and transpositions), especially in specialized and foreign vocabulary.
Oral Language Skills: Inability to concentrate on and comprehend language, difficulty in orally expressing ideas that he/she seems to understand, and written expression is better than oral expression.
Mathematical Skills: Reversed numbers (e.g., 123 to 321 or 231), confuses operational symbols, especially + and x, difficulty recalling the sequence of operational processes, and difficulty comprehending word problems.
Organizational and Study Skills: Time management difficulties, slow to start and complete tasks; repeated inability, on a day-to-day basis, to recall what has been taught; and difficulty following oral and written directions.
If a student has previous documentation of a learning disability, the student needs to bring the documentation report with him/her to their scheduled appointment with Equal Access Services. If the student needs to obtain a copy of the report from the evaluator, complete the Client Release Of Information form. The student is responsible for obtaining his/her own diagnostic report. When the documentation is received by Equal Access Services, it will be reviewed for completeness. Equal Access Services review the documentation and requested accommodations of the student.