Our Vision

We envision a Converse University that has programs, services, and environments that are accessible to all, to the greatest extent possible, without the need for adaptation or specialized design. 

 

Our Mission

The primary mission of Student Accessibility Services (SAS) is to ensure that all students with disabilities have equal access to educational opportunities at Converse University. SAS promotes self-determination and self-advocacy of students with disabilities throughout the university community.

 

Access Commitment

In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, as amended in 2008, Converse recognizes a student with a disability as anyone who has a physical or mental impairment that substantially limits one or more major life activities. It is the policy of Converse to provide reasonable accommodations for all qualified individuals with disabilities.

 

Request for Accommodations

  1. At Converse College we generally require documentation of the student’s disability to determine eligibility. Please see our documentation guidelines below. 
  2. Complete our application below and upload your documentation. Documentation must be scanned via email or hand delivered by the student to our office. Documentation must be current and may need to be updated each year. Applications received without documentation may be deleted.

  3. Email us to set up your Welcome Meeting. A Welcome Meeting with the student is an important part of our process, and is required.  Eligibility for accommodations is determined by several factors which will be discussed at the Welcome meeting, and accommodations are determined on a case-by-case basis.

If you have any questions please do not hesitate to give us a call at 864-596-9027 or email us at sami.singleton@converse.edu. Thank you!

 

Physical/Motor Disabilities

Psychological Disabilities

ADD/ADHD

Requirements for Attention Deficit Hyperactivity Disorder Documentation

Evaluations for ADHD should follow the Learning Disabilities Guidelines below and also provide the following information:

  • A list of instruments/procedures used to diagnose the disorder
  • A description of the symptoms which meet the criteria for this diagnosis with approximate date of onset
  • Information about past and/or current use of appropriate medications used to treat this disorder
  • Recommendations regarding the need for consultation by a physician if the student has not previously used medication as a part of the treatment program

Learning Disabilities

Requirements for Documentation:

1. All reports should be current (no more that three years old), on letterhead, typed, dated, signed, and otherwise legible.

2. Acceptable psychoeducational documentation will include:

    • A summary of a comprehensive interview
    • A comprehensive assessment of aptitude
    • A comprehensive academic achievement battery
    • An assessment of specific areas of information processing
    • Evidence that the evaluator has ruled out alternative explanations for academic problems such as poor educational background, poor motivation, poor study skills, emotional problems, etc.
    • A detailed description of how this impairment significantly limits a major life activity in an academic setting.

3. A licensed psychologist or appropriately credentialed psychoeducational professional should provide the current psychoeducational evaluation.

4. In order to make an informed decision about the student’s learning disorder and need for accommodation, the report should include the following:

    • The nature of the learning disorder and the specific diagnosis as delineated in the Diagnostic and Statistical Manual-IV (DSM-IV) or current edition
    • A description of the severity and longevity of the condition
    • Recommendations regarding treatment needs in the future and effective post- secondary compensatory strategies in order to accommodate the student’s specific learning deficits.

Emotional Support Animals

Please fill out the Verification of an Emotional Support Animal form and email to sami.singleton@converse.edu Updated vaccination records and proof of flea/tick prevention must be emailed once approved. 

Please note that letters purchased online and online ESA certifications typically do not provide the information needed by SAS to deem an ESA accommodation request reasonable.

Additional Information:
Students will generally only be approved for one ESA. Evaluating ESA requests takes time. Decisions regarding ESA requests can only be reached after appropriate documentation for the disability has been received and evaluated and a meeting/interview with the student has taken place. Students should allow at least 2 weeks to complete this process once they have met with an SAS staff member and should not obtain any animal until final approval is given.

Forms

Title Description File type
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To be completed by a Qualified Licensed Provider: Converse University provides testing and classroom accommodations for students with a verified and substantially limiting disability. A student’s documentation must demonstrate the existence of a condition covered by the Americans with Disabilities Act (ADA: 1990). The ADA defines a disability as a physical or mental impairment that substantially limited one or more major life activities. Documentation of such impairment must be derived from a licensed provider who is not a relative of the student. Students must provide this document to their provider to be completed and and returned to Disability Services.

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To be completed by a Qualified Licensed Provider: A licensed clinical psychologist, clinical neuropsychologist, psychiatrist, or other appropriately trained medical professional with expertise in the field of adult psychological disorders must conduct a complete psychological assessment. Students must provide this document to their provider to be completed and and returned to Disability Services.

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To be completed by a Qualified License Provider: A learning disabilities assessment, which reflects the current impact of identified impairments on academic performance must be done by a licensed professional who is qualified to administer and interpret intelligence and achievement tests, and a diagnostic report based upon the assessment. This assessment must be done by a trained and certified and/or licensed psychologist, learning disabilities specialist, VR staff psychologist, school psychologist, or educational therapist. Students must provide this document to their provider to be completed and and returned to Disability Services.

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A full assessment for ADHD must be conducted by a licensed clinical psychologist, clinical neuropsychologist, psychiatrist, Vocational Rehabilitation psychologist or school psychologist with expertise in the differential diagnosis of adult psychological disorders.

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