Information for Students with Disabilities

Student Services (Faculty services for disabilities found here)

Disabilities 

The pursuit of excellence, seeking to teach or learn to the best of one’s ability, stands as a goal of Jesuit education. To promote this goal, the CTLE provides programs, services, and professional expertise that facilitates excellence in teaching and learning. Students with disabilities who desire to achieve excellence in learning will find professional staff at the CTLE eager to assist them. 

You must take the initiative! This site is a valuable resource, however, it is not a substitution for a personal meeting with a CTLE staff member.

  • What the CTLE can do to helpplus or minus

    The Center for Teaching and Learning Excellence (CTLE) is the designated office that provides services to students with disabilities who are enrolled at the University of Scranton. The CTLE reviews and maintains disability- related documents. An ADA committee certifies eligibility for services and determines academic accommodations, auxiliary aids, and/or services as mandated under Title II of the Americas with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973.

    The information on this site has been compiled for students with disabilities to provide access to the student services and resources needed for academic success at the University of Scranton. The staff of the CTLE considers this site a valuable resource; however, we do not intend it as a substitution for a personal meeting with a staff member.

  • Requesting Accommodationsplus or minus

    In order to receive disability-related accommodations and/or support services, the student must self-disclose the presence of a specific disability and provide the appropriate documentation to the CTLE. The CTLE will handle all accommodation requests on an individual basis to ensure the student’s needs are being met and the documentation supports the stated disability. If the documentation supports the requested accommodation as reasonable, then the requested accommodations may be granted. Incomplete documentation may delay this important process. Students are encouraged to be proactive. It is important to keep in mind that despite the existence of a qualifying disability, the requested accommodations may be denied if they are determined to be unreasonable or inappropriate.

    The CTLE provides academic accommodations for students with documented disabilities in accordance with the ADA. These accommodations may include extended test taking time, computer use during testing, alternative test formats and readers. Students must schedule a meeting with the Learning Enrichment Specialist or the Reading Specialist at the beginning of the semester to discuss academic accommodations.

  • Required Documentationplus or minus

    The University of Scranton’s Center for Teaching and Learning Excellence (CTLE) recognizes as its mission the assurance of efficient access to appropriate accommodations for students with disabilities. We also recognize that clear criteria for the required documentation of appropriate accommodations makes the process more transparent for students and parents. In order to fulfill this mission, The University of Scranton has adopted the Educational Testing Service’s (ETS) standards for documentation of appropriate accommodations. These standards are national standards from a well-respected national organization, and many of our students will deal with ETS when they take Praxis exams or graduate school exams.

    This adoption of standards means the University of Scranton will require that ETS standards for Students with Special Needs documentation be met by students seeking academic accommodations. In addition, The University of Scranton will exercise the same discretion as ETS when reviewing documentation. We adopt these standards in order to make the process of planning and preparing for college study easier for students who require academic accommodations.

    ETS Documentation Criteria

    For more detailed information, including ETS’s policy statements and guidelines about LD, ADHD, and psychiatric disabilities, please visit the links below.

    Documentation for the applicant must:

    • clearly state the diagnosed disability or disabilities;
    • describe the functional limitations resulting from the disabilities;
    • be current – i.e., completed within the last five years for LD, last six months for psychiatric disabilities, or last three years for ADHD and all other disabilities (please note that this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature);
    • include complete educational, developmental and medical history relevant to the disability for which testing accommodations are being requested;
    • include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability (this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature);
    • describe the specific accommodations requested;
    • adequately support each of the requested testing accommodation(s);
    • be typed or printed on official letterhead and signed by an evaluator qualified to make the diagnosis (include information about license or certification and area of specialization).

    ETS Links

  • Your Responsibilitiesplus or minus

    In order to receive testing accommodations through the CTLE, qualified students must do the following:

    Scheduling an Examination

    1. Schedule a meeting with Mary Ellen Pichiarello at the beginning of the semester to discuss your testing accommodation needs. NOTE: Students who share their academic needs with faculty tend to also encounter fewer logistical problems in working through the testing accommodations.
    2. Discuss your scheduled time for the examination with the professor at least five (5) working days prior to each scheduled examination.
    3. The Online Testing Accommodation Form must be filled out five (5) working days before the scheduled date of the examination. Without timely notification, it may not be possible to administer the examination as scheduled.
    4. Students should note, instructions two and three indicate, efficient administration of examinations requires communication and cooperation between student, instructor, and CTLE staff. The student must initiate this process in order to assure implementation of support services.
    5. Register with Mary Ellen Pichiarello or another CTLE staff member prior to taking the examination. Leave all textbooks, materials, backpacks, cell phones and pagers with the CTLE staff. Students may only have the materials the instructor has given written permission to use during the examination.
    6. Students are not allowed to bring a computer disk for computer aided tests. Students will be provided with a disk for the examination.
    7. Students will ordinarily not be permitted to use the restroom during the examination. If a student must use a restroom, a CTLE staff member will escort the student.
    8. Students taking examinations through the CTLE must comply with the University’s Academic Code of Honesty. *Note: During the test, each student will be monitored by audiovisual technology to ensure academic integrity. If a student is caught cheating, the test will be taken away, and the professor will be contacted immediately.
    9. If for some reason the student can not take the exam at the scheduled time, he or she must contact Mary Ellen Pichiarello at x4039. The student is responsible for the notifying the professor(s) if an examination needs to be rescheduled.
    10. If a student is late for a scheduled exam, that amount of time will be subtracted from the total allotted test-taking time. For example, if a student is 15 minutes late for a scheduled examination, then those 15 minutes will be subtracted from the total allotted test-taking time.
    11. In the case of inclement weather, the student and professor will contact the CTLE to reschedule the examination.
  • Testing Accommodation Formplus or minus

  • FAQsplus or minus

  • Disability Lawplus or minus

  • Pathway to Successplus or minus

    Over the past fourteen years, the education gap has narrowed considerably between people with and without disabilities from 24 percentage points in 1986 to 13 percentage points today. In 1986, almost 4 out of 10 people with disabilities (39%) failed to complete high school, whereas today approximately 2 out of 10 people with disabilities (22%) have not completed high school. The opposite is true for college attainment. There seems to have been a decline since 1998 from 30% to 26% among people with disabilities who have completed some college, and an even sharper decline from 19% to 12% for people with disabilities who have graduated from college. Given the importance of educational attainment in obtaining quality employment, it is important to explore more fully the cause of this decline. Excerpted from the N.O.D./Harris 2000 Survey of Americans with Disabilities.

    During high school, students with special needs have a variety of experiences with transition and ideally – carefully planned their transition to postsecondary education with help and support of parents, school counselors, special education teachers and general education teachers. As an active member of the transition team, a student assumes greater responsibility for their own learning outcomes and takes as active role in the decision making process affecting their long term goals. As you enter college, emphasis is placed on continuing to set short- and long-term goals for yourself and promoting independence and self-awareness during your postsecondary education.

    Transition planning for college is really a subset of planning for adult life because postsecondary education is not an end in itself; it is one choice that a student might make in preparing for adulthood. If students and their families are to make informed choices, they must be aware of the options and their consequences, and be given opportunities for making meaningful choices based on a self-knowledge of their strengths, interests, and needs. With appropriate preparation and continuing supports, postsecondary education provides an extended educational opportunity for developing skills needed for a successful career and meaningful life.

  • Grievancesplus or minus

  • Assistive Technologyplus or minus

  • Residential Accommodationsplus or minus

  • Contact Informationplus or minus

    To get started, contact:

    Mary Ellen Pichiarello

    570.941.4039
    maryellen.pichiarello@scranton.edu
    Loyola Science Center 577