Student Disability Services
Administrators & Counselors
The following information is provided to inform you of the differences between secondary and postsecondary schools, how to help students transition to college, the disability services provided by RSU and documentation requirements.
RSU Disability Services
Rogers State University is committed to the goal of achieving equal educational opportunity and full participation for students with disabilities outlined by Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990, which prohibit discrimination on the basis of disability.
Rogers State University ensures that no qualified individual with a disability will be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination on the basis of disability under any program or activity offered. Guidelines are reviewed on a continual basis for determination of services and adjusted according to current national and regional trends and policies.
Description of Services
Rogers State University provides service to all students with disabilities who are otherwise qualified as defined by federal regulations. Students are considered to be otherwise qualified if, with or without reasonable modification to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, they meet the same standards (academic, professional, technical, and behavioral) as other students. Rogers State University does not compromise on the standards of excellence and performance demanded of students to successfully complete their programs.
Rogers State University will reasonably accommodate otherwise qualified students with a disability unless such accommodation poses an undue hardship or would result in a fundamental alteration in the nature of the service, program, or activity or undue financial or administrative burden. Students with disabilities are provided with academic and other accommodations as outlined in the Accommodations section below.
How Secondary Schools Differ from Postsecondary Schools
The requirements regarding documentation for a student with a disability will be different. Typically, an IEP is not suitable for the postsecondary setting. Documentation must be current which means that the evaluation or medical exam must take place within three years of registration with Disability Services. Therefore, a student who had a psychological evaluation at age 11 would need a new evaluation prior to college entrance.
The accommodations in a postsecondary setting are decided between the student and the Disability Services Provider. The parent of a high school student needs to know that, due to FERPA, information regarding their postsecondary student is confidential. A waiver must be signed by the student for a parent to participate in any discussion related to a student’s disability or accommodations. Even then, it is the student’s responsibility to discuss with each professor the type of accommodations needed for individual courses.
504 in High School is different than 504 in higher education. The secondary education system is subject to Section D whereas the postsecondary system is subject to Section E. The postsecondary system is primarily concerned with providing equal access whereas the secondary system is concerned with student success.
Postsecondary students are responsible for identifying (if they desire) as a student with a disability and requesting accommodations. Those accommodations may or may not be granted based upon documentation, impairment, functionality, course work or load, or a variety of other factors. A postsecondary student who requests accommodations must register every semester with the Disability Services Provider. Postsecondary schools are not subject to IDEA.