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Academic & Career Success
The Office of the Dean for Academic & Career Success strives to strengthen programs and services by integrating effective student success practices and evidence-based decision-making.
We are dedicated to providing opportunities and guidance for students, staff, faculty, and administrators to engage as lifelong learners that contribute to their success at Gallaudet and beyond.
We accomplish this by guiding student success, financial aid, academic and career guidance, continuous improvement through assessment and data collection and analyses, proper maintenance of academic records, and compliance with federal and state regulations and accreditation standards.
Interim Dean, Academic and Career Success
Director, Student Success
Director, Financial Aid
Office of Students With Disabilities Coordinator
Manager, Office of Students With Disabilities
Director, Career Success
Academic and Career Success Advisor
Enrolled students may apply for disability-support services and request accommodations at any time during their academic career at Gallaudet. We encourage students who are new to Gallaudet to start this process well before their first term begins. This allows OSWD time to receive the documentation,...
It is the policy of Gallaudet University to comply with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and state and local regulations regarding students and applicants with disabilities. Pursuant to these laws, no qualified individual with a disability, or those regarded...
Subject: Chemistry & Physics Standing: UNC Senior ASL Video Subject: Psychology Standing: Junior ASL Video Subject: Chemistry Standing: PHD Student (University of Tenn.) ASL Video Subject: Biology Standing: PHD student (Cornell University) ASL Video Subject: Biology & Mathematics Standing: Freshman ASL Video Subject: Mathematics Standing:...
LINKS: Test Prep Review ACT Prep Resources SAT Prep Resources GENERAL STUDY GUIDE LINKS: http://www.howtostudy.org/ http://www.studyspanish.com/freesite.htm http://www.accountingcoach.com/accounting-topics Learning Styles (powerpoint 2007 presentation) Study Skills (powerpoint 2007 presentation) http:/www.studynoteshelp.com Study Skills Guide for Students http://www.discoverbuisness.us/learning AcademicTips.org/acad/index.html https://blog.achievable.me/2017/08/16/effective-studying/ Time Management Time Management (powerpoint 2007 presentation http://www/studt.net/schedule (My...
Tutor Tutors meet regularly with students enrolled in courses or for feedback and self-improvement. They must have superior knowledge of the tutoring area. It can be for a one-time appointment or on an on-going basis. Job Responsibilities Assist students with organization, time management, and basic...
ASL Coach ASL Coaches meet regularly with students from both first and second language backgrounds to provide feedback on American Sign Language (ASL) proficiency for one-time appointments or on-going basis. The coaches will provide language development assistance not limited to academics, organization, and discourse analysis....
There are several very important differences between Federal Disability Law that covers high school and that which the University is subject to.
In the Law
Elementary and secondary education (through high school) is governed by the Individuals with Disabilities Education Act (IDEA), which guarantees students a free and appropriate public education. After they graduate from high school, students and their parents need to be aware that IDEA no longer applies.
In all postsecondary education, including Gallaudet University, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require access to programs and services, and auxiliary aids and services to ensure effective communication, but do not mandate a free and appropriate education.
In the Documentation
Approval for support services will be based, at least in part, on the documentation that the student provides. It is both important and necessary that the student discusses with OSWD necessary support services and why they are needed. Decisions about qualification for support services are made by OSWD who decide on appropriate accommodations.
Individualized Education Plans (IEPs), familiar from prior years, are no longer in force and may only be used as a general guideline for services. Documentation under Section 504 plans must state a specific disability to be considered as guidelines for support services as well. Documentation may include diagnostic test results, clinical assessments, IEP, Comprehensive Individualized Assessments (CIA), medical documentation, speech and language evaluations, and vocational rehabilitation documentation.
In the Services Provided
Students should not expect that the services and curriculum modifications provided in high school will be automatically provided at the university level. The university has the right to approve or deny services requested by the student which are not reasonable or which constitute an undue burden.
In addition, it is important to know that colleges and universities are not required to modify or waive courses or program requirements, although course substitutions may be considered as an academic adjustment where appropriate. An “otherwise qualified” student should have completed the necessary prerequisite college preparation courses in high school and should be ready to continue with reasonable support.
In the Advocacy
In high school, school personnel are required to seek out students with disabilities and help them to receive a free and appropriate education. During high school, the student’s parent or guardian is legally responsible for making decisions about the student’s education.
In contrast, universities are not required or expected to seek out students with disabilities. It is the student who is responsible for making all disclosures and contacts, not the student’s parents or guardian. It is the student who is in charge of all educational decisions.
The Decision to Disclose
The student may choose to disclose a disability on a university application, but the student is not required to disclose a disability. Disclosure may help explain deficits in an application that may be a direct result of a disability.
In the past, students have found that disclosing a disability has generally helped obtain acceptance for an application. Regardless, the student must consider disclosing a disability and registering with OSWD once on campus if the student will be seeking accommodations.
This section is adapted from the pamphlet, “Preparing for College: Options for Students with Learning Disabilities”, Association on Higher Education and Disability, Columbus, Ohio; 2010.
It depends. In general, tests may not be selected or administered in a way that tests the disability rather than the achievement or aptitude of the individual. In addition, federal law requires changes to the testing conditions that are necessary to allow a student with a disability to participate as long as the changes do not fundamentally alter the examination or create undue financial or administrative burdens. Examples of changes in testing conditions that may be available include:
Students with disabilities are not required to pay any of the costs of accommodation services. The University is prohibited from charging students with disabilities more for participating in programs or activities than they charge any other student. The University also may not refuse accommodations based on non-availability or insufficiency of funds.
However, the University may meet its obligation by assisting students in obtaining reimbursement for their costs from an outside agency or organization, such as a state VR agency. The University may also provide alternate accommodations if they can demonstrate that providing a specific auxiliary aid or service would result in undue financial or administrative burdens on the institution’s resources.
Interim Dean, Academic and Career Success
Gallaudet University, chartered in 1864, is a private university for deaf and hard of hearing students.
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