Campus Specific Resources

Campus Accessibility Service Offices

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Student Accessibility Services (SAS)

Services for students with disabilities are available to any enrolled University of Maine System (UMS) student having a self-reported disability. Documentation must follow the guidelines, and will be reviewed on a case-by-case basis by a professional staff member. The UMS is committed to accommodating students with disabilities and helping them to achieve academic success.

SAS provides students with reasonable accommodations and services to ensure equal access to education as intended by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, and the ADA Amendments Act of 2008. Services include assistance with, but are not limited to, the following disabilities covered by the above laws:

• Learning disabilities (such as dyslexia, dysgraphia, dyscalculia, reading/math disability, specific learning disability, etc.)
• Medical health (such as cardiac disease, diabetes, arthritis, cancer, seizure disorder, etc.)
• ADD/ADHD
• Physical/mobility impairments (ambulatory, wheelchair)
• Hearing impairments
• Visual impairments
• Emotional/psychological diagnosis (such as bipolar disorder, depression, anxiety, etc.)
• Autism spectrum disorder
• Traumatic brain injury
• Temporary disabilities – disabilities existing only for a short period of time (6-months or less) as a result of injuries, surgery or short-term medical conditions.

If you currently have had an IEP or a 504 plan in high school please review the table below. This table will help you better understand the differences between accommodations in the high school setting compared to the college setting.

What are some typical accommodations in college?

College accommodations differ from high school accommodations you may have had. Also, the type of disability determines the appropriate accommodations.  When you meet with a professional staff member, they will discuss with you the most appropriate accommodation for you.  Some services may include:

• Extended test time
• Separate test location
• Assistive Technology
• Note-takers
• Test reader
• Test scribe and/or use of computer
• Housing accommodations
• Seating in the front of the room
• Enlarged print
• Other accommodations specific to disability must be requested and approved.

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Applicable Laws

High School	College
IDEA (Individuals with Disabilities Education Act)	ADA (Americans with Disabilities Act of 1990)
Section 504, Rehabilitation Act of 1973	Section 504, Rehabilitation Act of 1973
IDEA is about SUCCESS.	ADA is about ACCESS.

Required Documentation

High School	College
IEP (Individualized Education Plan) and/or 504 Plan	High School IEP and 504 may not sufficient.  Documentation guidelines specify information  needed for each category of disability.
School provides evaluation at no cost to student.	Student must get evaluation at own expense.
Documentation focuses on determining whether a student is eligible for services based on specific  disability categories in IDEA.	Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations.

Student Responsibilities

High School	College
Student is identified by the school and is   supported by parents and teachers.	Student must self-identify and request   accommodations from SAS.
Primary responsibility for arranging   accommodations belongs to the school.	Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
Teachers approach you if they believe you need  assistance.	Professors are usually open and helpful, but most  expect you to initiate contact if you need assistance.
Learning support staff and/or parent(s) act as  advocate for the student.	The student acts as their own advocate.
Information about a student’s disability is   automatically shared with teachers.	SAS provides the student with a letter for professors outlining approved accommodations only. It is up to the student if they want to share information about their specific disability.

Parent Role

High School	College
Parent has access to student records and can  participate in the accommodation process.	Parent does not have access to student records  without student’s written consent.
Parent advocates for the student.	Student advocates for self.
There is often regular contact and meetings with parent(s).	There is no parent contact without the student’s  permission.

Instruction

High School	College
Teachers may modify curriculum and/or alter pace of assignments.	Professors are not required to modify curriculum  design or alter assignment deadlines.
You are expected to read short assignments that are then discussed, and often re-taught, in class.	You are assigned substantial amounts of reading and writing which may not be directly addressed in class.
You seldom need to read anything more than once, and sometimes listening in class is enough.	You need to review class notes and text material  regularly.
The school modifies the educational program(s) to ensure student success.	The college makes reasonable accommodations that do not alter the essential content or requirements of a course or program to ensure equal access.
Teachers often check completed homework.	Professors may not always check homework, but they will assume the student can perform the same tasks on an exam.
Teachers often remind students of late or incomplete work, and accept it.	Professors do not usually remind students of  incomplete assignments or accept late work.
Classes are usually under 1 hour, and students are often given handouts.	Classes often last longer than an hour and professors expect students to take notes on what is presented visually as well as what is said.
Teachers approach students if they believe they need assistance.	Professors are usually open and helpful, but often  expect students to initiate contact for assistance.
Teachers will often remind students about upcoming due dates.	Professors expect students to read and follow the  course syllabus for course requirements, assignments, and due dates.
Teachers tend to offer review periods and study  guides for tests.	Many professors expect students to form study  groups and create their own study guides.

Grades and Tests

High School	College
IEP or 504 plan may include modifications to test  format and/or grading.	Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to how tests are given (extended time, test proctors) are available when supported by disability documentation.
Testing is frequent and covers small amounts of  material.	Testing is usually infrequent and may be cumulative, covering large amounts of material.
Makeup tests are often available.	Makeup tests are seldom an option; if they are, you need to request them.
Mastery of material is usually seen as the ability  to reproduce what was taught in the way it was  presented.	Mastery is often seen as the ability to apply what you have learned to new circumstances with differing variables.
Limited number of required courses and courses  may be waived fairly easily.	Student has an obligation to meet academic program and graduation requirements.

Study Expectations

High School	College
Tutoring and study support may be a service   provided as part of an IEP or 504 plan.	Tutoring does not fall under SAS. Students with disabilities must seek out tutoring resources that are available to all students.
Your time and assignments are structured by  others.	You manage your own time and complete   assignments independently.
You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.	You need to study at least 2 to 3 hours outside of class for each hour in class.
Homework may involve 1-2 hours per day.	Expect 2+ hours of studying/homework for each hour of class (totally about 25-30 study/homework hours per week).
Students can often wait to review notes and handouts until the day before an exam.	Students should review class notes daily, as there may be only 2-3 exams per semester.