Qualifying for Services through the Noel Center
How To Qualify For Services Offered By The Noel Center
The student requesting accommodations from Gardner-Webb University must self-identify by completing the Student Application which may be submitted online. Click on Disability Resources login then click on new student link.
Faculty/staff must send an email requesting accommodations to disability [email protected].
The student, faculty/staff requesting accommodations from the University must have a documented disability as defined by section 504 of the Rehabilitation Act and the Americans with Disabilities Act. The University reserves the right to consult with University professionals in reviewing and assessing documentation when it is necessary for approving accommodations. In cases where the documentation is deemed insufficient, the student may be required to provide additional documentation. All documentation is evaluated on a case-by-case basis.
Determination of accommodations is a collaborative effort between the student and the Noel Center. If there is a question regarding the documentation it may be referred to the Documentation Review Committee. This committee is comprised of individuals who have expertise in evaluating documentation. The decision of the committee will be accepted by the Noel Center Associate Dean. If the student is still not in agreement, he/she may file a grievance following the procedures outlined in the University catalog.
Determination of accommodations for faculty/staff is a collaborative process between the applicant, and his/her supervisor, and the Noel Center.
All students (full or part-time), faculty and staff with a disability who provide appropriate documentation are eligible to receive accommodations and services for academic classes and University sponsored activities and events. In order to receive accommodations, documentation must be on file with the Noel Center no later than three (3) weeks prior to the beginning of services.
To be eligible for services, students, faculty and staff must provide documentation that provides information about a substantial limitation to one or more major life activities, specifically as it applies to meeting the demands of University life, in and/or out of the classroom. Although some disabilities do not change over time, the medical documentation must address the student’s current level of functioning. IEP’s and 504 Plans, although providing historical evidence of services and accommodations, are generally not considered sufficient to make a student eligible for services. In addition to the medical documentation, we require that students, faculty and staff provide a current impact statement. The current impact statement is to be completed by the student requesting accommodations/services. Additional statements from others who know the student may be submitted in addition to the student’s statement. In all situations, every student will be evaluated on a case-by-case basis.
The documentation should be submitted by a professional who is licensed/certified in the area for which the diagnosis is made and who is not related to the student. The report must be presented on practice letterhead and signed by the examiner.
The documentation must be submitted by a professional who is licensed/certified in the area for which the diagnosis is made and who is not related to the student. The documentation must type-written on practice letterhead, sated and signed by the examiner and include his/her license/certification credentials.
A diagnostic statement identifying the disability including ICD or DSM classification along with any relevant personal, psychosocial, medical, developmental and/or educational history.
A full description of the diagnostic methodology used, including data and measurements from appropriate evaluation instruments. The results obtained should draw a direct link to the diagnosis and the functional limitations of the disability. For cognitive disorders, evaluations should use adult norms.
A clear description of the current impact and functional limitations of the condition pertaining to the academic, workplace and/or residential settings. Information regarding if symptoms are constant or episodic, and the frequency and/or duration should be addressed. Any treatments, medications, services, assistive technology currently prescribed or in use, should include a description of the mediating effects and potential side effects from such treatments.
Recommendations should be directly linked to the impact or functional limitations associated with the disability, or medication prescribed to control symptoms and include a clear rationale based on level of impairment.
