Self-Determination

• Students choose to interact with us.
• Students choose to self-disclose or not.
• Students choose to use or not use accommodations.

• Intake process is initiated by the student in the form of an interactive dialogue to determine reasonable accommodations.
• Students choose to return each semester to request services.

Interdependence

• Students collaborate with faculty, campus staff and ACCESS.
• Students coordinate campus and community resources.

• ACCESS recommends reasonable academic, co-curricular and housing related accommodations.
• ACCESS provides referrals to campus and community resources.

Personal responsibility

• Students meet deadlines, follow policies and procedures.
• Students inform ACCESS staff if one is unable to keep appointment/s
• Students are responsible for scheduling exams in accordance with ACCESS policies

• ACCESS sets deadlines, policies, and procedures and expects students to meet/follow them.
• ACCESS does not (typically) follow up if students miss appointments.
• Students are held accountable for missed test scheduling deadlines.

Knowledge of rights and responsibilities

Students can articulate a working knowledge of the ADA (i.e. who is protected, what actions are prohibited, what is required)

• ACCESS covers ADA/504 when meeting with students.
• Appeals process explained to students.
• ACCESS staff discusses effective self-advocacy skills with students.

Reasoned thinking

• Students express rationale/reasons for needing services and accommodations.
• If denied an accommodation, appeal is well-reasoned/convincing.

• ACCESS asks students to describe relationship between functional limitations and accommodation requests.
• If denied, ACCESS asks students to explain rationale for accommodations.

Understanding and respect for others

Students treat ACCESS staff, and others, with respect.

• ACCESS expects students to treat staff respectfully.
• ACCESS staff discusses effective self-advocacy skills with students.

Realistic self-appraisal and self-understanding

Students understand their strengths and weaknesses and plan accordingly.

• ACCESS Specialists discuss student strengths/weaknesses and their relationship to academic/career goals.

Ethical and strong sense of integrity

• Students abide by campus codes of conduct.
• Students do not abuse accommodations.

• ACCESS closely monitors accommodated exams to ensure academic integrity.
• ACCESS holds students accountable to the campus code of conduct.

Effective Communication

Students effectively communicate needs to ACCESS staff and faculty in methods appropriate to their ability level, including  orally and in writing.

• ACCESS attempts to model strong communication skills in all communications.
• ACCESS staff discusses effective self-advocacy skills with students.

Life-balanced

Students demonstrate the ability to work, study, and play in a balanced way.

• ACCESS staff attempt to model a balanced lifestyle.
• ACCESS staff discusses balance with students.

Effective consumer

Students understand their rights as a consumer and tactfully negotiate their accommodations with others.

• ACCESS staff ensures students understand their rights and responsibilities as a person with a disability.