The Office of Accessibility Resources (OAR) provides direct support services to all eligible students with documented disabilities to ensure equal access in compliance with the Americans with Disabilities Act and its amendments (ADA, 1990; ADAAA, 2008) as well as Section 504 of the Rehabilitation Act (1973). Bucknell University ensures that no otherwise qualified students are excluded from or denied the benefits of the Bucknell experience.
The OAR works in collaboration with all departments of the University on accessibility-related matters and to assist students to maximize their independence and develop self-advocacy. The OAR arranges, facilitates, and/or coordinates reasonable accommodations and academic adjustments to meet individual students' needs. The OAR is committed to promoting awareness and access and acts as a resource to faculty and the campus community.
To receive accommodations students must register with the OAR as outlined below:
To determine reasonable accommodations the Director of OAR considers the following four factors: intake interview, supporting documentation, specific nature of the disability, and the functional limitations of the disability. The following information identifies the documentation required to be submitted to the OAR:
|Learning Disabilities/ADHD/Psychological Disabilities||Physical/Health-related Disabilities *|
|Documentation Type||• A psychological/neuropsychological evaluation or educational psychological evaluation
NOTE: An IEP, Reevaluation Report, or 504 Plan from the individual’s secondary school can be used as supplementary documentation.
|An evaluation, dated, signed and on professional letterhead
• NOTE: Written information on a prescription pad is not considered appropriate documentation.
|Must Be||• Current (preferably no older than 4 years)||• Current (depends on disability, contact Director)|
(cannot be a family member)
|• Learning Disabilities – clinical or educational psychologists, school psychologist, neuropsychologist, learning disabilities specialists and medical doctors with training and experience in the assessment of learning disabilities in adolescents and adults.
• Attention Deficit Disorder/ADHD – psychologists, neuropsychologists, psychiatrists and other relevantly trained medical doctors.
• Psychological Disabilities – psychiatrist, psychologist, neuropsychologist, neuropsychiatrist, other relevantly trained medical doctors, clinical social workers, licensed counselors, and psychiatric nurse practitioners.
|• Primary Care Physicians and Specialists in the specific field of disability (Medical and Osteopathic Doctors, Physician Assistants, Licensed Chiropractors)|
|Must Include||• Evaluator’s name(s), title(s), credentials, testing/evaluation date(s), and date of birth of student
• The DSM/ICD code, or other diagnostic code (if appropriate and provided), as well as any scores of tests administered by the professional. Learning disabilities MUST include test scores of achievement, aptitude, and information processing (i.e., WAIS, Woodcock-Johnson).
|• Evaluator’s name(s), title(s), credentials, testing/evaluation date(s), and student’s date of birth
• The ICD code, or other diagnostic code (if appropriate and provided), as well as any lab results or tests administered by the professional.
|Must Identify||• The disability, show evidence thereof, and describe the current impact on functioning in a major life activity.||• The disability or medical condition, show evidence thereof, and describe the current impact on functioning in a major life activity.|
|Must Contain||• Recommendations for accommodations specific to higher education settings.||• Recommendations for accommodations specific to higher education settings.|
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