Information for Students and Families

New/ Incoming Students

 

  • Please note that the requested date for receiving accommodation requests is May 1st.  While requests may be submitted later, early submission facilitates the possibility for accommodations at the start of the semester and is particularly true for any requests related to housing accommodations, including an Emotional Support Animal (ESA). Housing cannot guarantee the ability to make accommodations after May 1st.
  •  All housing assignments for incoming students takes place in May/June. Please complete housing application as communicated by Residence Life
  • All accommodation requests will be reviewed promptly upon receipt and communication will be done via Mines email address.
Accommodation Differences Between High School and College

The Colorado School of Mines follows the guidelines of the Americans with Disabilities Act, including the ADAAA (2008).
Once enrolled in college, students move from the protection of Public Law 94-142 to protection under the Americans
with Disabilities Act of 1990 and the ADA Amendments Act of 2008. The following chart highlights the differences.

High School:  College: 

Applicable Laws:

  • I.D.E.A
  • Section 504, Rehabilitation Act

 

Applicable Laws:

  • Americans with Disabilities Act (ADA)
  • ADA Amendments Act (ADAAA)
  • Section 504 Rehabilitation Act

Required Documentation:

  • . I.E.P. (Individual Education Plan)
  • 504 Plan
    • School provides evaluation at no cost to the
      student.
    • School conducts evaluations at prescribed
      intervals.

Required Documentation:

  • Varies according to the disability.
  • Documentation must include a written report describing the
    impairment, a diagnosis and all test results and/or medical
    information used to arrive at the diagnosis. If the documentation is
    not current or complete, the student is responsible for obtaining and
    submitting additional documentation.
  •  I.E.P and 504 plans alone are not sufficient.
    •  Student must get evaluation at own expense.

Student Role:

  • Student is identified and supported by
    parents/teachers.
  • School is primarily responsible for
    accommodations.

 

Student Role:

  • Student must self-identify to Disability Services.
  • Students requesting accommodations must follow Disability
    Services policies and procedures.

Parental Role:

  • Parents can access student records and
    participate in the accommodation process.
  • Parents advocate for student.

Parental Role:

  • The student is responsible for requesting and arranging his or her own accommodations, not the parent.
  • Students advocate for themselves, with support from Disability Services as needed.

Teachers:

  • Teachers may modify curriculum and/or alter
    pace of assignments.
  • Teachers use a multi-sensory approach.
  • Teachers arrange regular conferences with
    student and parents to report and discuss
    student’s progress demonstrated through
    frequent quizzes, midterms, finals, and graded
    assignments.
  • Teachers take and report attendance.

 

Teachers/Professors:

  • Professors do not modify the fundamental nature of a
  • program.
  • Professors tend to rely on lecture and may or may not use a multisensory approach.
  • Grades are generally based on fewer tests and assignments, and students must independently monitor their learning in the course. Students are responsible for requesting and arranging individual conferences with their professors.
  • The student is responsible for regular and punctual class attendance and must accept the consequences of failure to attend.

Grades:

  • Grades may be modified based on curriculum.

Grades:

  • Grades reflect the quality of work submitted
Eligibility
  • In order to receive consideration for accommodations under the ADA Amendments Act (2008) and Federal Rehabilitation Act, documentation should demonstrate a physical or mental impairment that substantially limits at least one major life activity.
  • “Substantially limits” refers to an impairment that prevents an individual from performing a major life activity or significantly restricts the condition, manner, or duration under which the average person in the general population can perform the same major life activity.
  • Note: Accommodations received in high school or at another university do not guarantee eligibility or like accommodations at the Colorado School of Mines. All requests will undergo the DSS review process.
Reasonable Accommodations
  • A “reasonable accommodation” modifies the environment or a task in order to provide equitable access to a program or activity in the most feasible manner available.
  • Reasonable accommodations are both disability and person-dependent. Hence, they may vary from person to person for the same “type” of disability. The term “reasonable” refers to the match of the accommodation, including professional justification, to the limitation caused by a particular disability to a specific student.
  • Also, “reasonable” includes the resources required to provide an accommodation. A request for accommodation is deemed reasonable if it:
    • Is based on appropriate individual documentation
    • Allows the most integrated educational experience possible without compromising essential requirements of a course or program
    • Is not of a personal nature (e.g., personal care attendants)
    • Does not impose an undue burden on the University
    • Does not pose a threat to personal or public safety
Making the Transition From High School to College