Information for Students and Families

New/ Incoming Students
  •  Please note:  DSS requests that students submit their accommodation requests by May 1st.  While requests may be submitted later, early submission increases the likelihood that accommodations will be in place at the start of the semester. This is particularly true for 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 your housing application as communicated by Residence Life:  Housing Timeline Information.
  • All accommodation requests will be reviewed promptly upon receipt and communication will take place via your Mines email address.
Accommodation Differences Between High School and College

he 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