Disability Services
Providing learning opportunities for all students
If you are a student who has any kind of disability, whether learning, emotional, physical, or cognitive, and you need adjustments to access your (academic, social, or residential) college environment, Northeast welcomes you!
Northeast Disability Services Staff supports the college mission as we collaboratively work with faculty, staff, and students to identify reasonable accommodations, services, and resources that promote equity and inclusion both inside and outside of the classroom. We believe the ultimate indicator of our success is when students with a disability can access the college environments as seamlessly as do non-disabled students.
Students with a disability please contact one of the Disability Services Staff to request accommodations and support services. Students are encouraged to make accommodation requests as soon as possible to ensure prompt service.
Prospective Students, interested in attending Northeast and want to know more about Disability Services, please complete a simple form online or send an email to disability@northeast.edu.
Title IX Pregnancy
Request Accommodations and Guidelines
Contact Paige Parsons
phone: (402) 844-7343
email: pparsons1@northeast.edu
office: CWC 1263
Temporary Accessible Parking Permits
Contact Brandy Retzlaff
phone: (402) 844-7714
email: bretzlaf@northeast.edu
office: CWC 1264
Service Animals
Facility Accessibility
College facilities are accessible to persons with physical disabilities via ramps, automatic entrances and elevators. Accessible restroom facilities, parking spaces, and water fountains are available. View Campus Maps
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
The UCSF Faculty Training Series is an eight part online, video training series to guide faculty who work with students with disabilities. Designed for training professors at Colleges of Medicine, the training is applicable to Northeast faculty.
Disability Etiquette is a guide that provides tips on interacting with People with Disabilities
Faculty Frequently Asked Questions
The Faculty Room is a space for faculty and administrators to learn about how to create on-site and online courses that maximize the learning of all students, including those with disabilities.
Eligibility For Services
Students with a disability as defined by the Americans with Disabilities Act of 1990 (ADA), and its Amendment Act of 2008, and Section 504 of the Rehabilitation Act of 1973, are as capable as those without a disability to be college graduates.
A qualified student is a person with a disability who, with or without reasonable accommodations, meets the essential eligibility requirements for participating in college programs or activities.
Students with disabilities entering the world of a college education may find the experience overwhelming and intimidating. College, students are expected to exercise greater self-determination and to be more independent than in high school. For many students and their parents, the shifting of students' and parents' roles can be confusing and overwhelming.
One of the biggest barriers for students with disabilities transitioning from high school to higher education is not disclosing their disability. Once students graduate from high school, they become responsible for disclosing their disability to their college.
The US Department of Education's Office of Civil Rights offers information about the rights and responsibilities of students with disabilities, as well as the responsibilities that postsecondary institutions have toward such students. There is no Special Education at the college level. Educational rights covered by IDEA (Individuals with Disabilities Act) do not apply to post-secondary education.
Students and family members should get familiar with the key differences between high school and college and prepare for success by knowing what resources and supports are available. We understand that a little support navigating and understanding these differences is beneficial. We are committed to helping students set up a plan for success. Plans take time to develop so we strongly encourage students to get connected, when possible, at least 2-3 months prior to their first semester. Preparation reduces anxiety.
The Office for Civil Rights (OCR), explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools.
EducationQuest College Planning for Students with Disabilities publication is for students with disabilities planning to attend postsecondary education institutions and their parents or guardians. EducationQuest also provides a College Prep Handbook for planning and career exploration information for high school students.
| High School | College |
|---|---|
| I.D.E.A. (Individuals with Disabilities Education Act) | A.D.A. (Americans with Disabilities Act of 1990) |
| Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
| Students with disabilities are “Otherwise Qualified” for public education by being the proper age to attend elementary through high school | “Otherwise, Qualified” for higher education means a student must meet all entrance, academic, and graduation requirements, regardless of disability status |
| I.E.P (Individual Education Program) and/or 504 Plan | High School I.E.P. and 504 plans are not sufficient. Documentation guidelines (see step 3 at Northeast Disability Services Webpage |
| The school handles supplying services such as physical or speech therapy and disability related medical/personal care | The student is responsible for personal services such as personal care attendants, personal medical devices, and services |
| School supplies evaluation at no cost to student | Students must get evaluation at their own expense |
| Documentation focuses on deciding whether a student is eligible for services based on specific disability categories in I.D.E.A. | Current Documentation must supply information on the specific nature of condition or disability, functional limitations, and shows the need for specific accommodations |
| Everybody knows about a student's placement for special education, and teachers are often expected to learn all they can about a student's disability | Students have a right to choose when and to whom they wish to disclose a disability status, and instructors only need to know the accommodation the student is requesting |
| Success is the goal of services is about SUCCESS The school adapts the educational program to ensure student success | The goal of services is about ACCESS Reasonable accommodations are made which do not alter essential course or graduation requirements to ensure equal access |
| Parent advocates for the student | Student advocates for self |
Differences in Academics
| High School | College |
|---|---|
| I.E.P. or 504 plan may include test and grading modifications | Grading and test format changes (i.e., multiple-choice vs. essay) are typically unavailable. How tests are given (extended time) are reasonable academic accommodations when supported by disability documentation |
| Teachers modify curriculum and/or alter pace of assignments | Instructors do not have to change curriculum design or adjust assignment deadlines |
| Tutoring, para support may be services given as part of an I.E.P. or 504 plan | Tutoring does not fall under Disability Services and is not considered an accommodation. Students with disabilities can request a tutor at any time, as they are available to all students. |
| Teachers supply notes, study guides and/or outlines of course material | Students are expected to take note independently and may do so with approved reasonable accommodations, as needed |
| Teachers remind students of assignments and due dates | Instructors expect students to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected when course work is due, proper conduct, and other course instruction |
| Testing is frequent and covers lesser amounts of material | Testing is usually infrequent and may be comprehensive covering substantial amounts of material |
| Makeup tests are often available | Makeup tests are rarely a possibility |
| Students read short assignments, discussed, and often re-taught, in class | Students are assigned substantial amounts of reading and writing which may not be directly addressed in class or the expectation may require completion of reading and assigned coursework prior to class |
| Students seldom must read anything more than once, and may only need to listen in class | Students must review class notes and text material regularly |
| Student's time and assignments are structured by others | Students manage their own time and complete assignments independently |
| Students study minimally outside of class as little as 0 to 2 hours a week, and can get by with mostly last-minute test preparation | Students need to study at least 2 to 3 hours outside of class for each hour in class |
Adapted from AHEAD (Association on Higher Education and Disability) guidelines 2010
ADHD
Autism Spectrum Disorder
Blindness/low vision
Chronic Health Conditions:
- Asthma
- Arthritis
- Cancer
- Cardiac Disease
- Cerebral Palsy
- Diabetes
- Long Covid
- Migraine Headaches
- Multiple Sclerosis
- Seizure Disorder
- Thyroid Gland Disorders
Emotional or Mental Illness:
- Depression
- Anxiety
- Bipolar Disorder
Intellectual Disability
Learning Disorders:
- Dyscalculia
- Dysgraphia
- Dyslexia
- Dyspraxia
- Speech and Language Disorder
- Muscular Dystrophy
- Orthopedic/Mobility challenges
- Spinal Cord Injury
- Strokes
- Muscular Dystrophy
- Paralysis
Traumatic Brain Injury
Tourette's Syndrome
Some Disabilities Are Visible And Some Are Hidden Disabilities?
Visible disabilities can be seen by looking at a person. Visual cues of visible disabilities can include atypical movement or behaviors, using a wheelchair, a visible prosthetic, cane, or service dog.
Most students in college experience hidden disabilities. Students with hidden disabilities share their experience
According to the Centers for Disease Control and Prevention (CDC), individuals with long COVID can experience a range of new or ongoing symptoms that can last weeks or months after being infected, and symptoms can worsen with physical or mental activity.
Examples of common symptoms of long COVID include:
- Tiredness or fatigue
- Difficulty thinking or concentrating (sometimes called “brain fog”)
- Shortness of breath or difficulty breathing
- Headache
- Dizziness on standing
- Fast-beating or pounding heart (known as heart palpitations)
- Chest pain
- Cough
- Joint or muscle pain
- Depression or anxiety
- Fever
- Loss of taste or smell
This list is not exhaustive. Some people also experience damage to multiple organs including the heart, lungs, kidneys, skin, and brain.
Is Long COVID always a disability?
No. An individualized assessment is necessary to determine whether a person's long COVID condition or any of its symptoms substantially limits a major life activity. Academic Accommodations for Long Covid. For individuals, with long COVID qualifies as a disability, these changes, or “reasonable modifications,” may include for example, providing additional time on a test for a student who has difficulty concentrating.
Source: Guidance on “Long COVID” as a Disability Under the ADA, Section 504, and Section 155
If you answer YES to one or more of the following questions, contact Disability Services (DS) to learn more about accommodations and services.
- Do I have a physical, mental, or emotional condition that affects my ability to study, learn, process information, or perform well on exams?
- Do I experience challenges accessing course materials such as online materials, accessing facilities, and or experience barriers to taking part in campus activities?
- Do I find studying, learning, processing information, concentrating, remembering, or getting things done difficult even though I have no formally diagnosed disability?
- Did I need or did I use accommodations in high school or on a job?
- Do I avoid reading because I find it hard to understand when I read something the first time?
- Did I have an Individual Education Plan (IEP) or a 504 Plan in high school?
- Do I take medication or receive treatment for an ongoing health condition?
- Do I have a temporary medical condition such as a broken bone, had surgery or an illness lasting longer than a week, or am I pregnant?
- Am I a veteran with a diagnosed condition?
Education and Employment Information
Employment opportunities for individuals with disabilities increase with college education. Nearly 2/3 of all job openings in 2020 will require some form of higher education or training.
The Bureau of Labor Statistics recently reported that 28.5 percent of college graduates with a disability were employed in 2018, compared to 75.5 percent of non-disabled graduates.
Two-thirds of all job openings in 2020 will require some form of postsecondary education or training. Across all levels of education in 2020, persons with a disability were less likely to be employed than counterparts with no disability.
Resources
Bureau of Labor
Kessler Foundation
National Conference of State Legislatures
Confidentiality of Disability Information
Disclosure of any disability information will not affect a student's enrollment status, placement into programs, classes, or financial aid. Disability records are confidential with access typically limited to Disability Services Staff. Under FERPA, Disability Services is permitted to release information to a school official who has a "legitimate educational interest" to know the nature of the disability.
Need help or additional information?
If you need assistance or more information, please contact:
Director of Disability Services
Phone: (402) 844-7343
Toll-Free: (800) 348-9033, Ext. 7343, 7700, 7714 or 7709
Fax: (402) 844-7412
Office: CWC 1263