The mission statement of Schreiner University affirms the college’s long-standing commitment to serve a diverse community. Included in this commitment are ongoing efforts to make the learning resources of the university accessible to students with disabilities.
All instructional buildings are handicapped accessible with ramps, automatic doors, elevators and accessible restrooms. In cases where a building is not accessible (original/historic campus buildings) arrangements will be made to help the student into the building or to meet individually in another location.
A limited number of handicapped accessible rooms are available, which may include walk-in showers, lowered cabinetry, and wheelchair accessible entrances. For more information about residence hall accommodations for students with disabilities, contact firstname.lastname@example.org or (830) 792-7278.
In accordance with Section 504 of the Rehabilitation Act of 1973, Schreiner University provides academic adjustments/auxiliary aids for students with physical/medical, learning, and psychological disabilities. Students desiring academic adjustments/auxiliary aids should contact the Director, Learning Support Services/Section 504 Coordinator, Schreiner University, Kerrville, 78028. Requests will be considered on a case-by-case basis.
Students taking on-campus classes will be asked to meet with the Section 504 Coordinator after the request has been received. Paper copies of the form are available from the Learning Support Services Offices located on the second floor of Dickey Hall. Current, written documentation of the disability from a qualified professional must be provided. Only those requests which are supported by documentation and which do not compromise academic requirements essential to the program of instruction will be approved
Documentation requirements are:
LEARNING DISABILITIES: A psycho-educational or neuropsychological evaluation conducted by a licensed or certified psychologist, educational diagnostician or other appropriate professional which includes complete (including all subtest scores) results of widely accepted individually administered intelligence and achievement tests must be submitted. A clear statement indicating a diagnosis of `learning disabled’ must be included. Test results must support the diagnosis consistent with recognized discrepancy models or DSM-IV guidelines. An explanation of appropriate academic accommodations showing a clear relationship with the student’s particular disability should be included.
ATTENTION DEFICIT DISORDERS: An evaluation conducted by a physician or licensed psychologist which includes the questionnaires, interviews and observations used to identify the ADD or ADHD must be submitted. A summary should include information regarding the onset, longevity and severity of the symptoms, along with the functional limitations of the student and suggested academic accommodations.
PSYCHOLOGICAL DISABILITIES: Recent documentation prepared by a licensed mental health professional detailing the current Axis code diagnosis from the DSM-IV, the impact such condition will have on the student’s academic activities and suggested academic accommodations must be submitted. Information regarding the onset, longevity and severity of the symptoms and medication history and current medication should be included.
MEDICAL AND PHYSICAL DISABILITIES: Current documentation of disabling medical and physical conditions and the resulting functional limitations prepared by an appropriate professional must be submitted. Recommended academic accommodations should be included. In the case of hearing impairments, an audiogram by a licensed audiologist showing evidence of a hearing loss must be submitted.
OTHER DISABLING CONDITIONS: Students who have disabling conditions that do not fall in one of the above categories will be considered on a case-by-case basis. Current documentation from a qualified professional providing a specific diagnosis and detailed support for the diagnosis must be provided. Information regarding functional limitations of the conditions and suggestions for academic accommodations should be included. Documentation will be reviewed by the Section 504 Coordinator, in consultation with appropriate professionals as necessary, to determine the appropriateness of the request relative to the documentation. The Section 504 Coordinator will also determine, in consultation with instructors and faculty as necessary, whether academic requirements essential to the program of instruction will be compromised by approving the request.
Students admitted to the Learning Support Services Program must be highly motivated, have the intellectual potential for success in a rigorous academic program, and have the ability to meet the demands of college life. Applicants are considered individually and selected on the basis of their intellectual ability, motivation, academic preparation and potential for success in the program.
Learn more about the Learning Support Services Program.