Disability Services


June 30th, 2014 by disability

Jackson State University recognizes and accepts its obligations under the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, and the ADA Amendments Act of 2008, which prohibit discrimination on the basis of disability and require the University to provide reasonable accommodations to otherwise qualified disabled students in all University programs and activities.

To arrange for reasonable accommodation(s) for your disability, you must follow and complete the Jackson State University self-disclosure process at least six weeks in advance of your course start date. You must (i) self-disclose any disability; (ii) provide necessary documentation of the disability; and (iii) submit your request for accommodations to disability services (DS). A student may be eligible for accommodations only after completing the process to request accommodations.



Self-disclosure and requesting accommodation are the first steps in advising us of your disability and assuring that accommodations will be made while pursuing your academic endeavors.  Submitting a signed Student Self- Disclosure Statement form begins the process.


 We require documentation from a certified diagnosing professional that accurately reflects your current condition(s). The Student Release of Information form allows the diagnosing professional to send DS documentation supporting your disability. Please consult with DS regarding any questions about documentation.


The University is committed to providing equal access to educational programs for all otherwise qualified students in an effort to promote the ability to achieve required program outcomes. Once acceptable documentation of the disability has been received, DS will review the documentation, any recommended accommodation(s) from the diagnosing professional, and your requested accommodation(s).

You and DS will discuss options for your reasonable accommodation(s). Your agreed upon accommodations will be documented in your Student Accommodation Agreement. Please note that different accommodations may require different amounts of time to arrange, ranging from an hour or less to five or six weeks, depending on the accommodation(s).


The student is responsible for notifying faculty member(s) for your course(s) and will ensure the accommodation(s) are provided. If there is a change in your course schedule or faculty member, you must notify the DS immediately to ensure proper communication of the accommodations.

 If you withdraw from the University and return at a later date, you must notify the DS upon your return in order to re-activate the agreed upon accommodations. You may be required to self-disclose and document your disability upon re-entry.


If an issue arises regarding: (i) your accommodation(s); (ii) delivery of your accommodations in a course; (iii) the classroom environment, as related to your disability or accommodations; or (iv) other challenges or difficulties related to your disability, consult with the DS immediately and/or complete an Initiation of Formal ADA Grievance form. Those students who wish to file a formal ADA grievance must complete the Initiation of Formal ADA Grievance form within six (6) weeks after the alleged action occurred or the grade in the particular course from which this incident arose has been issued, whichever comes last and provide any supporting information to DS.

The six week limitations period may be extended if the student provides documentation of appropriate extenuating circumstances.


 If you are unable to resolve an issue or feel uncomfortable addressing these issues with your DS, you may contact a member of the Disability Services Office at monica.w.jones@jsums.edu.

Upon receipt of your communication, we can help you address the issue, and, if necessary, instruct you how to initiate a formal grievance. University policy and federal law mandate that a student shall not be retaliated against for filing or participating in a complaint brought against Jackson State University  alleging non-compliance with the Americans with Disabilities Act of 1990 or Section 504 of the Rehabilitation Act of 1973. Information regarding your disability and resulting accommodation(s) is confidential and released strictly on a need to know basis to those providing your accommodation(s).






 Any disability, long-term illness, or various disorder that   “substantially” reduces or lessens a student’s ability to   access learning in the educational setting because of a   learning-, behavior- or health-related condition.

They may include conditions such as specific learning disabilities, diabetes, epilepsy, allergies and hidden disabilities.


What are some "major life activities"?

  ●  Self–care                             ●  Breathing

  ●  Manual tasks                       ●  Interacting with Others

  ●  Walking                                ●  Working 

  ●  Seeing                                 ●  Reading

  ●  Speaking                              ●  Standing 

  ●  Sitting                                   ●  Lifting 

  ●  Thinking                               ●  Bending

  ●  Learning                               ●  Concentrating





April 29th, 2013 by disability

Documentation Guidelines

April 18th, 2013 by disability


General Guidelines for Documentation of a Disability

Documentation is necessary to establish the presence of a disability and the need for accommodations. As relevant to the disability, the documentation should include the following nine elements:

1) A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.

2) A description of the diagnostic tests, methods, and/or criteria used including specific test results (including standardized testing scores) and the examiner's narrative.

3) A description of the current functional impact of the disability. This may be in the form of an examiner's narrative, and/or an interview, but must have a rational relationship to diagnostic assessments. For learning disabilities, current documentation is defined using adult norms.

4) A statement indicating treatments, medications, or assistive devices/services currently prescribed or in use, with a description of the mediating effects and potential side effects from such treatments.

5) A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.

6) A history of previous accommodations and their impact.

7) The credentials of the diagnosing professional(s), if not clear from the letterhead or other forms. Please note that diagnosing professionals shall not be family members or others with a close personal relationship with the individual being evaluated.>

8) Documentation prepared for specific non-educational venues (i.e. Social Security Administration, Department of Veterans Affairs, etc.) may not meet the criteria as set forth by SSD.

9) IEP or 504 plans will not be considered sufficient documentation unless accompanied by a current and complete evaluation.

Beyond these nine elements needed for documentation, recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services will be considered on a case-by-case basis.

Nationally, most institutions of higher education utilize guidelines developed by the Association of Higher Education and Disability (AHEAD) and the Educational Testing Service (ETS):

ETS Documentation Guidelines
(external link will open a new tab or window)


Guidelines for Documentation of a Specific Disability


Students with psychological disorders are required to present documentation from psychiatrists or other qualified persons and agencies to make a diagnosis of the disability uses ETS Documentation Guidelines for psychological disabilities.

Students with psychological disabilities, certain medical conditions, and Traumatic Brain Injury will be asked to update their documentation on a yearly basis in order to justify the need to continue their accommodations.

Physical, Medical

Students with physical or medical impairments are required to present documentation from physicians or other qualified persons and agencies to make a diagnosis of the disability.

Learning Disability

Students with a learning disability are required to submit a comprehensive psychological and educational evaluation. Documentation for learning disabilities should include current measures of aptitude (e.g. WAIS-IV), achievement (e.g. current levels of functioning in reading, mathematics, and written language), and information processing. A qualified professional must conduct the evaluation.

Attention Deficit Disorder (AD/HD)

Students with Attention Deficit Disorder (AD/HD) are required to submit comprehensive documentation that substantiates the AD/HD. This documentation should include evidence of early impairment, evidence of current impairment, relevant testing information, and an interpretive summary based on a comprehensive evaluation. A qualified professional must conduct the evaluation.

Qualified professionals may refer to the Educational Testing Services Guidelines for Attention Deficit Disorder and/or the Association of Higher Education and Disability Guidelines for Learning Disabilities for more specific information regarding the documentation of a disability. Copies of each may be obtained from SSD, or by accessing the AHEAD or ETS websites.

Deaf and Hard of Hearing

Students who are Deaf and hard of hearing are required to present documentation of their hearing loss from an audiologist or other qualified professional to make a diagnosis of the disability and provide details of the functional impact of the hearing loss.

In the case of all disabilities, documentation must indicate that the disability substantially limits some major life activity, including learning.



April 18th, 2013 by disability


The mission of ADA services is to provide reasonable accommodations to students and employees who qualify under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). Collaborating with faculty and staff will empower students/employees who have disabilities. Each individual will be enabled to equal access to an education and university life. Examples of reasonable accommodations may include, but are not limited to: extended time for testing, interpreters, note-taking assistance, use of tape recorders, use of colored overlays, large tables and seating space, small-group or individual test environments, accessible housing, accessible parking, readers for exams, etc.


Getting Started

In order for a person to be eligible for services, the following requirements must be met:

  •   Apply and be admitted to Jackson State University undergraduate or graduate program.
  •  Provide current and comprehensive documentation of a disability to the ADA Disability Services Office.
  •  Register with the ADA Disability Services Office to initiate accommodations.
  •  Work as a full-time, part-time, or adjunct employee Jackson State University.


Intake Procedures

Students or employees must self-identify with the ADA Disability Services Office each semester or session for which you are seeking accommodations.

  •  Provide current documentation from a professional qualified to diagnose the specific disability.
  •  The  Assistant Director of ADA Services must review  all documentation and determine whether the student is eligible to receive services.
  •  Reasonable and appropriate accommodations are determined by the student and the ADA of Services Assistant Director based on documented needs and functional limitations of the individual.
  •  Letters of Accommodation may be re-evaluated with input from the instructor, the student, or additional documentation.
  • The aim is to encourage self-advocacy skills in the individual with a disability and to include
  • the faculty member or supervisor in the accommodations plan.
  •  Accommodation letters must be requested, reviewed, and reissued each semester the student expects to receive services.
  •  FERPA, HIPPA and all other laws of confidentiality are observed strictly. All individuals seeking services must sign a release of information statement which promotes dialogue among office staff , the student, and the instructor or service provider on a need-to-know basis.



    The ADA’s definition of “impairment” includes any condition
    that has a psychological, physiological or mental
    basis. It includes anatomical loss of a limb or of the sensory,
    respiratory, neurological, cardiovascular, digestive,
    musculoskeletal, genitor-urinary, skin and endocrine;
    and hemic and lymphatic systems. Cosmetic disfigurements,
    mental retardation, emotional or mental illnesses,
    some learning disabilities, brain disorders and cosmetic
    disfigurements are included in the impairment definition.
    A “disability” is defined as a physical or mental impairment
    that substantially limits one or more major life activities.
    A person is considered disabled if the person has
    such a physical or mental impairment, has a record of
    such impairment, or is regarded as having such impairment.
    “Disability” covers a wide range of conditions and
    includes mobility, vision, hearing, or speech impairments,
    learning disabilities, chronic health conditions, emotional
    illnesses, AIDS, HIV positive, and a history of alcoholism
    or prior substance abuse. 

Visit: www.ada.gov

2110 Student Center 2nd ­ floor