Accommodations Services
Accommodations
- Provides reasonable accommodations to ensure students have equal access to educational opportunities. Works with faculty to implement as needed.
- Includes check-in’s to monitor and support student academic progress.
- Provides sign language interpreters during college events.
Locations: All, but primary location is Main Campus- Cedar Rapids
Modalities: in-person, virtual call, phone
Rubric for Evaluation
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Potential and Current Students with disabilities enrolled in Kirkwood courses (credit/non-credit) |
| What are the services being offered by the resource? |
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| Are there known barriers or stigma that may prevent students from accessing the resource? | Yes. Students do not seek out services because they don’t want to be perceived as “different” or “dumb.” Some students fear what others think about them and the possibility of getting made fun of. Students also may not know all that our services can provide, or who all we serve. For example, a student has said “I didn’t know I could get accommodations for XYZ diagnosis.”
Misconception that we only serve students with ADHD, Learning Disabilities or Autism. We also serve students with chronic illness, medical conditions, temporary health conditions, mental health conditions, etc. There is a lack of mental health providers within our community, and so when students are trying to schedule to meet with mental health providers to get testing done for dyslexia, for example, they may have to wait a minimum of 3-4 weeks until they can meet with a provider. While we make efforts to share with students that we don’t want documentation to prevent them from seeking out support, some students may wait until they have documentation before they connect with resources, knowing it is a requirement of our application process. |
| Is there any data available regarding student perceptions/use of this resource? | CSSE data
Evaluation done in 2018 – yikes! |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 2 | CR: Yes, space is physically accessible and easy to navigate to. Situated close to an elevator and main entrance. However, there is a main office in Iowa Hall and advocate offices are located in Cedar Hall. Ideally, having a more cohesive check-in for students would be helpful.
In Coralville students check in at the information desk which is off the front entrance of the building. |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 1 | CR: Due to restructuring, Accommodation Services is not connected physically with the department which we are underneath. Our “main office” is in another building on a floor different from where the staff who meet with students are located.
To address some of these issues, we have a rotating office in the other building where we send staff too; however, this is not ideal, and students don’t always know where to go. Coralville: Check In desk is clearly marked, but there is no other signage for Accommodations. |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 1 | CR/Coralville: In general, lack of signage i helping students navigate to staff offices – no formal signs or directions.
Resources name the “main office” on 3rd floor Iowa Hall |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 2 | Current hours: M-F 8:00 – 5:00 pm High Traffic hours are 10:00 – 2:00 pm Unknown about student feedback. Coralville: Advocate is available Mondays and Thursdays or by request. |
| Does the resource offer an on-demand option for face-to-face and online students? | 2 | Students are able to schedule appointments via Calendly which is available 24/7 online. They will receive email responses within 24 business hours from our main email. They can call our office and receive assistance M-F.
Website includes information on accommodations such as how to connect, how to apply, and general information about reasonable accommodations and the process. |
| Do students have the ability to easily self-schedule at a time convenient for them? | 3 | Yes, we use Calendly, and students can call the office or email if they need assistance with scheduling appointments. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 2 | 85% available online |
| Are necessary print resources available in digital formats? | 3 | Yes or can be printed. |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | N/A | How does the space foster student-student collaboration? This may be through specific programming, spatial design, in person, or online formats.
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| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 1 | We will hire interpreters, CART services, and language interpreters for meetings to ensure all are able to understand.
Materials are not currently available in multiple languages. |
| Does the resource use clear language and avoid jargon? | 2 | Accommodations comes with a lot of legal terminology that doesn’t always translate well for students who are new to the services. Further explanation is provided when students are not sure.
The word “Accommodations” has a double meaning, and some students have misunderstood what it is. |
| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 1 | Current project to identify an appropriate feedback channel, and schedule (do we solicit feedback after every semester, or every meeting?)
Some data is on the CSSE about connecting with our services related to satisfaction. Seek informal feedback from students and faculty/staff with regard to policy changes or programming changes. Have a formal complaint procedure or appeal procedure related to accommodation decisions but do not have an on-going feedback loop for continual improvement. |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 1 | See above. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 3 | The core of our work is providing support to an underserved population, which also includes supporting students of intersecting identities. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 3 | Staff engaged in regular professional development opportunities centering on supporting underserved populations.
Our offices are set up in ways to eliminate sensory concerns such as lighting and smells. In addition, we provide fidgets and positive signage in our offices. |
| Are there events and activities that promote inclusivity? | 3 | Neurodiversity Week Celebration in March
Attend each orientation session. Outreach to community/Transition fairs with high schools |
| Are staff trained in cultural competence and inclusivity? | 3 | Yes, Unconscious Bias and regular training and professional development including but not limited to trainings available through our national organization, the Association of Higher Education and Disability. |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 3 | Website, flyers, emails |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 2 | Social Media/Texting? |
| Does the resource market itself to students appropriately? | 2 | I believe we are appropriately marketing our services to students, faculty and staff to receive inquiries, referrals, and continued work with students.
Possible opportunity to educate students on their rights. We could explore the opportunity to post about accommodation services on social media pages with marketing or create our own social media page. Creating a virtual tour of our accommodations’ offices, Dean of Students office, and social room to give perspective students a visual of where we are located. |