Academic Support Office Programs & Services

Academic Support Office (ASO)

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Academic Support Office (ASO) Programs & Services

Reinhardt University is committed to providing equal and integrated access for individuals with disabilities to all the academic, social, cultural, and recreational programs it offers. This commitment is consistent with legal requirements, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, and embodies the university’s historic determination to ensure the inclusion of all members of its communities. This mandate is meant to be enforced by the Academic Support Office (ASO), which was established in 1982.

The mission of ASO is to facilitate inclusion by reducing/eliminating barriers, whether they are attitudinal, structural, programmatic or otherwise. In doing so, students with disabilities have an equal opportunity to become successful through their own efforts and not held back by artificial barriers. We strive to create partnerships among ASO, students, faculty, staff, and other university and community offices by creating awareness on disability-related issues as well as providing information and referral services.

At ASO our goal is to provide services and support to ensure that students are able to access and participate in the opportunities available at the university. In keeping with this objective, students are expected and encouraged to utilize the resources of ASO to the degree they determine necessary. Although a significant degree of independence is expected of students, ASO is available to assist, should the need arise.

Students are asked to notify ASO as soon as possible to discuss disability-related concerns and needs.

Some of the disabilities we support are

You must have:

  1. Diagnosis by a developmental pediatrician, neurologist, psychiatrist, licensed doctoral-level clinical or educational psychologist, or combination of such professionals
  2. Evaluation should be usually within three to five years of application for services

 

Contain the following information:

  • Clear statement of DSM III, IIIR, or IV diagnosis
  • Date of diagnosis
  • Summary of procedures and instruments used
  • Summary of evaluation results
  • Medical history relating to use of medications
  • Statement of impact and limitations of academic performance
  • Recommendations for academic adjustments to compensate for the disability
  • Name, title, and appropriate licensure information.
  • Diagnosing physician
  • Name
  • Licensure
  • Dates of diagnosis and most recent contact
  • Diagnosis
  • Prognosis
  • Functional nature of debilitating illness
  • Clinical evidence of disability
  • Recommended accommodations

You must have a diagnosis by an audiologist with audiogram included describing scope of hearing loss:

  • Deaf
  • Hearing loss of 70 dB or greater in the better ear
  • Hard of hearing
  • Hearing loss of 35 to 69 dB in the better ear
  • Impact of hearing loss in academic environment
  • Recent Contact with a qualified professional

You must have a diagnosis by a licensed school or private psychologist.

  • Name, title, and appropriate licensure
  • Evaluation usually within five years of the student's application for assistance
  • Specific identified learning disability, including the degree of severity
    Battery of tests including aptitude, achievement, and information processing such as:
    - WAIS-R
    - Woodcock-Johnson
    - TASK
    - TOWL-2
    - Stanford Binet
    - KAIT
  • Reference to specific academic accommodations requested
  • Nature of disability
  • Type of mobility devices
    - Wheelchair
    - Walker
    - Cane
    - Braces
  • Academic Environment Issues:
    - Distances
  • Physician’s information
    - Name
    - Licensure
    - Date of most recent contact
    - Impact in academic environment
    - History and impact of medications on learning
    - Type and severity of impairment

You must have a diagnosis describing the amount of vision loss.

  • Blindness
  • Visual acuity in both eyes of less than 20/200
  • Visual field of less than 20% despite best correction with glasses
  • Low vision
  • Visual acuity better than 20/200 but worse than 20/70 with correction
  • Documentation must include a diagnosis by a medical doctor or optometrist/ophthalmologist
  • Diagnosing physician’s credentials
  • Diagnosis
  • Prognosis
  • Functional nature of debilitating illness
  • Clinical evidence of disability
  • Recommended accommodations

ASO Programs

ASO TUTORIAL

This is a paid tutorial program in which a student works one-on-one with a paid tutor in a specific subject in which the student needs more support. The paid tutors are seasoned faculty members who are proficient in working with students with learning disabilities and/or differing learning styles. They are also proficient in the use of special software program which they also incorporate into their tutorials. In addition, they are also trained academic coaches

ASO Tutorial Information

ACADEMIC COACHING

Academic Coaching is a collaborative program between a coach and a student which helps students develop skills, strategies, structure, support , self-reliance, self-awareness and responsibility. Coaching is an individualized process that facilitates goal clarification and academic achievement, which also stimulates and motivates students toward reaching their scholastic goals through structure, support and feedback.

Academic Coaching Information

B.O.L.D

Building Opportunities for Students with Learning Disabilities (B.O.L.D.) The B.O.L.D program is built around the concept of universal design(UDI), which means we proactively seek to build learning opportunities and a support environment that anticipate the needs of students with leaning disabilities. The B.O.L.D program offers services that are individualized and go above and beyond standard accommodation.

BOLD Information
BOLD Application

S.E.A.D

Strategic Education for Students With Autism Spectrum Disorders. By participating in the SEAD program, student should be able to achieve the following:  have a smooth transition into the college atmosphere, increase awareness of strategies and skills for application in the social college atmosphere, and make connections with students and staff to maintain support throughout their college experience.

SEAD Information