Information for Students
For a complete list of resources available to you at Meredith, click here.
- Certification Process
- Differences Between High School and College
- Disability Testing Referral List
- Internship and Job Opportunities
- Notetaker Program
- Preparing for Postsecondary Education: Know Your Rights and Responsibilities
- Reading Technology
- Emergency Evacuation Plan
1. Return the Disabilities Disclosure and Request for Accommodation.
This step is only necessary if you are a new Meredith student. This form can be located in the Advising and Early Registration Handbook or may be obtained from Counseling Center/Disability Services. Once you complete the form, send it to:
3800 Hillsborough St.
Raleigh, NC 27607
2. Complete an intake interview with Disability Services staff.
An intake interview takes about one hour, during which the student will provide information about how the disability impacts her life functioning. The intake also provides an opportunity for the student to become acquainted with support services that are offered through Disability Services. When possible, documentation should be submitted before the intake session. Students may make an appointment by calling (919) 760-8427.
3. Submit documentation of the disability meeting the Meredith College Documentation Guidelines.
Students requesting Disability Services (DS) from Meredith College are required to submit documentation to determine eligibility according to the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. DS also uses documentation to determine reasonable accommodations for individuals based on the functional limitations caused by a disability. Reasonable accommodations are provided to ensure individuals with disabilities have equal access to all programs and services.
DS reviews documentation and makes decisions about accommodations on a case-by-case basis, considering the impact of a particular individual's disability within the specific context in which that individual must function. Changing conditions and/or changes in how the condition impacts the individual may warrant more frequent updates in order to provide an accurate picture and determine continued eligibility. Therefore, DS reserves the right to request additional information in order to determine eligibility.
Nationally, most institutions of higher education utilize guidelines developed by the Association of Higher Education and Disability (AHEAD) and the Educational Testing Service (ETS). We encourage students and evaluators to review the best practice documents published by these organizations. It is the responsibility of the student to provide documentation meeting the guidelines set forth by Disability Services.
Disability Services reserves the right to make final decisions concerning eligibility and appropriate accommodations based on the quality, how recent, and how complete the documentation submitted is. All documentation is confidential and will be maintained by the Counseling Center/Disability Services.
When partial documentation is submitted, DS reserves the right to approve that student for provisional services for the current or upcoming semester. Partial documentation is defined as documentation that meets part, but not all, of the documentation guidelines or that which establishes a history of being considered an individual with a disability. Provisional certification is intended to provide students with temporary accommodations and/or services while that individual seeks additional documentation in order to become fully certified and, thus, to be qualified to receive future accommodations.
When documentation submitted to the review team is incomplete, the student will be asked to seek an additional evaluation and/or clarifying information from the evaluator(s). An Individualized Education Plan (IEP), 504 Plan, or Summary of Performance (SOP) provides useful information, but is generally not considered sufficient documentation generally are not sufficient documentation to establish that the student is eligible for services and accommodations in an institution of higher education. Further, documentation that simply states a diagnosis and does not include information about the functional limitations and handwritten/case notes are generally not considered sufficient documentation.
It is the student’s responsibility to:
- Meet the essential qualifications and institutional standards
- Disclose the disability in a timely manner to Disability Services staff
- Provide appropriate documentation
- Inform Disability Services staff of accommodation needs
- Talk with professors about classroom accommodations, as needed
- Inform the Disability Services staff of barriers to a successful education
- Follow through with appointments
- For a complete list of the rights and responsibilities of students who are seeking certification with Disability Services, see the Rights and Responsibilities form.
DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE
You may already know that there are significant differences between high school and college for students with disabilities. The atmosphere is more challenging, and there is less structure to help you stay on track. Additionally, the laws that govern services for students with disabilities change. Because of these changes, the services you receive and how you obtain services in college are a bit different from what you may have experienced in high school. For a comparison of how things are different, click here: Differences Between High School and College.
DISABILITY TESTING & LOCAL REFERRAL LIST
The list below is not exclusive but is comprised of local Triangle professionals who are familiar with working with Meredith College Disability Services and that provide psycho-educational evaluations, coaching, and disability-related tutoring. You are welcome to use an evaluator who is not on the list as long as they are qualified to perform the particular assessment you need. If you are using an evaluator who is not on our list, you may want to print of a copy of the documentation guidelines and provide them to your evaluator.
INTERNSHIP AND JOB OPPORTUNITIES
After graduation are you planning to continue your education with graduate school or enter the working world? Maybe you haven't decided what you want to do once you have completed your degree. The best way to plan your future is by obtaining as much information as possible so that you can make the most educated decision. Check out the links below for information on what to do after graduation. Also included are links for internships and other academic opportunities that may help you before graduation.
Notetaking assistance is provided as an accommodation for students whose documented disability interferes with their ability to take notes. This service is provided as a necessary academic accommodation and is not considered a substitute for a student’s attendance and participation in class. Students requesting notetakers will seek assistance from their professor to identify a volunteer notetaker who is also in the course.
For more information, please visit our Policies and Procedures page.
PREPARING FOR POSTSECONDARY EDUCATION: KNOW YOUR RIGHTS AND RESPONSIBILITIES
The US Department of Education and the Office of Civil Rights has prepared a useful handout that explores the rights and responsibilities for students who are entering college.
Various forms of assistive technology are available from Disability Services. To determine what technology will best meet your needs, please schedule an appointment with a Disability Counselor.
Our most consistently utilized form of technology is in the form of Reading Technology or text to speech software that is available for all students on their Meredith laptops. Reading Technology allows for textbooks to be accessed by those who benefit from having their texts in an audio format. This software is useful for students with and without disabilities as it proves to enhance comprehension of any print material. This concept is referred to as Universal Design.
For more information, please visit our Reading Technology web site.