Training Length: 2 hours

There are an increasing number of cases with complex accommodation requests and co-morbid factors. Students may have concerns that overlap and need immediate intervention under Title IX, ADA or 504.

A student in the Title IX process requests extra academic support. Is this a supportive measure? An accommodation? Might it be a remedy? Did you know that the label matters? There are significant differences in process, paperwork, and determining who has authority for making each of those determinations; it is important to understand the differences.

This training will provide attendees with a strategy to identify and address the elements of complex student cases involving supportive measures, accommodations, or remedies.

Learning Objectives

1. Understand and be able to distinguish the unique features of supportive measures, accommodations and remedies, their limitations as well as their application within a post secondary environment;
2. Understand assessment and application of correct intervention and/or several interventions;
3. Understand best practices for documentation;
4. Implement best practices for multiple office interface; and
5. Understand foundational law, regulation, and applicable practices.

This session is for:

• Title IX Coordinators
• ADA/504 Coordinators
• Student Affairs Support Services
• Compliance Office
• HR Employee Relations Office

Training Length: 2 hours

There has been an increase in students with mental health diagnoses entering higher education with comorbid disabilities that include mental health conditions and/or components. These conditions may be non-observable disabilities and can have a significant impact on student performance and classroom behavior. Understanding how such conditions are manifested in the classroom provides a basis for fostering strategic teaching methods to successfully work with and support what may have otherwise been viewed as a “disruptive” student.

Learning Objectives

1. Understand basics of what are called Mood Disorders and how they translate into observed classroom performance or conduct;
2. Understand basic ADA/504 and how these disorders are considered a disability;
3. Understand and apply classroom strategies that foster success; and
4. Understand and be able to address requests for accommodation and associated issues that may arise.

This session is for:

• Faculty
• Student Affairs Professionals
• ADA/Section 504 Coordinators
• Disability Services Professionals
• Advocacy and Support Services

Training Length: 2 hours

ADHD is not a one-size-fits-all disability.

Learning Objectives

1. Understand the basics of ADHD as it is categorized within the diagnostic category of neurodiverse disorder;
2. Understand the manner in which ADHD may be observed classroom and may impact performance or conduct;
3. Understand basic ADA/504 and how these disorders are considered a disability;
4. Understand and apply classroom strategies that foster success; and
5. Understand and be able to address requests for accommodation and associated issues that may arise.

This session is for:

• Faculty
• Student Affairs Professionals
• ADA/Section 504 Coordinators
• Disability Services Professionals
• Advocacy and Support Services

Training Length: 2 hours

In the course of the last four decades, the diagnosis of language and learning disabilities has become more common and more complex. Larger numbers of students entering post-secondary education do so with some type of mild to severe LD, leading to significant accommodation histories that may or may not have fostered academic success. No longer is LD considered a lack of intelligence; rather, LD is simply another neurodiverse disorder that impacts individuals in unique but predictable ways. Understanding that such disorders are not a one-size-fits-all disability fosters application of universal design and strategic teaching methods to successfully work with and support students and staff with LD.

Learning Objectives

1. Understand basics of language and LD as it is categorized within the diagnostic category of neurodiverse disorder;
2. Understand the manner in which such disorders like dyslexia and dyscalculia may be observed classroom and may impact performance or conduct;
3. Understand basic ADA/504 and how these disorders are considered a disability;
4. Understand and apply classroom strategies that foster success; and
5. Understand and be able to address requests for accommodation and associated issues that may arise.

This session is for:

• Faculty
• Student Affairs Professionals
• ADA/Section 504 Coordinators
• Disability Services Professionals
• Advocacy and Support Services

Training Length: 60 Minutes

Student and staff disabilities and conditions often impact the application of Title IX and ADA intervention measures. For example, pregnancy, under certain circumstances, can be viewed from both lenses, creating a situation that may allow for miscommunication and misapplication of either or both processes. The coordination of efforts between Title IX and Accessibility/Disability offices when addressing pregnant student or employee requests for assistance is key to successfully resolving concerns before they rise to the level of a complaint under Title IX, ADA or EO.

This training provides information regarding current regulations and examples to apply those regulations for students or employees seeking work adjustment, academic adjustments, or ADA/504 accommodations.

Learning Objectives

1. Understand and be able to distinguish when pregnancy requires Title IX or ADA/504 assessment;
2. Understand assessment and application of correct intervention and/or several interventions;
3. Learn best practices for documentation;
4. Learn best practices for multiple office interface; and
5. Understand foundational law, regulation, and applicable practices.

This session is for:

• Title IX Coordinators
• Deputy Title IX Coordinators
• ADA/Section 504 Coordinators
• Disability Services Professionals
• Student Conduct Professionals
• Advocacy and Support Services
• Student Affairs Professionals
• Human Resource Professionals

Training Length: 8 hours, two sessions with experiential practical component.

Campus ADA Coordinators are tasked with compliance initiatives that require reviewing, documenting, and updating a comprehensive ADA Transition Plan specific to campus grounds, facilities, and other physical assets. From path of travel to bathrooms and controls, a foundational understanding of the obligations for compliance under the 2010 Standards is vital in moving toward universal design and inclusivity. Though technical and based on the 2010 Standards, this training affords new and experienced ADA Coordinators, facilities staff, and administrators a view into what may be required to ensure equitable access to programs and activities by review of the Standards within real-time campus examples. From this training, institutions will be able to review, evaluate and amend their ADA Transition Plan and begin a working Institutional Assessment and Improvement Plan (IAIP) to document past efforts and strategically approach new construction, renovation, and improvements to facilities and campus controlled grounds.

Learning Objectives

1. Understanding of ADA and what equitable access means specifically to physical resources, facilities and campus property;
2. Understanding of compliance standards, including the 2010 Standards;
3. Understanding of core concepts for accessibility from path of travel to shelter in place;
4. Ability to apply learned concepts to policy and procedure updates as practically applied to accessibility;
5. Ability to understand and describe basic accessibility compliance measures; and
6. Understanding of related laws, regulations and applications.

These sessions are for:

• Facilities and Maintenance Professionals
• Housing and Residence Life Professionals
• Dining and Recreation Professionals
• Title IX Coordinators
• Deputy Title IX Coordinators
• ADA/Section 504 Coordinators
• Disability Services Professionals
• Student Conduct Professionals
• Advocacy and Support Services
• Student Affairs Professionals
• Human Resource Professionals

Training Length: 90 Minutes

This ninety-minute training for supervisors covers topics that are critical to disability and inclusion and ADA compliance in the workplace, including:

• Reasonable Accommodation, the interactive process, and Essential Functions.
• Approaches toward ADA services.
• The Supervisor’s Role in the Accommodation Process.
• Accommodations as a Pathway to Universal Design in the Workplace.
• Confidentiality, Privacy, and Accommodations.
• Disability, Performance Management, and Conduct Standards.

Learning Objectives

1. Understand key ADA principles, including the duty to provide reasonable accommodations and the supervisor’s role in that process; and
2. Prepare for the real world application of ADA principles in supervisory situations.

This session is for:

• Supervisors who are unfamiliar with ADA compliance, disability inclusion or looking for a refresher
• HR Professionals

We work with each campus to create a customized training solution specific to your needs. Contact us to begin the discussion.

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