ADA & 504 Training
Support Your
Climate of Inclusion
Grand River Solutions specializes in online or in-person ADA & 504 training that can be tailored to the needs of your campus. You can choose individual courses from the menu below, select a package of sessions, or contact us to customize trainings for your team. We have the expertise to meet the increased demand of supporting a more inclusive and equitable climate that goes beyond assessments and into effective accomodations and positive culture shifts.
Support Your Climate of Inclusion
Grand River Solutions specializes in online or in-person ADA & 504 Training that can be tailored to address the needs of your campus. You can choose individual courses from the menu below, select a package of sessions, or work with us to customize trainings specific to your community. Our team has the expertise to help you address the increased demand of supporting a more inclusive and equitable climate that goes beyond assessments and into effective accomodations and positive culture shifts.
ADA & 504 Trainings
ADA & 504 Trainings
Supportive Measures, Accommodations or Remedies: Where is the Line?
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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
- 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;
- Understand assessment and application of correct intervention and/or several interventions;
- Understand best practices for documentation;
- Implement best practices for multiple office interface; and
- 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
Understanding Anxiety, Depression, and Associated Mental Health Disabilities and Their Impact on the Classroom
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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
- Understand basics of what are called Mood Disorders and how they translate into observed classroom performance or conduct;
- Understand basic ADA/504 and how these disorders are considered a disability;
- Understand and apply classroom strategies that foster success; and
- 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
ADHD and Neurodiverse Disorders in the Classroom
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Training Length: 2 hours
ADHD is not a one-size-fits-all disability.
Learning Objectives
- Understand the basics of ADHD as it is categorized within the diagnostic category of neurodiverse disorder;
- Understand the manner in which ADHD may be observed classroom and may impact performance or conduct;
- Understand basic ADA/504 and how these disorders are considered a disability;
- Understand and apply classroom strategies that foster success; and
- 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
Language and Learning Disabilities in the Classroom
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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
- Understand basics of language and LD as it is categorized within the diagnostic category of neurodiverse disorder;
- Understand the manner in which such disorders like dyslexia and dyscalculia may be observed classroom and may impact performance or conduct;
- Understand basic ADA/504 and how these disorders are considered a disability;
- Understand and apply classroom strategies that foster success; and
- 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
Supporting Pregnant Students and Employees
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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
- Understand and be able to distinguish when pregnancy requires Title IX or ADA/504 assessment;
- Understand assessment and application of correct intervention and/or several interventions;
- Learn best practices for documentation;
- Learn best practices for multiple office interface; and
- 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
Custom Training
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We work with each campus to create a customized training solution specific to your needs. Contact us to begin the discussion.
Contact us to arrange for private trainings for your organization or join one of the open training sessions below.
Meet Our ADA & 504 Training Team
Crystal C. Coombes
Crystal C. Coombes is the 504 Practice Lead with more than 35 years of experience in private and public industry, higher education, and disability management. Crystal previously served as ADA/504 Coordinator and Title IX Coordinator in addition to her role as the Assistant Vice President of Equity and Access Services with the Office for Diversity, Equity and Inclusion at George Mason University. During her extensive career, she has developed, implemented and managed several inaugural programs and services including that of a multi-campus division of Student Affairs. Crystal has an extensive background in mental health and crisis assessment/management, equity and access services, disability and workers compensation, compliance and risk management, and investigation. She holds various professional certifications including licensure as a Licensed Professional Counselor in Virginia and as a national mediator.
Judith Risch
Judith Risch, J.D., Ph.D., is the Title IX & Equity Access Services Special Advisor at Grand River Solutions. Judy brings over two decades of invaluable experience from her tenure at the Office for Civil Rights (OCR) in the U.S. Department of Education. Judy’s role at Grand River Solutions involves partnering with senior leadership in business, healthcare, government, and educational systems in areas of disability discrimination related to equity, access, and technology, ensuring best practices and compliance with federal civil rights laws, including Title IX, Title VI, Title VII, the Americans with Disabilities Act, and Section 504 of the Rehabilitation Act of 1973. Judy Risch is nationally recognized as a foremost expert in digital accessibility, having served as a senior attorney at the Department of Education, where she co-led the Office for Civil Rights National Digital Accessibility Team.
Andrea Stagg
Andrea Stagg has extensive experience in higher education in-house legal settings at public and private colleges and universities. As Deputy General Counsel and Director of Government Relations & Compliance at Barnard College she oversaw all legal and compliance matters, including navigating the pandemic as chair of the College’s COVID-19 Vaccine Working Group. She has presented in-person and virtual training to thousands of higher education professionals, attorneys, and board members throughout career. Andrea has also published legal and compliance writing about sexual and interpersonal violence prevention and response, the Clery Act, NCAA compliance, and program integrity.
Myra Waddell
Myra Waddell is a Senior Solutions Specialist with over 30 years of experience in higher education. Myra served as the Director of Disability Services at Winston-Salem State University, and a Special Education Resource Teacher in Franklin County Schools, Virginia. She also served as an itinerant teacher to Greensboro City Schools and Winston-Salem Forsyth County Schools, in North Carolina. At Winston-Salem State University, Myra was responsible for providing accommodations to faculty, staff, and students in addition to, providing educational opportunities to the university and assisting with maintaining ADA Compliance. She facilitated trainings and led presentations for Faculty, Staff, Students, Academic Departments, and Residence Life.
Our Client Engagement Team
Interested in scheduling a training or learning more about creating a custom training or training package that works for your organization? Reach out and we will connect you with the director for your region.
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