A variety of orthopedic/mobility-related disabilities result from congenital conditions, accidents, or progressive neuromuscular diseases. These disabilities include conditions such as spinal cord injury (paraplegia or quadriplegia), cerebral palsy, spina bifida, amputation, muscular dystrophy, cardiac conditions, cystic fibrosis, paralysis, polio/post polio, and stroke. Functional limitations and abilities vary widely even within one group of disabilities. Accommodations vary greatly and can best be determined on a case-by-case basis.

Characteristics may include:

• pain, spasticity, or lack of coordination.
• flare-ups of intensity of the symptoms.
• period of remission in which little or no symptoms are visible.
• inability to walk without crutches, canes, braces, or walkers.
• inability to stand or walk and may use wheelchair to conserve energy or gain speed.
• limited lower body use but full use of arms and hands.
• limited uses of lower body and limited use of arms and hands.
• impairment of speech or hearing.
• limited head or neck movement.
• decreased physical stamina and endurance.
• decreased eye-hand coordination.

 Accommodations may include:

• accessible location for the classroom and place for faculty to meet with student.
• extra time to get from one class to another, especially, in inclement weather.
• special seating in classrooms.
• note-takers, use of tape recorders, laptop computers, or photocopying of peer notes.
• test accommodations: extended time, separate place, scribes, access to word processors.
• special computer equipment/software: voice-activated word processing, word prediction, keyboard modification.
• extra time for assignments due to slow writing speed.
• adjustable lab tables or drafting tables for classes taught in lab settings.
• lab assistance.
• accessible parking in close proximity to the building.
• customized physical education class activities that allow the student to participate within their capabilities.
• taped texts.
• advance planning for field trips to ensure accessibility (if the university provides student transportation, it must provide accessible transportation on a field trip).

Eligibility Verification

Eligibility for Disability Services at Seton Hall University is dependent upon the nature of the disability and its impact on learning. A person might meet eligibility requirements of vocational rehabilitation, disabled veterans or any other rehabilitation agency; however, he/she may not meet eligibility at the Seton Hall University. One of the reasons that the University developed these guidelines is for consistency throughout the institution. These guidelines are fairly consistent with those used by agencies administering standardized assessments. The ultimate decision as to eligibility on campus is a judgment that must be made by the Director of Disability Support Services based upon the guidelines developed for each type of disability.

Orthopedic/Mobility Disorders Documentation

The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Required documentation includes:

1. A clear statement of the medical diagnosis of the orthopedic/mobility disability.
2. Documentation for eligibility must reflect the current impact the physical disability has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the student's request for accommodations and the current status of the student). Therefore, disabilities that are sporadic or degenerative may require more frequent evaluation.
3. A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable.
4. A description of present symptoms that meet the criteria for diagnosis.
5. Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment.
6. A statement of the functional impact of limitation of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context or which accommodations are being requested.

Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions are indicated. The student and the disability specialist collaboratively determine appropriate accommodations.