Campus and Community Outreach

Student Disability Services is dedicated to providing information and raising awareness surrounding disability-related topics. In order to accomplish this, we participate in information fairs on campus, as well as provide presentations to various groups and the community at large. Below are descriptions of the presentations that are most commonly requested. However, we are always willing to work with individuals to customize our outreach efforts to meet their needs. Please read over the descriptions below and submit the online request form so that we can begin to work with you in raising disability awareness. 

Presentations

  • This presentation is an overview of SDS and the ²ÝÁñÊÓƵ students we serve. It will provide information about various student disabilities as well as accommodations that are commonly approved for them. We will also provide suggestions for working with students that you believe have a disability and appropriate referrals to our office. Case studies can be included for more practical application of information provided.
  • For many students, entering higher education is the first time they are primarily responsible for managing their disability. This presentation will discuss the differences in disability services and legislation between high school and college as well as address self-advocacy for students who are taking this step towards independence.
  • This presentation provides an overview of the various types of hearing loss, the impact it has on the individual with a hearing loss, and Deaf culture. There are numerous approaches in communicating effectively with someone with a hearing loss. These will be outlined along with suggestions to consider. If you are a faculty member and you have a Deaf or Hard of Hearing student in your class utilizing accommodations such as sign language interpreters or real-time captioning in the classroom and you have questions or concerns about the role of these accommodations, then this presentation is recommended.
  • SDS will be happy to consult with your team to create a presentation to fit your needs. 

Transition Services

Student Disability Services is excited to offer services to assist ²ÝÁñÊÓƵ students with disabilities in their transition both into and out of college. We know there are many changes that come at the beginning and end of your time here at ²ÝÁñÊÓƵ, and our goal is to provide support for a successful transition. These services are geared towards prospective, incoming, or current students who want to learn more about disability services at ²ÝÁñÊÓƵ. Registered students who wish to learn more about preparing for employment or additional education may be referred to additional services outside of SDS.  

Services we provide:

 

  • General consultation session to discuss SDS and registration process (this is not a formal intake)
  • Information about access on campus
  • Consultation about resources on campus
  • Referral to Career Planning & Development as needed

To schedule an Outreach appointment, call or email us at sds@kennesaw.edu. We look forward to meeting with you soon!

High School vs College

Many of the policies and procedures for serving students with disabilities change dramatically from high school to college. You may, or may not, be eligible for the same or similar accommodations that you had in high school. However, high school records can be very helpful in figuring out strategies that are more likely to work for you.

Remember, you are entering a different educational system when you transition from high school to postsecondary education. Many of the requirements, policies, procedures, and accommodations will be different. Take a moment to review the information regarding transitioning on the . We will work with you to make your transition as smooth as possible.

  • HIGH SCHOOL COLLEGE
    l.D.E.A. (Individuals with Disabilities Education Act) A.D.A. (Americans with Disabilities Act of 1990)
    Section 504, Rehabilitation Act of 1973 Section 504, Rehabilitation Act of 1973
    I.D.E.A. is about SUCCESS A.D.A. is about ACCESS
  • HIGH SCHOOL COLLEGE
    I.E.P. (Individualized Education Plan and/or 504 Plan) High School I.E.P. and 504 are not sufficient. Documentation guidelines specify information needed for each category of disability
    School provides evaluation at no cost to student Student must get evaluation at own expense
    Documentation focuses on determining whether student is eligible for services based on specific disability categories in l.D.E.A. Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations
  • HIGH SCHOOL COLLEGE
    Student is identified by the school and is supported by parents and teachers Student must self-identify to the Office of Disability Services
    Primary responsibility for arranging accommodations belongs to the school Primary responsibility for self-advocacy and arranging accommodations belongs to the student
    Teachers approach you if they believe you need assistance Professors are usually open and helpful, but most expect you to initiate contact if you need assistance
  • HIGH SCHOOL COLLEGE
    Parent has access to student records and can participate in the accommodation process Parent does not have access to student records without student's written consent
    Parent advocates for student
    		 Student advocates for self

     

     

  • HIGH SCHOOL COLLEGE
    Teachers may modify curriculum and/or alter pace of assignments Professors are not required to modify curriculum design or alter assignment deadlines
    You are expected to read short assignments that are then discussed, and often re-taught, in class You are assigned substantial amounts of reading and writing which may not be directly addressed in class
    You seldom need to read anything more than once, and sometimes listening in class is enough You need to review class notes and text material regularly\
  • HIGH SCHOOL COLLEGE
    I.E.P. or 504 plan may include modifications to test format and/or grading Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when supported by disability  documentation
    Testing is frequent and covers small amounts of material
    		 Testing is usually infrequent and may be cumulative, covering large amounts of material
    Makeup tests are often available Makeup tests are seldom an option; if they are, you need to request them
    Teachers often take time to remind you of assignments and due dates
    		 Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spell out exactly what is expected of you, when it is due, and how you will be graded
  • HIGH SCHOOL COLLEGE
    Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan Tutoring DOES NOT fall under Disability Services. Students with disabilities  must seek out tutoring resources as they are available to all students.
    Your time and assignments are structured by others You manage your own time and complete assignments independently
    You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation You need to study at least 2 to 3 hours outside of class for each hour in class