Disability Support in College

There are significant differences between high school and college, including how you access disability-related supports. Understanding these differences will help you determine options and make choices about what is the best fit for you. If you have questions or would like to meet with us to discuss your individual needs, please email us.

Confidentiality

We protect your right to privacy and confidentiality. The Family Educational Rights and Privacy Act (FERPA, also known as the Buckley Amendment) guarantees your right to confidentiality of your student record and information. Any information collected and stored about a student is considered confidential. 

Confidential information can be released to others under the following circumstances:

• Confidential information can be disclosed to Hope College faculty and staff who have a legitimate educational interest
• Confidential information can be disclosed pursuant to a court order or subpoena
• Confidential information is disclosed to the National Student Clearinghouse (for financial aid purposes only)
• Confidential information can be disclosed to protect the safety of the student or the safety of others

In other circumstances, confidential information can be released to others only with the written consent of the student.

Documentation

The type of disability documentation and the process for determining reasonable accommodations may look differently for you than it does for another student. The more information we have, the better we can identify supports that may be helpful. Best Practice: Bring with you documentation that establishes history and that describes current (adult-based assessment) skills, abilities and functional limitations.

• For disabilities that impact learning: Ideally, documentation should be dated within three years for students with ADHD and five years for students with learning disabilities, preceding your enrollment at Hope College. If you received accommodations in high school, or have had a professional evaluation done, documentation that is helpful may include copies of MET testing, Summary of Performance with test scores, psychological reports, neuropsychological testing or other psychoeducational testing.
• Autism Spectrum Disorder: If you are working with a licensed professional regarding your diagnosis (for therapy, medications, etc.), completion of the Medical/Mental Health Verification form is helpful in understanding accommodation needs.
• Chronic health (this includes allergies) and psychiatric diagnoses: Verification of the diagnosis and resulting functional limitations will be requested from a treating physician.
• Deaf or hard of hearing: Generally, documentation is not needed for D/deaf or hearing loss. An audiogram or completion of the Medical/Mental Health Verification form may be helpful to understand implications regarding academics, housing and campus accessibility.
• Visual impairments: Documentation may be helpful to verify the condition, severity and functional limitations by completion of the Medical Verification form or provision of equivalent information on official letterhead by a medical professional with appropriate training and credentials (neuro-ophthalmologist, ophthalmologist, low vision specialist, etc.).

All documentation provided by a third party must be prepared by a person (not a family member of the student) who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. 

Your Role

YOU are the most important element of determining appropriate accommodations and on-campus supports.

• Know your disability and how it impacts your daily life.
• Choose to disclose your accommodation needs as a student with a disability.
• Contact us when you have questions, concerns or support needs.
• Have conversations with faculty and staff about your learning and living needs.
• Seek guidance and support from appropriate campus resources. We are here to help you identify which supports might be helpful.