The Office of Accessibility Resources and Services - Office of Accessibility Resources and Services

Our Mission is to provide an inclusive environment which ensures equal access for all students to education and all aspects of University life by providing reasonable accommodations, participating in interactive student meetings, and promoting access for HPU students, staff, and faculty. High Point University will not discriminate in the recruitment, admission, educational process, or treatment of students with disabilities. In making reasonable accommodations, the University considers educational academic accommodations, accessible housing, and other services available to all students.

The Office of Accessibility Resources and Services (OARS) aspires to empower students to receive equal access to education and all aspects of university life, through removing barriers to equal access and promoting self-advocacy through multidisciplinary partnerships. OARS is committed to helping students with disabilities achieve their academic goals by providing reasonable accommodations under appropriate circumstances. As part of the Office of Student Life, we handle the needs of students with disabilities and we take those needs seriously.

OARS supports the mission of the University, the Office of Student Life mission, and the OARS departmental mission through three primary tenets.

Remove barriers to equal access to learning, participating, and benefiting from the programs, services, and activities at High Point University.

Promote self-advocacy. OARS strives to help students develop skills to advocate for accommodations, increase understanding of their disability and be proactive in eliminating barriers.

Engage in multi-disciplinary partnerships to ensure appropriate and reasonable accommodations.

The Office of Accessibility Resources and Services is on the 4th floor of the Smith Library.

Rebecca Berger, M.S., CRC

Director of Accessibility Resources and Services

Phone (336) 841-9026

Fax (336) 888-6324

Contact Rebecca

Dana Bright M.Ed.
Accessibility Specialist
Phone (336) 841-9026
Fax (336) 888-6324
Contact Dana

Emmalee Morgan, M.S.
Accessibility Specialist
Phone: (336) 841-9026
Fax (336) 888-6324
Contact Emmalee

Faye Pearson
Administrative Assistant
Phone: (336) 841-9026
Fax (336) 888-6324

High Point University (HPU) provides students with disabilities accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act of 2008 which prohibits discrimination on the basis of disabilities. There are several differences between the Individuals with Disabilities Education Act of 1990 (IDEA) which provides accommodations to students in the K-12 school system in which children are afforded a Free and Appropriate Education (FAPE). At the university level, students are afforded accommodations by the Americans with Disabilities Act of 1990 (ADA), the ADA Amendments Act of 2008 (ADAAA), and Section 504 of the Rehabilitation Act of 1973.

The differences in IDEA and ADAAA/Section 504 are outlined below:

IDEA	ADAAA/Section 504
Education is a RIGHT and must be provided in an appropriate environment to ALL individuals.	Education is NOT A RIGHT. Students must meet certain admissions criteria defined under ADAAA as “otherwise qualified.”
School district develops Individualized Education Plans, (IEP) to define educational services.	Students must self-identify, then contact or be referred to the NECC Learning Accommodations Center to receive accommodations.
Modifications to curriculum and assignments may be required by the IEP.	Instructors are not required to modify or fundamentally alter the requirements of a course or program.
Personal services for medical or physical disability are provided, when required.	Personal services are not required to be provided (i.e., personal care attendants, specialized tutoring).
Bottom Line: High Schools provide a high level of support and take responsibility for making sure students receive the services in the IEP/504 plan.	Bottom Line:Colleges provide accommodations to ensure equal access based on functional limitations, and it is the student’s responsibility to ask for help and advocate for themselves.

Transitioning from high school to college involves a lot of changes for students with disabilities. Not only does the legislation that defines a student’s disability, functional limitations, and what determines equal access all change, so does the process by which a student receives and utilizes accommodations.

The differences between receiving accommodations in high school versus receiving accommodations in higher education at High Point University are outlined below:

	High School	College
Applicable Laws	•Individuals with Disabilities Education Act of 1990 •Rehabilitation Act of 1973 oSection 504 (D)	•Americans with Disabilities Act Amendments Act (ADAAA) •Rehabilitation Act of 1973 oSection 504 (E)
Required Documentation	•Individual Education Plan •School provides evaluation at no cost to the student. •School conducts evaluations at prescribed intervals.	•Varies depending on the disability. •IEP and 504 Plans are not sufficient; must substantiate a significant impairment in the environment which the requested accommodations are based. •Student responsible for obtaining evaluation. •Student generally is not required to be re-tested after initial documentation approval unless additional accommodations warrant more documentation.
Parental Role	•Parent has access to student’s records and participates in accommodation process. •Parent advocates for the student •Information is shared with entire team.	•FERPA is necessary for parental contact. •Student advocates for self •Student must self-identify and request accommodations in every circumstance in which they’re seeking equal access.
Student Role	•Student is identified and supported by parents and teachers. •Contact is driven by the school system. •Primary responsibility for accommodations is that of the school.	•Students must self-identify to OARS. •Contact is initiated by the student. •Students must execute accommodations with assistance from OARS.
Curriculum and Instruction	•Schools may modify curriculum and/or alter the pace of assignments. •Accommodations meant to assure highest potential.	•Accommodations provide equal access. •Faculty not required to modify curriculum and accommodations cannot fundamentally alter the learning objectives of a class, program, or degree.
Grades	•Tests and other evaluations may be modified to meet the student’s needs. •Grades may be modified based on the quality of the curriculum.	•Grades reflect the work submitted. •Students must adhere to all assignment deadlines.
Conduct	•Disruptive conduct may be accepted depending on the student’s disability.	•Disruptive behavior and inability to abide by the University’s Code of Conduct and/or Honor Code are deemed “not qualified” and can be dismissed.