Support for Students with Disabilities
The Williams community includes students with documented disabilities who may require accommodations. Although Williams operates no specially structured academic programs for individuals with disabilities, the College is committed to providing support services and accommodations to any students who need them.
Williams endeavors to provide equal access to campus programs and activities for all members of the college community. The Director of Academic Resources, Joyce P. Foster, Ph.D., coordinates the efforts to provide accommodations. The Disabilities and Accommodations Advisory Group, which includes faculty, administrative staff, and students, provides policy guidance to the director.
Prospective students are encouraged to consult with the Director of Academic Resources regarding potential accommodations at Williams to support a documented disability. Students are also welcome to discuss concerns about support for disabilities with members of the admission staff, housing office, health/psychological services and the dean's office. These conversations are shared with College personnel on a need-to-know basis only.
During the admission process, each applicant is evaluated on the basis of academic achievement and the potential to satisfy rigorous academic standards. Candidates are not admitted to a modified program of study.
Once enrolled at Williams, students with disabilities that affect their participation in college life should contact the Director of Academic Resources. Students are required to provide a recent professional evaluation which identifies the disability, describes the challenges faced due to this condition, and if possible, recommends modifications to be provided. This information is kept confidential to the extent required by law. Each term, a dean works with the identified student and his or her professors to develop a plan of study which maintains the academic integrity of the individual courses, and the academic program as a whole, while attempting to meet assessed needs. College and departmental requirements are implemented for sound pedagogic and academic reasons. Therefore, we do not waive academic requirements for students with disabilities. Rather, our policy is to assist students in their efforts to meet those requirements through reasonable and appropriate accommodations.
Types of Support
Mobility Disabilities
Those with mobility disabilities are as diversified as the accommodations to assist them. Williams recognizes this range of needs in working with students to provide true accessibility to classrooms, residences and other facilities. At present, over forty buildings are accessible to individuals who have physical disabilities.
Students for whom access to facilities is of special concern should make these needs known immediately following admission so that proper arrangements can be made. The deans will work with the student to determine appropriate housing and classroom assignments to assure access, full participation, and reasonable distances from facilities the student would be likely to use.
Based on individual needs, arrangements have been made to schedule a student's classes on the first floor and in as close proximity as possible, depending on subjects. Elevators are available in several buildings. For students requiring the use of scooters or wheelchairs, the topography of the campus and the distance between and placement of buildings can be a bit daunting but transport to classes by a security officer can be arranged, as required.
Several student residences are accessible, with student rooms, bathrooms and social areas meeting all state and federal guidelines for those with mobility difficulties. The college has developed a long-term access plan for student housing. Further information may be obtained by contacting the housing office.
Visual Disabilities
The college has provided recorded readings; note-takers; braille materials; use of special "talking" software; recorded or large-print examinations; oral presentation of materials written on chalk boards; reverse color chalk boards; loans of special four-track recorders; loans of computer equipment with large type fonts.
Hearing Disabilities
Provisions have been made for students to work with tutors, note-takers, recorded notes (to be played loudly in private) and to have one-on-one consultations with professors and/or a dean to review material discussed and work required. Rooms in student residences with TDD and light signals that meet ADA requirements are available.
Hidden Disabilities
Accommodations have been made for students with chronic illnesses, autoimmune disorders, arthritis, allergies, and other diseases. Special dietary accommodations and explanations to faculty have been provided on a case-by-case basis.
Psychological Disabilities
Williams has extensive psychological services to provide health maintenance programs for students with psychological disabilities. Prescriptions may be filled, and injections administered; students may meet regularly with therapists. Other academic accommodations may be appropriate.
Learning Disabilities
All students diagnosed with learning disabilities are entitled, as are all students with other disabilities, to "reasonable accommodations" from the College. A dean works with each student individually to customize support services which will enable him or her to take full advantage of the academic programs of the College. Students with learning disabilities are expected to pursue a full course of study (four graded courses per term and at least one course per Winter Study Period) and accommodations provided by the College normally are intended to enable a student to participate in the regular program of study, not a differently constructed or scheduled program. Every person must meet the same high standards to earn a Williams degree.
Williams is a place which prides itself on personal attention. All students have equal access to College resources such as the Writing Workshop, The Science and Math Resource Center, peer tutoring and individual appointments with faculty and staff. In addition, the College has made the following accommodations available to students who have requested help and who have provided documentation of a learning disability:
- Extended time on examinations
- Separate room in which to take examinations
- Note-takers for class lectures
- Tape recording of lectures in class
- Tape recording of class syllabi
Attention Deficit/Hyperactivity Disorder
Students with documented Attention Deficit/Hyperactivity Disorder (ADHD) are entitled to reasonable accommodations from the College. The College has made the following accommodations available to students who have provided documentation of ADHD:
- Extended time on examinations
- Separate room in which to take examinations
This list of provisions is not exhaustive. Reasonable accommodations are determined and provided on an individual, case-by-case basis.
Request for Reduced Course Load
In the event that a student believes that he/she is unable to pursue a full course of study, the student may petition the Disabilities and Accommodations Advisory Group for permission to pursue a reduced course load. Such a petition must be accompanied by a professional evaulation which addresses the student's inability to maintain a full course of study and discusses the rationale for a reduced course load. Upon consideration of a student's petition and supporting documentation, the Disabilities and Accommodations Advisory Group makes a recommendation to the Committee on Academic Standing which renders a decision. Such cases are considered on an individual basis and may be initiated at any time during a student's tenure at Williams.
Students who assume a proactive stance with regard to securing documentation and requesting services will reap the greatest benefit from services provided. It is essential that the student assume the initiative, remain actively involved, comply with deadlines and agreements and follow through with the accommodation process. The College, in turn, will maintain its supportive status by executing its responsibilities in a timely fashion, in keeping with the reciprocal nature of this relationship.
Legal Rights: Access, Requirements and Support
Section 504 of the Rehabilitation Act (1973) and the Americans with Disabilities Act (1990) ensure that all qualified persons have equal access to education regardless of the presence of any disabling conditions.
Access means more than admission; it means providing support services and accommodations to students who need them.
Self-Identification and Documentation
Under The Act, a disability means "with respect to an individual, a physical or mental impairment that substantially limits one or more of the major life activities of such an individual; a record of such an impairment; or being regarded as having such an impairment." Disabilities may include, but are not limited to: sensory impairments, mobility impairments, chronic illnesses, recovering alcoholism, cancer in remission, a history of mental illness and specific learning disabilities.
This document is also available in alternative formats upon request.
Contact Us:
Joyce P. Foster, Ph.D., DirectorJean St. Jacques, Administrative Assistant
Paresky Center, Room 202,
39 Chapin Hall Drive, Williamstown, MA 01267.
Phone: (413)597-4672
fax: (413)597-4959
Office Hours from 8:30 AM to 4:30 PM weekdays.