Student Accessibility Services
The Office of Student Accessibility Services promotes the integration of engaging teaching strategies with academic supports provided by our faculty and staff to create a collaborative educational experience for all our students.
Welcome to the Office of Student Accessibility Services at the University of Maine at Machias (UMM). UMM is committed to providing equal access to all students.
The Student Accessibility office’s main focus is on coordinating services for our students with permanent or temporary documented disabilities. We extend reasonable accommodations for documented and requested academic and housing needs. Overall, we are dedicated to supporting all students. “Student Success” is our motto, and our individualized, supportive approach encourages students to advocate for themselves while developing the skills and empowerment to reach their academic and professional goals.
Requests for any educational or housing accommodations must be processed through the Manager of Student Accessibility Services.
- Screening for Services
- Review of Documentation
- Accommodation Determination
- Coordination of Services
- Consultation and Referrals
- Academic Counseling
- Advocacy and Support
Areas of Support
Physical needs based on health status: illness or injury.
- Temporary or permanent
- Developmental or acquired
Emotional needs based on mental health diagnosis.
- Enduring (such as bi-polar disorder)
- Temporary or situational (such as anxiety, depression)
Learning needs based on differences in taking in, processing, and expressing information.
- Organic (neurological)
- Three primary types: Input; Processing; Output
- In college, the student is responsible for initiating the accommodation process.
- For a smooth transition, contact the Manager of Student Accessibility Services prior to enrollment.
- Provide the manager with documentation and diagnosis from a qualified professional.
- The manager will interview you and read your documentation to make a determination.
- Once a determination is made students receive copies of their accommodation letters.
- It is the student’s responsibility to contact his/her instructors to activate accommodations.
- The manager is available for mediation, and academic support.
- Students need to reactivate the accommodations process each semester to continue services.
What documentation is needed and who provides it?
- It is the student’s responsibility to provide documentation for a determination of services.
- Documentation must be certified by a qualified professional in the relevant area of disability: medical doctor, licensed psychologist, or clinical counselor.
- Certified documentation must be written on professional stationery, and signed and dated.
- Documentation must include diagnosis of a physical, psychiatric, or learning disability.
- For a learning disability, documentation must include testing results and analysis.
- For a physical disability, documentation must include a description of functional limitations.
- For a psychiatric disability, documentation must include symptoms and specific needs.
- Although not required, suggestions for accommodations related to the disability are helpful.
Students with disabilities have a right to confidentiality. All information concerning a student’s disability is private. This includes written and electronic records and written and verbal communications. Confidentiality belongs to the individual. This means that a student is free to disclose anything he or she chooses about his or her disability status, but no one else can. This information is “owned” by the individual with a disability and information can be disclosed only with written permission specifying what information is shared, with whom, and for what purpose. Even with permission, information is shared only on a “Need to Know” basis.
If a student discloses his or her disability status to a University employee that person must make the student aware of services provided for students with disabilities. This applies to medical, psychiatric, or learning disabilities. Please refer students to the Student Accessibility Services office.
When we refer to students with disabilities we place the person first. For example, we say “student with a disability,” rather than “disabled student.” Person-first language demonstrates respect for students and understanding that disability is only one aspect of a multifaceted person whose identity and interests extend far beyond her or his disability status.
Disabilities are Discrete
No one form of disability indicates that another disability is present. Disabilities are specific, not global, and one area of disability is balanced by another area of skill. Disability is one aspect of diversity that can enhance awareness and respect for differences.
Accommodations are not special privileges. They provide equal access for students.
Jo-Ellen Scribner, Manager
Manager of Student Accessibility Services Office
University of Maine at Machias
116 O’Brien Avenue
Machias, ME 04654