Procedures for Students with Disabilities

Bramson ORT College encourages qualified students with disabilities to fully participate in the community of the College. All faculty, staff and administration will actively support qualified students with disabilities in all of the College’s educational programs, services, and activities.

Bramson ORT College prohibits unlawful discrimination against qualified students on the basis of physical or learning disabilities for all educational and employment purposes, including admission evaluation and placement, programs, activities and courses, counseling, financial aid, loans and scholarships and employment. The College does not discriminate against any qualified student with a disability in its academic programs, activities or services.

Process for students with disabilities to request reasonable accommodations:

The following is the process for enrolled students with disabilities to request reasonable accommodations:

  • - Once a student with disabilities is enrolled at the College and requests reasonable accommodations for a disability, the student will be referred to the College’s Student Disability Services Office (SDS) which is contained within the Office of Academic Services.
  • - The student contacts the Student Disability Services Office (SDS) to self-identify as a new student who qualifies for supportive services as a student with disabilities. The student will schedule an appointment with the Coordinator of the Student Disability Services Office who is also the Dean of the Office of Academic Services.
  • -The student provides documentation of his/her disability to the Student Disability Services Coordinator. Required documentation depends on the type of disability. This can be done either by obtaining the information and bringing in the required documentation or by signing a release form and allowing SDS to request the information on the behalf of the student.
  • - Academic adjustments will be arranged after an intake form is completed, and the Student Disability Services Office Coordinator verifies the student’s documented disability.
  • -Click here to download the Bramson ORT College Disability Support Services Confidential Student Intake Form

Responsibilities of the Student Disability Services Office:

  • - Assess, on a case-by-case basis, the impact of a student’s disability on his/her ability to access programs, services and activities based on appropriate documentation.
  • - Identify through documentation and discussion with the student, the academic adjustment to be provided.
  • - Establish in-services to assist faculty and staff in understanding the needs of students with disabilities.
  • - Be available to faculty, staff, and classified personnel for consultation.

Responsibilities of students requesting academic adjustment:

  • - Self identify as a student with a disability and complete an intake meeting with the Student Disability Services Office Coordinator before the start of each semester.
  • - Submit request for assistive technology and books converted to e-format at least five (5) weeks in advance.
  • - Be available to assist faculty in further understanding the specific needs.
  • - Inform the Dean’s Office in a timely manner of any interruption or failure to receive agreed upon accommodations.
  • -Click here to download the Bramson ORT College Disability Support Services Confidential Student Intake Form


Documentation Shall:

  • - Include a diagnostic statement identifying the disability, date of the current diagnosis evaluation, and the date of the original diagnosis.
  • - Be current, typically within the last three years. Acceptable documentation is dependent upon the disabling condition, its interaction with development across one’s life span, presence or absence of significant events (since the original diagnosis) that would impact functioning, and the current condition of the disability at the time of the request for accommodation.
  • - Include a summary of the evaluation procedures as well as the name of diagnostic tests and evaluation results used to make diagnosis.
  • - Provide a description of the current functional impact or limitations of the disability on learning or other major life activities.
  • - When appropriate, the examiner should address the relevance of accommodation requests to the diagnosed disability.
  • - When appropriate, the examiner should include treatment, medication, and assistive devices prescribed or in use.

Documentation Guidelines:

Psychiatric Disabilities:

Documentation must also include the DSM-IV diagnosis and Summary of present symptoms, in a written report from psychiatrist, licensed psychologist, certified social worker (CSW or ACSW) or licensed professional counselor. This document must be current within the last school year.

Attention Deficit Hyperactivity Disorder: documentation must include a statement of the presenting problem; history that verifies a pattern of inattention and/or hyperactivity impulsivity that currently affects learning; identification of DSM-IV criteria of ADHD; report summary and rationales for accommodations using evidence from evaluation. Professionals considered acceptable for evaluating ADHD are licensed physicians, neurophysiologists, and psychologists.

Learning Disabilities: documentation should validate the need for services based on the individual’s current functioning in the educational setting. A school plan such as an individualized education plan (IEP) or a 504 plan is insufficient documentation, but can be included as part of a more comprehensive assessment battery. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing, and a diagnosis.

Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery, which does not rely on any test or sub-test. Individual "learning styles", "learning differences", "academic problems", and "test difficulty or anxiety", in and of themselves do not constitute a learning disability. The tests should be reliable, valid and standardized for use within the adolescent/adult population. The following professionals would generally be considered qualified to evaluate specific learning disabilities provided they have additional training and experience in the assessment of learning problems in adolescents and adults: clinical or educational psychologists, school psychologists, neurophysiologists, and medical doctors.


Student Disability Services (SDS) has developed the following guidelines regarding confidentiality: All disability-related information including documentation, medical records including HIV or AIDS status, correspondence, and accommodation records are considered the confidential. Bramson Ort College and the Student Disability Services Office have an obligation to maintain confidentiality of all disability related information. Access to disability related information within SDS is on a need-to know basis and only for the purpose of assuring appropriate accommodations. SDS is prohibited by laws from releasing any disability records identifying information to any outside entity. This includes documentation the student provides to the SDS office when requesting accommodations. The student may request, in writing, the information be released to specific persons or agencies by signing a “Release of Information” form.

If a student is interested in enrolling in Brooklyn, the same procedures will be conducted by the Assistant Dean whose office is permanently located at the Brooklyn Campus.