The Cleveland Institute of Art is dedicated to ensuring that all students have equal access to the educational experience at CIA.  The Wellness and Accessibility Services office provides accommodations to students with disabilities, including learning disabilities, mental health diagnoses, sensory impairments, mobility issues, and chronic health conditions.

We work in close partnership with students and faculty to determine appropriate accommodations, and we look forward to working with you. Please don’t hesitate to contact our office (disabilityservices@cia.edu) with any questions or concerns.

New Accommodations Request (for new students or returning students who are newly requesting)

Step 1: Complete CIA's Intake Form and return to disabilityservices@cia.edu

Step 2: Submit provider verification of your disability to disabilityservices@cia.edu (see below for additional information about documentation)

Step 3: Share your official accommodations letter with your faculty via email 

Step 4: Renew your accommodations each semester

The Disability Services Office reviews documentation on a case-by-case basis. All documentation provided to our office is secured, and a specific disability is never disclosed to faculty or staff without prior consent.

Students with a disability must be otherwise qualified and meet the same academic standards for admission as any other student. In order to receive disability-related accommodations, students must disclose the disability to the Disability Services Office.

The Cleveland Institute of Art does not provide personal services including, but not limited to:

  • Transportation;
  • ADD coaching;
  • Resource room -type support/in-class aides;
  • Assistance with the application for admission; or
  • Specialized tutoring for students with learning disabilities.  

In order to best prepare for students’ arrival on campus, CIA appreciates as much advanced notice as possible of requests for accommodations. CIA does not provide retroactive accommodations.

In accordance with guidelines established by the Association on Higher Education and Disability (AHEAD), the documentation of a disability should include the following:

  •     A clear, specific diagnosis;
  •     Credentials of the licensed professional providing the diagnosis (who has no personal relationship with the individual being evaluated);
  •     An explanation of the current manifestations or functional limitations of the disability;
  •     A description of current and past accommodations, services and/or medications and their effects; and
  •     Recommendations for accommodations or support services that relate directly to the current functional impact of the disability.

All documentation must be submitted on official letterhead of the professional/service provider describing the disability. An Individual Education Plan (IEP) and/or a 504 plan from secondary and elementary schools, along with a psycho-educational evaluation team report (ETR) completed by a psychologist or school psychologist, constitute acceptable documentation. Either document is acceptable, but both are preferred. Alternatively, psycho-educational assessments from a private psychologist and/or medical evaluations or reports are also acceptable documents. Individual “learning styles,” “academic problems, “and “test difficulty or anxiety,” in and of themselves, do not constitute a learning disability.

If you do not have the documentation detailed above, please use our Disability Verification Form as an alternative way to provide acceptable documentation.  This must be filled out by your doctor or licensed therapist/counselor.

 

Documentation can be emailed to DisabilityServices@cia.edu.

Comparison of IDEA, Section 504, and ADA Chart. Requirements in the Law: IDEA (K-12) Provides free, appropriate, public education in the least restrictive environment. Section 504 (K-12/College) Requires any agency, school or institution receiving federal financial assistance to provide persons with disabilities to the greatest extent possible, an opportunity to be fully integrated in to the mainstream. ADA (College/Empl) Extends coverage of section 504 to employment, public & private education institutions, transportation providers & telecommunications, regardless of presence of any federal funding. Definitions in the Law: IDEA (K12) Specific disability categories are defined in the law; covers students with educational disabilities that require special services from specially trained teachers. Not all students with disabilities are eligible. Section 504 (K-12/College) Defines persons with disabilities who: Have a physical or mental impairment which limits one or more major life activities;  Have a record of such an impairment; or Are regarded as having an impairment. ADA (College/Empl) Definitions of disability essentially same as Section 504 & extends coverage to persons without disabilities who may be related to or associated with a person with a disability; Includes HIV status, contagious & non-contagious diseases. Who is Covered: IDEA (K12) Covers students with educational disabilities that require special educational service ages 3-21 or until graduation. Section 504 (K-12/College Protects all persons with a disability from discrimination in educational setting based solely on disability. ADA (College/Empl) Protects all persons with a disability from discrimination in educational setting based solely on disability. Services Provided: IDEA (K12) Offers educational services that are remedial in addition to services available to all mainstream students (i.e., PE, Art, field trips). Section 504 (K-12/College Eliminates barriers that would prevent a student from full participation in programs/services offered to the general school population. ADA (College/Empl) Eliminates barriers that would prevent a student from full participation in programs/services offered to the general school population.Comparison of IDEA, Section 504, and ADA Chart. Funding: IDEA (K12) Schools receive federal funding to provide remedial services. Section 504 (K-12/College Requires that schools not discriminate based on student’s disability & must provide appropriate accommodations, but schools receive no additional financial support to provide support services or auxiliary aids. ADA (College/Empl) Requires that schools not discriminate based on student’s disability & must provide appropriate accommodations, but schools receive no additional financial support to provide support services or auxiliary aids. Evaluation/Documentation: IDEA (K12) School district is responsible for identifying & evaluating students with disabilities. Evaluations are the responsibility of the school & are performed at no expense to student/parent. Parents must consent to evaluations & placement decisions. Section 504 (K-12/College) K-12:  School district is responsible for identifying & evaluating students with disabilities. Evaluations are the responsibility of the school & are performed at no expense to student/parent. Parents must consent to evaluations & placement decisions. College:  Students must self-identify as having a disability & must provide documentation of disability. Evaluations/ documentation of disability are student’s responsibility & expense. Student has responsibility for advocacy, negotiating accommodations plan. ADA (College/Empl) Students must self-identify as having a disability & must provide documentation of disability. Evaluations/documentation of disability are student’s responsibility & expense. Student has responsibility for advocacy, negotiating accommodations plan. IEP/Accommodations: IDEA (K12) Individual Education Plan (IEP) developed with parents, teachers & other specialists involved. Section 504 (K-12/College 504 Plan developed with parents, teachers, school personnel involved (for elementary/secondary students). Accommodation plan developed with college student, Disability Services Coordinator on campus. ADA (College/Empl) Accommodation plan developed with college student, Disability Services Coordinator on campus. Classroom Placement: IDEA (K12) Placement must be in the least restrictive environment; may be special classrooms, resource, or regular classroom. (Elementary & secondary students) Section 504 (K-12/College Placement is in regular classroom with support services to eliminate barriers to the educational experience. (Elementary, secondary, & college students). ADA (College/Empl) All courses are mainstreamed with accommodations provided to students who qualify under ADA.

Source: Academic Achievement & Access Center. “Comparison of ADA, Section 504, & IDEA.” Student Access Services, The University of Kansas , 21 Dec. 2015, https://access.ku.edu/sites/access/files/2021-07/Comparison%20of%20the%20IDEA%2C%20Section%20504%2C%20ADA%20%281%29%20Updated%2007-07-21.pdf.

In addition to the accommodations described on this page, the Wellness and Accessibility Services office offers individual consultations to incoming students with documented disabilities. These intake meetings can be conducted in person or remotely. During the consultation, students and parents meet the Disability Services staff who will review the student’s disability documentation, establish accommodations and direct students to resources specific to the unique demands of the CIA experience. Please email disabilityservices@cia.edu to schedule your appointment. 

Sample Accommodations

Students with qualifying documented learning disabilities are eligible, on a case-by-case basis according to their individual needs, to accommodations that may include:

  •     Extended testing time
  •     Read Aloud/Scribed exams
  •     Note-taking assistance
  •     Audiobooks
  •     Assistive technology

Students with specific medical or mobility-related issues can receive preferential scheduling and/or seating as well as specific in-class accommodations arranged with individual professors based on medical necessity.

CIA also has a Writing + Learning Center. This facility is available to all CIA students who need assistance with writing. It also serves as the main hub for specialized software for students with documented learning disabilities.

Ungrouped

The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools.

LD OnLine seeks to help children and adults reach their full potential by providing accurate and up-to-date information and advice about learning disabilities and ADHD.

This workbook is designed for youth and adults working with them to learn about disability disclosure and help them make informed decisions about whether or not to disclose their disability and understand by considering how that decision may impact their education, employment, and social lives.

The Attention Deficit Disorder Association provides information, resources and networking opportunities to help adults with Attention Deficit Hyperactivity Disorder lead better lives.