Learning Support Services

Learning Support Services is dedicated to supporting the University’s efforts toward accessibility and inclusion for students with disabilities. The Learning Support Services team comes alongside students on an individual, case-by-case basis determining appropriate, reasonable accommodations to facilitate student learning, growth, and success. This is accomplished through collaboration with faculty and staff, advocacy for students, providing education relevant to disability services, and coordination of accommodation plans.

Contact Information:

Contact: LSS@olivet.edu
Fax: (815) 928 - 5590
Location: The Rick & Debbie Dykhouse Center for Academic Excellence on the 1st Floor of Benner

ACCOMMODATIONS

Reasonable accommodations are determined through an interactive process and made on a case-by-case basis. Some common accommodations include the following:
•    Peer note-takers
•    Assistive technology
•    Books in audio-format
•    Testing accommodations
•    Housing accommodations
•    Chapel seat accommodations

Additional information and resources for registered students, as well as a link to our online application system, can be found on the Olivet Portal.

NEW & PROSPECTIVE STUDENTS

Differences in the legal mandates between high school and postsecondary education mean that accommodations in college are not necessarily duplicates of what was received in high school. Higher education disability law ensures access for students with disabilities. It is important students build self-efficacy skills and communicate with the Learning Support Services office to ensure timely and sufficient accommodation. For more information about the differences between disability accommodation in K-12 and postsecondary education, we recommend the following resource. 

Documentation

Documentation from a licensed, professional provider aids in the determination of needed accommodations. Individualized Education Programs (IEPs), 504 plans, and/or Summaries of Performance (SOPs) provide helpful information; however, these documents alone may not provide sufficient information to determine appropriate accommodation in the postsecondary environment. Documentation is most helpful when it is includes identification of the student’s disability, description of the student’s functional limitations, and recommendation of possible accommodations. Professionals conducting assessment, rendering diagnoses of specific conditions, and making recommendations for accommodations must be qualified to do so. Third party documentation is used as one component of the interactive process.