Navigate the Disability Grievance Process – On-Demand Training

Create Procedures That are Consistent, Clear & Equitable

The responsibility of evaluating and determining necessary accommodations for disabled students when requests are submitted carries with it significant implications, for both the student and the institution. Decisions must be undertaken carefully and conscientiously to protect the equitable inclusion of the student and the integrity of the learning objectives and academic requirements. 

When the decision doesn’t go their way, students may feel their needs are not being considered, and schools have a responsibility to provide a mechanism for those students to seek recourse. This requirement is both a legal necessity (per Section 504 and the Americans with Disabilities Act) and good practice as the disability resource professional’s role should be to get it right, not be right. 

Our expert presenter – Dr. Chris Stone, Director of Disability Resources at Washington University in St. Louis – will discuss the goals and expectations of grievance processes for disability resource professionals, detailing formal and informal options frequently found within these procedures, and some best practices when considering how one might undertake developing an institutional appeal policy or procedure. 

Remain compliant and student-centered, ensuring institutional, students’ and disability resource professionals’ interests are appropriately served and supported. Establish a grievance procedure that is consistent, clear and equitable—allowing those engaging it knowledge of how the process works and their rights and responsibilities within it.

Topics Covered

Gain crucial, actionable takeaways that will help you: 

• Effectively assess your current grievance policies or create such policies if necessary, so you can support the student and institution equally and consistently, as well as provide equitable and appropriate support of disabled students. 
• Clearly communicate determinations of a grievance. 
• Handle external pressure, which can lead to fears of criticism or negative interactions – whether from students, faculty or others. 
• Ensure the correct decision is supported and that it supports the student’s access by addressing the disability-related barriers.
• Understand your rights and responsibilities, as well as those of the student and other institution officials involved. 
  

Presenter

Chris Stone, Ed.D. is Director of Disability Resources at Washington University in St. Louis. Dr. Stone leads Disability Resources in its efforts to assist disabled students in meeting their academic and personal development goals and supports the University in the broader mission of inclusivity and opportunity for disabled students.
Click here for full bio.