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This report is arranged into three distinct sections (not including this introduction). Each of the three sections provide the reader with a general picture of Services for Students with Disabilities. The first section recounts the strategic planning report submitted in 1992 as part of the campus wide strategic planning process. The second section discusses SSD in present day terms. The thirds section offers a picture of what the unit will look like in the future offering several specific strategies to deal with present issues as well as those to come. The three sections are arranged in a chronological order and are designed to parallel one another for ease of reference.
SSD has been known by a variety of different names and acronyms over the last three decades. The unit was formed almost 30 years ago as a resource for the university to address the growing concerns of disabled students on campus. Much has changed in that time for people with disabilities, and the program has kept pace with those changes. SSD must anticipate similar demands for progress in the future. This report is intended as a blueprint for the changes to come.
ADA COMPLIANCE: Services for Students with Disabilities (SSD) insure Weber State University’s compliance with the Americans with Disabilities Act and other applicable regulations and guidelines under state and federal law associated with access for individuals with disabilities. The scope of our services is limited primarily to program access and the rights of people with disabilities to an equal education. To insure an equal educational opportunity to all individuals with disabilities, SSD provides access to all university functions, activities and programs. The program’s responsibility for architectural access is limited to advising appropriate campus and state agencies regarding known and/or anticipated architectural barriers.
Individualized Services: This department provides specialized services, technology, and advisement to meet the specific needs of each qualified disabled student. These services cover all generally acknowledged types of disabling conditions including certain cognitive and emotional problems (subject to documented verification) in addition to visual impairments, hearing impairments, and mobility impairments. Individualized service programs are designed specifically to fit each student’s needs and abilities. SSD supports a strong philosophy of individual independence and self-determination.
Campus & Community Resource: SSD serves as a resource for both the campus and surrounding community. The staff is well versed on the ethical principles and established referral guidelines related to the rights and responsibilities of people with disabilities. Students as well as faculty and staff can request advisement from highly trained personnel about issues related to disabilities. We also provide a wide range of adaptive equipment and technology designed to assist people with disabilities. This equipment may be made available to the public on a limited basis.
| INPUT
(Student) |
ENVIRONMENT
(services) |
OUTCOME | ASSESSMENT |
| Student has limitations related to documented disability. | SSD provides accommodations and related services. | Barriers are removed and student is given equal opportunity to succeed or fail on his/her own merits. [cognitive/interpersonal/practical] | Student Survey: Questions 4 & 5 show a 91% success rate.
Follow-up Interviews: Discussions with students have been universally positive on this outcome. Grades: Inconclusive |
| Student is unaware SSD procedures for requesting and receiving accommodations. | SSD trains students regarding procedures and expectations and requires them to follow these guidelines. | Students learns to assertiveness, self-advocacy, and personal
responsibility.
[interpersonal] |
Exit Interview: Graduating students indicate improved
self-advocacy skills.
Staff Reports: Staff report some concerns in this area indicating improvement needed. |
| Student is a freshman and must transition from the highschool environment into the higher education system (as related to disabilities and/or limitations). | Through intake and interview process, information is provided regarding WSU procedures and requirements. SSD collaborates with faculty and other resources. | Student develops functional independence.
[interpersonal/intrapersonal/practical] |
Follow-up Interview: When compared against intake assessments, students appear to be developing the appropriate skills in this area. |
| Student interpreters (ASL) have little opportunity in the area to pursue training and further develop their sign language skills. | SSD provides opportunities to develop and enhance skills and encourages advancement within the field of ASL interpreting. | Interpreters are better qualified and equipped to provide a higher
level of services to deaf students at WSU.
[conginitive/practical] |
Evaluation/Assessment: Evaluations from students and staff
indicate interpreters are improving skills overall.
Employment (post graduate): Inconclusive |
| Student requests support services but does not meet the legal standard to receive accommodations or request is not supported by documentation. | SSD explains why the request is being denied; offers possible alternatives and refers the student to appropriate agencies (on and off-campus); continues to provide advisement and other assistance if possible. | Student receives services through another department; uses SSD for
other appropriate support; has a better understanding of their legal
standing under the law and WSU policies.
[cognitive/practical] |
Follow-Up Interview: Students have been able to follow-up and
provide needed documentation when appropriate.
Cross-Department Consultation: No significant problems have surfaced. |
| Student may be eligible for accommodations but is not aware that SSD can arrange and/or provide required services. | SSD trains faculty and staff within other departments regarding available services and eligibility requirements. | Student knows that SSD is available and will use the services
provided.
[practical] |
Intake Interview: Referrals have increased
Student Survey: Results indicate a wide range of referral sources, including instructors, friends, relatives, advisors, and vocational rehabilitation. |
| Student is uncomfortable with being labeled "disabled" and concerned about issues of confidentiality. | SSD assures the student that all information provided to SSD is confidential; reviews departmental policies; creates a welcome and secure environment. | Student feels comfortable with SSD and safe using our services.
[interpersonal] |
Follow-Up Interview: Students indicate that they are comfortable with the level of confidentiality provided by SSD. |
| Student has an issue or concern related to a member of the faculty or another department. | SSD advises student regarding grievance procedures; assists the student and faculty/staff member in reaching compromise. | Student is empowered by a better understanding of his/her rights
under ADA and WSU policy.
[interpersonal/practical] |
Grievance Review: Problems in this area have all been resolved to the satisfaction of all parties. |
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