Mount St. Joseph University

Mount St. Joseph University2018-09-23T16:29:22+00:00

Getting Mental Health and Academic Support at Mount St. Joseph University

 

Wellness Center

Location: Harrington Center

Phone: 513-244-4949 option 1

Hours: M-F: 8:30am-4:30 pm

Website: www.msj.edu/student-life/wellness-health-services/

 

The Center is committed to providing a safe environment that advocates, educates, and encourages the physical, spiritual, and psychological well-being of Mount students. Our professional staff offers a safe, non-judgmental, and confidential environment to assist students.

The counseling offices are staffed by licensed mental health providers. Wellness resources offered by the Wellness Center include:

  • Individual Counseling
  • Relationship Counseling
  • Drug and Alcohol Assessment
  • Psycho-Educational Testing
  • Referrals

 

Disability Services

Location: The Director’s office is located within the Learning Center, 156 Seton.

Hours: 9-5 M-Thur. 9-4 Fridays

Phone: (513) 244-4524

Fax: (513) 244-4509

Email: meghann.littrell@msj.edu

Website:https://mymount.msj.edu/ICS/Mount_Community/Mount_Groups/Learning_Center/Disability_Services.jnz

 

About Us

In compliance with Section 504 of the Rehabilitation Act of 1973, Mount St. Joseph University provides academic adjustments and auxiliary aids for students with physical or mental impairments that substantially limit or restrict one or more of such major life activities as walking, seeing, hearing, or learning.

 

How to Register/Eligibility

Students with qualifying impairments who seek academic adjustments and auxiliary aids must self-identify their needs to the Director of the Learning Center & Disability Services. (Verification of eligibility for impairment-related adjustments and aids at another institution does not guarantee eligibility at Mount St. Joseph University.) The Director’s office is located within the Learning Center, 156 Seton (513-244-4524). After this contact, an intake interview will be scheduled to discuss the student’s needs.

 

Academic adjustments and auxiliary aids will be based on documentation from a qualified professional. (A form for this purpose can be provided by Disability Services.) If the documentation provided is more than three years old, it will be evaluated to determine whether retesting or additional testing is reasonable or necessary to ensure that academic adjustments and auxiliary aids are matched to the student’s changing needs.

 

Adequate documentation should include the following:

  • A description of the nature and extent of the student’s impairment and the diagnostic tools used in the diagnosis
  • An explanation of the functional impact of the impairment, especially as it relates to the academic environment
  • Recommendations for reasonable academic adjustments and auxiliary aids
  • In addition to their documentation, students are encouraged to provide the following information at the intake interview with the Director of the Learning Center & Disability Services:
  • Documents showing previous academic adjustments and auxiliary aids provided during elementary and secondary school and/or a prior post-secondary institution, including 504 plans and IEPs
  • Any documents related to assistance from other agencies (e.g. the Bureau of Vocational Rehabilitation)
  • During the interview, the student and the Director of the Learning Center & Disability Services will discuss the following:
  • The specific academic adjustments and auxiliary aids requested
  • The reason for each requested accommodation
  • Current academic strengths and weaknesses
  • Possible obstacles to success
  • Current support systems
  • The student’s immediate and long-range goals
  • If the student’s documentation supports the request, the student and the Director of the Learning Center & Disability Services will create a plan for the semester that includes reasonable academic adjustments and auxiliary aids. Among the possible adjustments and aids are the following:
  • Accommodated testing, including extended time and a distraction-reduced environment
  • Provision of a note-taker
  • Permission to tape-record lectures
  • Use of assistive software and adaptive equipment
  • Provision of texts in alternate formats