Center for Student Accessibility

The Center for Student Accessibility partners with students to empower them to take ownership of their college journey. By modeling problem-solving strategies, our staff helps to promote self-determination and self-advocacy skills in order to enhance students' abilities to use their own strengths to address challenges. These are skills students will carry with them beyond their years at Manhattanville.

In accordance with Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act, Manhattanville University strives to ensure that “no otherwise qualified individual with a disability shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program administered by the University.” As per federal law:

An individual is defined as having a disability if they are an individual who (1) has a physical or psychological impairment which substantially limits one or more major life activities; or (2) has a record of such impairment; or (3) is regarded as having such an impairment.

Self-Identification and Accommodations

To request accommodations, please refer to the following procedure:

1. Log in to the Student Health Portal using your Manhattanville University username and password.
2. Hover over the “Accommodations” tab in the sidebar and then select “Application” from the drop down menu
3. Proceed to complete the application as listed on Page 1
4. Upload any supporting documentation that you have on Page 2 (please note – you can submit the application without uploading documentation, but it will be incomplete until you either upload it at a later time, or deliver it to a Center for Student Accessibility staff member).
5. Submit your application.
6. Schedule an intake interview with a staff member at CSA by calling 914-323-1434 or 914-323-7127. Please note that your application is incomplete until this intake interview is completed.

Please do not delay your meeting or your application for accommodations out of concern for not having documentation readily available. It can be submitted at a later date for review while a CSA staff works with you on temporary or provisional accommodations.

Documentation

Students diagnosed with a disability that request services or reasonable accommodations may be asked to provide appropriate and current documentation. In the case of multiple disabilities, students may be asked to provide documentation for each disability for which accommodations are requested. Prior documentation such as an Individualized Education Program (IEP) or a history of receiving accommodations from a former school does not necessarily validate the need for services or continuation of accommodations at the college level. This history can, however, be attached to the current documentation as part of a comprehensive assessment battery. The determination of reasonable accommodations on campus is based on satisfying the documentation guidelines outlined below and a clear demonstration of the functional limitations on the student’s performance in an academic setting. These guidelines apply to all disability types recognized by the ADA.

Documentation should meet the following guidelines:

• A qualified professional should conduct the evaluation and provide name, title, professional credentials.
• The evaluation should include the diagnosis and be signed and dated.
• The evaluation must be current. Disabilities may change in severity over time and documentation should support current accommodation needs.
• Recommendations and rationale for accommodations and/or assistive technology must be based on the analysis of the functional impact of the diagnosis.

Fee-Based Programs

Valiant Launch Learning & Social Success Program

The Valiant Launch Program is an integrated academic program providing robust individualized learning and social support for college-ready students that goes beyond what is legally required by the ADA. All students signed up for the program will receive executive functioning skill development support. Additional social communication support is available through our Plus level for neurodivergent students whose executive function needs extend into social dynamics. The goal of the program is to assist students with the transition to post-secondary life by building greater confidence and independence as well as strengthening skills that can lead to decreased anxiety, stress, and discomfort in academic and social settings. 

Key Program Benefits 

1:1 Expert Support: Work with highly trained, professional learning specialists.
Executive Functioning Skills: Build key skills like time management, prioritization, self-monitoring, organization, and task initiation.
Master Academic Skills: Receive focused coaching on writing, reading comprehension, note taking, study strategies, and assignment chunking.
Self-Advocacy: Take ownership of learning through self-determination.
Access to a weekly study hall, drop-in learning specialist hours, monthly skills workshops.
Navigation: Gain confidence accessing campus resources.
Communication: Semester Parent Newsletter from CSA, End-of-Semester Student Progress Reports.

All levels offer: Individually tailored academic support. Focused executive function skill development. Promotion of academic ownership, self-determination, and self-advocacy.
Foundation Level: 3 hours of 1:1 academic strategy sessions every week.
Next Level: 4 hours of 1:1 academic strategy sessions every week for deeper focus. Dedicated Career Counselor. 
Plus Level: added to either Foundation or Next Level Adds social navigation support and campus connections to the academic support of Foundation or Next Level. Bolsters the transition and integration into college life through weekly and bi-weekly support sessions. Access to weekly lunch group.

Contact Information

Center for Student Accessibility

Library, Room 134

(914) 323-1434