It's not how
smart you are;
Approximately ten percent of the Brandeis undergraduate population disclose a documented disability. This is on a par with numbers reported at college campuses across the country. The Brandeis community includes students with mobility, visual, hearing, medical, psychological and learning disabilities. We appreciate that all people have strengths and vulnerabilities — and we want to support our students' achievement and growth.
Students with disabilities access specific support and accommodations through Disabilities Services and Support, within the Office of Academic Services. In this context, it is easy for students to tap into the rich network of resources, advising, tutoring and programming that are available to all Brandeis undergraduates. Additionally, students can be known in a holistic sense, through meetings, relationships and activities — and not solely by their disability.
While Director Beth Rodgers-Kay, Assistant Director Kerry Patenaude, and Disabilities Specialist Jodi Rosenblatt oversee and protect students' legally mandated accommodations; even more importantly, they supports students in taking responsibility for their own academic careers, to learn about themselves and their peers and to appreciate and explore their considerable abilities. The fundamental goal of services and support for students with disabilities is to empower those students and to create opportunities for greater independence and self-advocacy.
Making the Most of the Brandeis Experience
To make the most of your strengths, your needs and the resources available through Disabilities Services and Support:
Engage in a partnership with staff members that is based on mutual responsibility and clear communication.
Maintain ongoing communication with Beth Rodgers-Kay, Kerry Patenaude, Jodi Rosenblatt, your faculty and other staff regarding your needs, growth and opportunities. Early, proactive discussions and use of strategies can reduce many causes of stress and difficulty.
Consider the shift from your previous schooling, where parents and/or teachers assumed responsibility for your disability, to your role as a young adult who is assuming responsibility for yourself. Explore this shift in a meeting with either Beth, Kerry, or Jodi, who can support you in making this critical transition.