CTY is experiencing heavy communications and application processing volumes. We appreciate your patience and will respond to queries as quickly as possible.
For reasonable accommodations to be provided, current documentation from a qualified individual knowledgeable about the student’s disability may need to be submitted to our office prior to the start of your child’s program, or course, or CTY qualifying test (SCAT/STB). Requests made in an untimely manner may adversely affect our ability to provide accommodations and in certain circumstances may prevent a child from participating in our program or in testing (SCAT/STB) with accommodations in place. Documentation should be submitted at least four weeks in advance of the start of a program or desired test date if possible.
The guidelines for documentation of a disability have been established by the Johns Hopkins University Office of Institutional Equity, and are as follows (please contact CTY Disability Services with any questions as there may be alternatives to what is listed based on the age of your child and the duration of the CTY program your child is attending):
Appropriate disability accommodations are determined based on documentation which may include educational or medical records, reports and assessments from health care providers, school psychologists, teachers, or the educational system.
A 504 Plan, Individualized Education Plan (IEP) or Summary of Performance (SOP) can be submitted as documentation so long as the information provided indicates the impact of the condition and helps the Disability Services office identify a connection between the disability and the appropriate accommodation(s) being requested.
The following information is to be submitted:
Because some accommodation needs can potentially change over time, individuals should try to submit updated information as conditions change in order to provide the most effective services and accommodations possible.
Disability Services reserves the right to request additional documentation in order to support specific accommodations. If additional information is needed, Disability Services may determine that it is appropriate to provide temporary accommodations. Temporary accommodations will be determined based on the information that has been provided.
The aforementioned guidelines are provided so that Disability Services can respond appropriately to the individual needs of the student. Disability Services reserves the right to determine eligibility for services based on adherence to these guidelines and established policies and procedures.
Johns Hopkins Office of Institutional Equity has published these guidelines on their website as well.
“This summer I saw my child more social than ever before. At school, he refuses to communicate with peers unless absolutely necessary. He was completely different at CTY. He participated in group activities and actually liked them! He got along well and [made] friends. After this summer many of my fears about my child's future were gone. I now know that he will be OK when he goes to college, as long as he is with his academic and intellectual peers.”
Laura K. , CTY Parent of student with autism