Accessibility Coordinator; Temporary

Job Title: Accessibility Coordinator (Temporary)

Department: Student Academic Success

Division: Academic Affairs

FLSA Status: Non-Exempt

Reports to: Director, Student Academic Success

Work Schedule: 35 hours/week; on-campus. This position is not eligible for remote or hybrid work.

The Accessibility Coordinator provides comprehensive disability support services that promote equitable access to MICA's academic, residential, and co‑curricular experiences. This role reviews disability documentation, determines reasonable accommodations, and partners with students, faculty, and staff to ensure compliance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, the Fair Housing Act (FHA), and other applicable laws. Working collaboratively across Academic Affairs and Student Affairs, the Coordinator supports student persistence, retention, and academic success by balancing legal compliance with academic integrity and the unique demands of studio‑based education.

• Reviews psychological, medical, and educational documentation to determine reasonable classroom and residential accommodations.

• Provides direct student service, including individual counseling to address the impact of the disability on academic performance and assistance with accessing accommodations.

• Collaborates with the Director of Student Academic Success to use data‑driven insights to identify retention issues related to accessibility and disability.

• Conduct intake interviews and engage in the interactive process to identify disability‑related barriers and determine appropriate academic and residential accommodations.

• Review and interpret psycho‑educational and medical documentation to determine eligibility for academic and residential accommodations consistent with ADA, Section 504, and Fair Housing Act requirements.

• Maintain confidential and accurate student records, case notes, and documentation to ensure continuity of care.

• Authorize accommodations for students with disabilities; communicate accommodations to students, faculty, and academic advisors; make appropriate referrals.

• Provide individualized support, coaching, and referrals to students regarding disability‑related concerns, self‑advocacy, and effective use of accommodations.

• Assist students in accessing assistive technologies and other accessibility resources that support academic success.

• Collaborate with Studio Managers and other staff regarding physical barriers and safety protocols in specialized studio spaces.

• Serve as the primary institutional resource on ADA/Section 504/Fair Housing Act as related to the educational experience.

• Monitor the academic standing of students with accommodations and develop and implement appropriate plans for support; collect and interpret data.

• Work closely with other members of the Student Academic Success team and Writing Center staff to ensure these support services are fully accessible and tailored to diverse learning profiles and act as a resource for academic advisors to support course selection and degree mapping, specifically tailored to the students accommodation needs.

• Provide intentional support and training to faculty for accessible pedagogical practices through Universal Design for Learning (UDL) and other appropriate approaches.

• Increase campus visibility through collaborative programming, classroom visits, and other engagement initiatives.

• Educate students regarding disability rights, accommodation processes, self‑advocacy, and available campus resources.

• Promote awareness of accessibility services through outreach programs, workshops, and campus initiatives.

• Perform other related duties as assigned.

• Knowledge of:
  Federal and state disability laws (ADA, 504, 508); student development theory;
  Universal Design for Learning (UDL).

• Skills:
  
  Expertise in interpreting complex psycho‑educational and medical documentation; proficiency in case management software (e.g., AIM, Maxient); excellent written and verbal communication.

• Ability to train both students, faculty, and staff on accessibility access programs (e.g.,…