Cleveland Institute of Art is a premier college of art and design offering 15 BFA majors.
Cleveland Institute of Art is one of the nation's leading accredited independent colleges of art and design.
Offering 15 majors in fine art, design, craft and digital arts, the college has been an educational cornerstone in Cleveland, Ohio since 1882, producing graduates who enter the workforce as studio artists, designers, photographers, contemporary craftsmen, entrepreneurs, and educators.
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Learn MoreDocumentation Required for LD
In accordance with guidelines established by the Association on Higher Education and Disability (AHEAD), the documentation provided should include the following: • A clear, specific diagnosis • Credentials of the licensed professional providing the diagnosis (who has no personal relationship with the individual being evaluated) • An explanation of the current manifestations or functional limitations of the disability • A description of current and past accommodations, services and/or medications and their effects • Recommendations for accommodations or support services that relate directly to the current functional impact of the disability. All documentation must be submitted on official letterhead of the professional/service provider describing the disability. CIA accepts (i) Individual Education Plans (IEP) and/or 504 plans from secondary and elementary schools along with (ii) a multi-factored psychoeducational assessment (MFE) or Evaluation Team Report (ETR) completed by a psychologist or school psychologist. Either type of document is acceptable, but both are preferred. In cases where students were not assessed by their school personnel, psycho-educational assessments from a private psychologist and/or medical evaluations or reports are also acceptable. Please note that individual “learning styles,” “academic problems,” and “test difficulty or anxiety,” in and of themselves, do not constitute a learning disability. Students may be asked to provide additional information if the submitted documentation is incomplete or does not support the request for accommodations. Students should keep a copy of the documentation for their personal records. Students who do not have documentation are encouraged to meet with the LSS staff to explore options for support. LSS destroys documentation and other disability-related information seven years after students leave CIA. ACCOMMODATIONS Students with qualifying documented learning disabilities are eligible, on a case-by-case basis, to the following: • Faculty notification of general learning disability • Extended testing time • Oral / scribed exams • Notetaking assistance • Audio books through Learning Ally via iPAD or PC • Assistive technology (available both in the Writing + Learning Center and on individualized iPads given to incoming students): • Text-to speech software http://synapseadaptive.com/wynn/wynn.htm • Voice recognition software • http://dragonvoicerecognition.com • Brain-mapping software http://www.inspiration.com • Audiobooks http://learningally.com Students with specific medical or mobility-related issues can receive preferential scheduling and/or seating, as well as specific in-class accommodations arranged with individual professors based on medical necessity. CIA also has a Writing + Learning Center. This facility is available to all CIA students who need assistance with writing. It also serves as the main hub for specialized software for students with documented learning disabilities.Documentation Required for ADHD
In accordance with guidelines established by the Association on Higher Education and Disability (AHEAD), the documentation provided should include the following: • A clear, specific diagnosis • Credentials of the licensed professional providing the diagnosis (who has no personal relationship with the individual being evaluated) • An explanation of the current manifestations or functional limitations of the disability • A description of current and past accommodations, services and/or medications and their effects • Recommendations for accommodations or support services that relate directly to the current functional impact of the disability. All documentation must be submitted on official letterhead of the professional/service provider describing the disability. CIA accepts (i) Individual Education Plans (IEP) and/or 504 plans from secondary and elementary schools along with (ii) a multi-factored psychoeducational assessment (MFE) or Evaluation Team Report (ETR) completed by a psychologist or school psychologist. Either type of document is acceptable, but both are preferred. In cases where students were not assessed by their school personnel, psycho-educational assessments from a private psychologist and/or medical evaluations or reports are also acceptable. Please note that individual “learning styles,” “academic problems,” and “test difficulty or anxiety,” in and of themselves, do not constitute a learning disability. Students may be asked to provide additional information if the submitted documentation is incomplete or does not support the request for accommodations. Students should keep a copy of the documentation for their personal records. Students who do not have documentation are encouraged to meet with the LSS staff to explore options for support. LSS destroys documentation and other disability-related information seven years after students leave CIA. ACCOMMODATIONS Students with qualifying documented learning disabilities are eligible, on a case-by-case basis, to the following: • Faculty notification of general learning disability • Extended testing time • Oral / scribed exams • Notetaking assistance • Audio books through Learning Ally via iPAD or PC • Assistive technology (available both in the Writing + Learning Center and on individualized iPads given to incoming students): • Text-to speech software http://synapseadaptive.com/wynn/wynn.htm • Voice recognition software • http://dragonvoicerecognition.com • Brain-mapping software http://www.inspiration.com • Audiobooks http://learningally.com Students with specific medical or mobility-related issues can receive preferential scheduling and/or seating, as well as specific in-class accommodations arranged with individual professors based on medical necessity. CIA also has a Writing + Learning Center. This facility is available to all CIA students who need assistance with writing. It also serves as the main hub for specialized software for students with documented learning disabilities.The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.
Please visit The Princeton Review’s page on campus safety for additional resources: http://www.princetonreview.com/safety
The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education: https://ope.ed.gov/campussafety/#/
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