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Under Section 504 a post-secondary student with a disability who is in need of academic accommodations or auxiliary aids is required to notify the College of the nature of the disability and to provide appropriate documentation which supports the request for reasonable accommodations or auxiliary aids.
Students who request accommodations through the Accessibility Services Office must submit documentation verifying a disability and the need for the accommodations. Students making reasonable accommodation requests should follow these three steps:
- Students who seek “reasonable accommodations” under the ADA or Section 504 are responsible for notifying Adirondack Community College of their disability. This is done by self-identifying on the Admissions application or by registering with the Office of Accessibility Services located in Warren Hall 103 as soon as possible. This may be done during the admission process or after admission.
- The person with the disability must make a formal request for a reasonable accommodation. This request can be discussed with the Director in person or can be made in writing. While students can request a particular type of accommodation, it is Adirondack Community College that determines how to meet a particular need. Therefore, alternative accommodations may be recommended which are more cost-effective or efficient than those requested by the student.
- Documentation of disability must be furnished and kept on file with the Office of Accessibility Services. The documentation must support the accommodation request, and the specific request must relate to the legal definition of disability. Guidelines for the documentation require it not be older than three years from the time of first enrollment.
The guidelines outlined below are provided to students in the interest of assuring that documentation is appropriate and verifies eligibility for Accessibility Services, and that it supports requests for reasonable accommodations and academic adjustments on the basis that the disability substantially limits one or more major life activity. A student’s documentation should validate the need for services based on the individual’s current level of functioning in the educational setting and generally falls under one of three categories:
Learning Disabilities
In isolation, the Individualized Education Program (IEP) or a 504 plan is insufficient documentation, but may be included as part of a more comprehensive assessment battery.
- Testing must be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Diagnosis of learning disabilities must be based on analysis of the individual’s strengths as well as weaknesses. Minimally, domains to be addressed are not limited to but must include:
- Aptitude. The Wechsler Adult Intelligence Scale 3rd Edition-1997 (WAIS III) with supplementary index scales is the preferred instrument. The Wechsler Adult Intelligence Scale Revised (WAIS-R) with subtest scores; the Woodcock-Johnson Psychoeducational Battery Revised Tests of Cognitive Ability; or the Stanford-Binet Intelligence Scale: Fourth Edition is acceptable.
- Achievement. Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include the Woodcock-Johnson Psycoeducational Battery-Revised: Tests of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (STAK); Scholastic Abilities Test for Adults (SATA); or specific achievement tests such as the Test of Written Language-2 (TOWL-2), however, Wide Range Achievement Test-Revised (WRAT-R or WRAT-III) is not a comprehensive measure of achievement and therefore is not suitable.
- Information Processing. Specific areas of information processing (e.g., short and long-term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Information from subtests on the WAIS III; WAIS-R or the Woodcock-Johnson Tests of Cognitive Ability as well as other instruments relevant to the particular learning problem(s) being assessed may be administered.
- Testing must be current. In most cases, this means testing has been conducted within three years of the date of first enrollment.
- There must be clear and specific evidence and identification of a learning disability. Individual “learning styles” and “learning differences” in and of themselves do not constitute the existence of a learning disability.
- Actual test scores must be provided. Standard scores and/or percentiles are acceptable. If grade equivalents are given, standard scores and/or percentiles must accompany them.
- Professionals conducting assessment and rendering diagnoses of specific learning disabilities must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialist, and educational therapists are typically involved in the process of assessment. Experience in working with an adolescent and adult population is essential.
- Tests used to document eligibility must be statistically reliable and valid and standardized for use with an adult population.
- Diagnostic reports (psychological evaluations) must include the names, titles, and professional credentials of the evaluators as well as the date(s) of testing. All reports must be typed.
- Written summary of, or background information about the student’s educational, medical, and family histories that relate to the learning disability must be included.
- A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level must be discussed. Include information about the specific conditions under which the accommodation was used. (e.g., standardized testing, final exams) and whether or not it benefited the student. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student currently needing accommodation(s) must be provided. The final determination for providing appropriate and reasonable accommodations will be made by the Director of Accessibility Services in coordination with the Learning Specialist.
Psychological, Medical or Physical Disabilities
Request for reasonable accommodations, auxiliary aids and academic adjustments on the basis of a psychological, medical or physical disability that substantially limits one or more major life activities which might include but are not limited to: learning, concentrating, seeing, hearing, speaking, walking, breathing, sleeping and/or working must meet the following guidelines.
Comprehensive and detailed information documenting a psychological, medical or physical disability and the need for services must be certified by a licensed physician, psychologist, psychiatrist, social worker, neurologist, speech pathologist or other appropriate professional. Adirondack Community College reserves the right to determine the nature and extent of reasonable accommodations, thus additional documentation may be requested to assist in identifying appropriate reasonable accommodations.
Documentation should include: - A clear diagnostic statement including a description of the duration and severity of condition.
- Currently prescribed medications with effects and any treatments or services used to minimize the impact of the condition.
- The current impact of (or limitation imposed by) the disability within the college setting.
- Recommendations for accommodations that is reasonable and validated by current documentation.
- The name, title, address and phone number of certifying professional(s) including date of diagnosis and/or evaluation.
Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) - A qualified professional must conduct evaluations. Attention Deficit/Hyperactivity Disorder is considered a medical or clinical diagnosis. Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the differential diagnosis of ADHD and are experienced with an adolescent and adult ADHD population. Recommended practitioners may include licensed clinical or educational psychologists, psychiatrists, neurologist, developmental pediatricians, family physicians, or a combination of such professionals. The diagnostician should be impartial and not a family member. Further assessment by an appropriate professional may be required if co-existing learning disabilities are indicated.
- Documentation should be current. Preferably this means that a diagnostic evaluation has been completed within the last three years. (The age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student’s specific request for accommodation.)
- Documentation should be comprehensive.
- A clear statement of ADD/ADHD according to the Diagnostic and Disability Statistical Manual of Mental Disorders, 4th edition (DSM-IV) diagnosis, a description of supporting present symptoms and, if pertinent, past symptoms must be detailed. The diagnostician should use direct language in the diagnosis of ADD/HDHD, avoiding the use of such terms as “suggests”, “is indicative of”, or “attention problems.” Individuals who report only problems with organization, test anxiety, memory or concentration in selective situations do not fit the prescribed diagnostic criteria for ADHD.
- A narrative summary must be presented, which includes:
- Assessment procedures and evaluation instruments, including all test scores and sub-scores used to make the diagnosis.
- The functional limitations and impairments related to the diagnosis and medical treatment of the condition, including medication (if prescribed, include dosages and schedules of medication) which affect the student’s current level of functioning in the postsecondary environment;
- Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations should be supported by the diagnosis.
If requested accommodations are not clearly identified in the diagnostic report, the Director of Accessibility Services will seek clarification, and if necessary, more information. The Director will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided to the individual. |
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Reduced Course Load
Under the ADA and section 504 of the Rehabilitation Act of 1973, students with disabilities may maintain status as a full time student (12 or more credits) while being enrolled with a part time schedule (1 to 11 credits) to accommodate their disability. In order for this accommodation to be set, students must provide appropriate documentation to the Accessibility Services Office verifying their disability (that significantly impacts one or more major life activity) and specifically request a reduced course load no later than the first day of class for each semester. Students who register for a full time course load and, in order to accommodate a disability, adjusts their schedule during the drop/add period below 12 credits and do so according to college procedure, must provide appropriate documentation to the Accessibility Services Office verifying their disability and specifically request a reduced course load no later than the last day of the drop/add period for each semester.
Once disability status and the accommodation request are verified, the Accessibility Services Office will notify the Registrar that the accommodation is being pursued. If students need a letter from the College verifying their full time status to maintain appropriate insurance coverage, or other external benefits that require full time enrollment, the request can be made to the Registrar’s Office at this point. A standard certification letter can be provided by the Registrar’s Office verifying the student’s enrollment, but it may also be necessary for the Assistant Registrar to issue an additional letter verifying that the College considers the student as a full time student due to disability status.
In all cases, students must be aware that a reduced course load may affect the amount and application of federal and state financial aid grants. Therefore, it is extremely important that students consult with the Financial Aid office prior to committing to a reduced course load. Equally as important, students should discuss the implications of a reduced load on their overall educational goals with their academic advisor.
Testing
In compliance with Federal legislation, it is necessary to provide alternative testing arrangements to students whose disability may impair their ability to take examinations in traditional formats. It is the purpose of alternative testing accommodations to measure actual achievement in the course material rather than to measure the student’s disability. They are intended to ensure that the student may participate on an equal basis and should not lower the standards of the course or change the objectives of the program or course.
The Office of Accessibility Services, the Learning Specialist, and the faculty cooperate to provide an alternative testing service to eligible students with disabilities. Eligibility for the service is determined by the Director of Accessibility Services and staff, after a careful review of current (within the last three years) professional documentation of the student’s disability provided by the student. Due to staffing requirements and needed lead time to make appropriate arrangements, students are expected to understand and to comply with the policy and procedure set forth here. If the student does not follow this procedure, the college can not guarantee the provision of this service.
Types of Testing Accommodations
There are a number of appropriate testing accommodations, depending on the specific disability-related needs of the student. Typical testing accommodations may include, but are not limited to, the following:
~Extended Time: Extended time is determined on a case-by-case basis and is calculated based on the documentation provided by the student and the standard amount of time allowed for the exam. It generally results in time and a half and does not mean unlimited time. Students should arrive at the Office of the Learning Specialist at or before their scheduled time. As in the classroom, no breaks should be taken without checking with the proctor of the exam.
~Reader Service: A Reader reads the test material to the student, or it may be read on a cassette tape. The Reader may not provide the student with any information about the material being tested, and the student should not ask that they do so.
~Scribe Service: A Scribe writes exactly what the student dictates. The Scribe may not provide the student with any information about the material being tested, and the student should not ask that they do so.
~Separate Location: This is a location where outside distractions are reduced. No space may be entirely distraction free, but we will work together to make it as quiet as possible. Please discuss any concerns with the Learning Specialist.
~Computer Access: The use of word processing programs may be preferred over a scribe by a student and may allow that student to complete essay exams independently. Some students may require the use of enlargement, voice recognition software, or a spell checker.
~Converted Format: This may include large print, Braille, or audio-taped exam material. In order to make these arrangements, the test must be delivered to the Learning Specialist at least two (2) weeks in advance. The student must identify with a disability and provide appropriate documentation of that disability to the Director of Accessibility Services.
The student should meet with the Director of Accessibility Services as early in the semester as possible to discuss possible accommodations for each course. All testing accommodations are based on documentation that is reviewed by and discussed with the Director of Accessibility Services. It is definitely suggested that this meeting take place early in the semester. After the meeting, the Accommodation Form must be brought to the Learning Specialist to be signed.
The signed Accommodation Form and a Proctor Sheet provided by the Learning Specialist are to be brought to the instructor, signed by him/her, and returned to the Learning Specialist promptly. (It is recommended that this be taken care of during the faculty member’s office hours.) These forms need to be returned to the Learning Specialist before a testing accommodation may be administered.
As soon as a test is announced, the student must remind the instructor after class that they will be taking it in the Office of the Learning Specialist and make an appointment with the Learning Specialist. A minimum of 72 hours notice is requested to allow the Learning Specialist to obtain the test and to schedule it in a timely manner. (For those students who wish to request accommodations for their final exams, this appointment must be scheduled no later than the Wednesday before the start of finals week. This date will be posted in the Office of Accessibility Services and in the Learning Specialist’s office in advance each semester.) Tests will be scheduled on a first-come, first-served basis at, or as close to, the actual time of the test as possible. Any change to this policy will take place after consultation with the instructor.
The faculty should work with the student and the Learning Specialist to provide the tests in a timely manner. Under special circumstances (instructor responds to student questions during a test, has extensive verbal instructions about a test, converted format, etc.), the instructor may provide the testing accommodation in cooperation with the Learning Specialist.
The Office of the Learning Specialist is open Monday through Friday from 8:00 AM - 4:00 PM. Testing arrangements for students taking late afternoon or evening classes may be coordinated between the Learning Specialist and individual faculty members. The faculty member may choose to provide testing accommodations to the individual student or they may be provided by the Learning Specialist during normal daytime hours.
The student must arrive for their appointment on time or a little early; failure to do so may jeopardize the receipt of services. If a student does not show for their appointment, the test will need to be rescheduled upon approval by the instructor. The student should notify the Learning Specialist immediately in person or by phone of any change in the date of the test so that they can reschedule.
The student should bring only authorized materials needed for use during the test. All book bags, coats, and other unauthorized material should be left in an appropriate location.
The standards of Academic Honesty described in the college catalog apply to every ACC student and will be enforced.
Books on Tape
Students with visual impairments, learning disabilities or other physical disabilities that result in the inability to effectively read standard print may be eligible to receive books on tape. Recordings For the Blind and Dyslexic (RFB&D) is a non-profit volunteer organization that maintains the world’s largest audio library and loans books on tape to students across a wide range of subject areas. This organization serves as the primary source for taped text books, fiction, drama, poetry, research manuals and computer manuals. Students who would like to contact RFB&D for an application form may do so by calling 1-800-221-4792. Students who are interested in books on tape should meet with the Director of Accessibility Services to review eligibility and procedures for obtaining services through RFB&D as soon as they are registered for classes. Prior to the meeting, students should also find out from the bookstore what textbooks are used for each course including each book’s title, author, publisher, edition and ISBN number.
With approval from the Accessibility Services office, books in alternate format, such as e-text, may also be available to students directly from the publisher or internet sources such as bookshare.org. E-Text is generally delivered in a compressed e-mail file and up-loaded onto a micro-computer disk. Students can access the material through computers available on campus or a home computer and may also access the material using a screen reader. Students who are interested in receiving books in alternate format should meet with the Director of Accessibility Services to review eligibility and procedures for obtaining text materials as soon as they are registered for classes.
Equipment and Technology
Adirondack Community College has a variety of equipment and technology that can be accessed on campus to assist students with disabilities. This includes:
~An Optelec Visual Enlarger for printed information;
~An adaptive computer that provides the ability for students to drag and dictate input and output information;
~Tape recorders; (may be loaned to students on a semester by semester basis)
~An FM System that amplifies lectures and other verbal information;
~Adaptive Computer Software including Kurzweil, Jaws and Via-Voice;
(Note: Use of the Kurzweil requires compliance with the Chafee Amendment; please see Kurzweil Agreement on page 21)
~Adaptive chairs;
~Adaptive Tables;
Students who loan out adaptive equipment must take the responsibility for the items and agree to have the equipment returned to the Accessibility Services Office as indicated at the time of the loan. Students must also agree to make restitution for any and all damages to and/or loss of the equipment. A hold may be put on a student’s academic records if the equipment or restitution is not made in a timely manner.
The Chaffee Amendment
Use of e-text requires and the Kurzweil requires compliance with the Chafee Amendment which allows the translation or conversion of printed text as a method of reproducing work protected by copyright law. Section 121 of the United States Copyright law allows conversion of protected material into specialized formats in order to make them accessible to students based on disability status. Students must understand that any re-production or re-distribution of e-text materials is an infringement of the Copyright Act.
Note Takers
Note takers can be provided to students when a disability presents significant difficulty in writing, verbal comprehension or following the pace of class lectures and/or presentations. Students who receive note takers as an accommodation are asked to take the primary responsibility in identifying and hiring other students willing to provide the service. If necessary, the Accessibility Services Office will assist in this process. Students pursuing note taker services are encouraged to take the following steps:
~Complete accommodation forms with the Director of Accessibility Services or Learning Specialist and get note-taking services approved;
~Observe classmates and identify those that seem to follow along well. (If you have difficulty finding a note taker, approach your instructor and ask for assistance).
~Approach a classmate you feel may provide good service, and ask if s/he would be interested in receiving compensation for assisting you with notes during the semester;
~Ask your classmate to complete a note taker information card and return it to the Accessibility Services Office. At this time we will provide the note taker with all other necessary information and paperwork;
Once a note taker is hired, the student should discuss with the note taker the best method for receiving notes. The note taker may take notes on carbon paper that is available free of charge from the Accessibility Services Office, or the student receiving services may choose to photo copy the notes at his/her own expense. If the former method is used, students should make sure their note taker is appropriately supplied with carbon paper.
Students who are serving as note takers will be paid for the length of time s/he spends in class with the student(s) registered in our office. Students receiving note taker services must also monitor and approve time sheets that must be submitted to the Accessibility Services Office for processing.
Course Substitutions
Faculty and administrators at ACC understand that at times traditional accommodations may not be sufficient to achieve the goal of providing students with disabilities with equal access to degree programs. In recognition of this, the College may approve course substitutions that do not compromise essential components or standards of academic programs. Requests for course substitutions will be evaluated based on section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. No student may be allowed to substitute or waive course requirements, pre-requisites or other degree requirements unless approved by Adirondack Community College. It should be noted that federal regulation prohibits the College from waiving or substituting essential course requirements or components of programs leading to licensure or certification. Course substitutions will be evaluated on a case-by-case basis according to the following procedures.
Students who wish to pursue a course substitution due to disability status must submit a written request to the Director of Accessibility Services. The submission must identify the specific request, include a statement identifying the reason for the request, and the student must submit documentation that verifies prior experiences with the subject matter pertaining to the request including the names of courses taken, grades received and steps taken to supplement efforts in the subject area. The student must also submit documentation that clearly substantiates the student’s disability and its specific impact on the student’s ability to perform in the academic area in question. This documentation must be on file in the Accessibility Services office or provided at the time of the request. Disability related documentation must be current, relevant and comprehensive and provided by an appropriate certified professional as detailed in the documentation guidelines available through the Accessibility Services office.
Requests for course substitutions will be handled on an as needed basis as timely as possible. It is important that the appropriate party has sufficient time to review and evaluate course substitution requests. Generally, students should submit requests and all supporting documentation at least six weeks prior to the start of the semester for which the substitution would take effect. At all times, course adaptation and/or accommodations will be considered before a substitution is offered. Approved substitutions will not relieve students of the responsibilities or transcript outcome of courses for which they are enrolled in at the time of a request, and will not affect the status of previously transcripted grades. Course substitutions will also be rendered exempt if the student changes programs prior to graduation.
At the time of the request the student must consent to the release of disability related information as it pertains to the request to the appropriate division Chair. The Director of Accessibility Services will consult with the Chair to help determine the appropriate course of action, and reserves the right to consult with diagnosticians in the areas of special education and/or learning disabilities as needed. After a thorough review of each request and all supporting documentation, a written decision will be provided to the student by the division Chair. If the request is approved, the Chair will identify at least one course that may be used as a substitute and reserves the right to consult with other academic divisions to identify appropriate options. A copy of the decision will be forwarded to the Accessibility Services office and, if appropriate, the Registrar will be informed so that necessary adjustments can be made to the student’s transcript.
Students who wish to appeal the decision of a division Chair must submit a letter of appeal to the Accessibility Services office. The letter of appeal and all supporting documentation related to the request, including the written decision provided by the division Chair, will be forwarded to the Vice President of Academic and Student Affairs for review. The Vice President will consult with the Dean of Academic Affairs and the Division Chairperson as necessary and will issue a final written decision to the student. A copy of this decision will also be filed with the Accessibility Services office.
Interpreter Services
Adirondack Community College is committed to serving students who are deaf, hearing impaired or hard of hearing while enrolled at the College. For many students who are deaf or have profound hearing loss, interpreters provide a communication link to interact in classes and make it possible for students to gain access to all other college activities and programs. Students may also be eligible for other accommodations including, but not limited to, note takers, FM systems and transcriptionists. The needs of each student requesting accommodations due to hearing loss will be evaluated on an individual basis and, if appropriate, interpreter services will be offered. In all cases, the wishes and preferences of the student will be strongly considered.
Currently, the College maintains relationships with New York State’s office of Vocational and Educational Services for Individuals with Disabilities (VESID) and Northeast Career Planning which are the primary resources for interpreter services for our students. Students should be aware, however, that the responsibility to request support services, to provide appropriate documentation and to inform the College about their communication needs rests with the student. When planning for enrollment at ACC, students should consider these issues and should consult with the Accessibility Services office prior to or at the time of registration, but no less than three weeks before the start of classes. Early notice is essential for the Accessibility Services office to coordinate appropriate and meaningful services. Students in need of interpreter services must also adhere to the procedures outlined below:
- Students requesting accommodations on the basis of deafness or profound hearing loss must provide documentation that is not older than three (3) years from the time of admission consisting of:
- Interpreters will wait in or outside of the class room ten (10) minutes for a fifty-five minute class, fifteen (15) minutes for an hour and twenty minute class and twenty five (25) minutes for a three hour class. If the student does not arrive by the designated time the interpreter will notify the Accessibility Services Office as soon as possible.
- Persistent lateness or absences may result in the suspension or cancellation of interpreter services until a consultation with the Director of Accessibility Services and the interpreter takes place.
- Generally, students should discuss any interpreting related problems or concerns directly with the interpreter for the class. If additional assistance is needed, the student should schedule an appointment with the Director of Accessibility Services to discuss the situation further. In addition:
- If an interpreter does not report to or is late for a scheduled class, the student should inform the faculty member and ask him/her to help identify some one to take notes for you and/or, if possible, tape record the class for later transcription or interpretation. The Accessibility Services office should be informed as soon as possible if the interpreter does not report to class or if repeated lateness occurs.
- Interpreters are expected to maintain a neutral and professional role with college faculty and adhere to the Code of Ethics of the national Registry of Interpreters for the Deaf (RID). Generally, the Code requires interpreters to maintain confidentiality and to interpret messages and information without bias or interjection of personal opinion. Interpreters are also required to follow the guidelines for providing service to college students outlined by Northeast Career Planning. Copies of these guidelines and the RID Code of Ethics can be obtained from the Accessibility Services office upon request. Any misconduct should be reported to our office as soon as possible.
- ACC will also seek to provide students with interpreter services for any campus sponsored event or activity and for presentations or lectures required as a component of a scheduled class. Out of class interpreter service requests should be made to the Accessibility Services office as early as possible, or at least three (3) business days prior to the actual activity or event. If there is no interpreter available at the requested time, the Director of Accessibility Services will seek to provide the student/s with alternative accommodations such as a note taker or transcriptionist.
Tape Recording Lectures
Students with disabilities that result in difficulties with memory, auditory processing or related issues may be enabled to tape record class lectures as an accommodation. Students must first complete accommodation forms with the Accessibility Services Director and get tape recording lectures approved as a special service. At this point, students can choose to purchase and use their own tape recorders or to loan one from the Accessibility Services Office. If the latter option is used, students must purchase their own tape/cassettes. In either instance, students are required to notify their instructor prior to implementing the accommodation and must agree to erase or destroy the recordings at the conclusion of the semester in which they were made. At times, recordings may be restricted to lectures only, in order to protect the confidentiality of other students who share personal information in the classroom setting.
Tutoring
Adirondack Community College provides selected tutorial services that are available to all students enrolled in the College. Section 504 and the ADA require that students with disabilities have equal access to these services. The law does not require the College to provide tutoring as a distinct accommodation to students with disabilities. Students registered in the Accessibility Services office may utilize existing tutorial services on campus to help them with their individual academic needs. Students whose disabilities present deficits in processing speed or specific academic subjects may receive extended tutorial sessions up to time plus 50%. When possible, the Accessibility Services office will assist students in establishing individual tutorials as necessary.
Some students may receive funding for tutorials through the New York State Office of Vocational and Educational Services for Individuals with Disabilities (VESID) or other sponsoring organizations. In these situations, the Accessibility Services Office will coordinate and process the required paperwork to issue payment to tutors and, if possible, may assist students in locating a tutor.
Assisted Priority Registration
Each semester, the College provides a one week period of time for students who have already accumulated credits at ACC to register for classes for the following semester prior to opening registration to new or non-matriculated students. During this week, the day a particular student may register for the following semester is dependant on the number of credits earned, such that students with 54+ credits may register on the first day and students with 46-54 credits may register on the second day and so on. Students with disabilities that may impact their ability to stand in line, report to campus or those who need a specific schedule to accommodate their disability should inform the Director of Accessibility Services at least one week before the priority registration period. Students should also meet with their academic advisor, complete a registration form, ensure that there are no holds on their accounts, and provide the registration form to the Accessibility Services office. The Director will submit the registration form to the Registrar on the day in which the student was originally assigned clearance to register. In some cases the Director will request that a student’s registration be entered earlier if the individual situation warrants the action.
Parking
Students who do not have handicap authorization through the Police or Motor Vehicle Department, but feel they need the ability to utilize handicap parking spaces on campus may request a parking permit through the Accessibility Services Office. Each request will be reviewed on a case-by-case basis, and authorization will be provided when appropriate. Parking stickers will be issued by the Facilities Department and must be placed in the appropriate location on the vehicle according to their policies and procedures. |
