Identification
The first step students must take to begin the process of accommodation is to identify themselves to the college as a student with a disability. Students are able to identify themselves in several ways. The first option is to assert disability status on the State University of New York application. Once this is done the Accessibility Services office sends the student a letter introducing our services and, if interested, asking them to contact us for further information and office registration material.
Another option for students is to simply contact our office at any time during the admissions and enrollment process or after classes begin. We encourage all students who are interested in seeking accommodative services to begin the registration process as early as possible to avoid delays in the provision of accommodations. Students, however, are under no legal obligation to contact us simply because of the presence of a disability, but must do so in order to receive accommodations.
Students may also directly identify themselves to faculty. If this occurs, faculty should refer the students to the Accessibility Services office and explain that the college is under no obligation to provide accommodative services until approved by our office.
The Next Step - Documentation
All students seeking accommodations based on disability status must provide documentation that verifies the existence of a disability. Ideally, documentation should be no older that three years but may be acceptable at up to five years old. In some circumstances the age guidelines may be waived by the Director. It is expected that the documents submitted to our office identify the disability and, to the greatest extent possible, explain how the disability impedes or creates barriers in the college setting. All documentation is evaluated based on the understanding that in order to receive accommodative services the disability must limit a major life activity. For most students registered with Accessibility Services the major life activity is learning, while for others it may be mobility, vision, hearing etc.
Determining Accommodations
Once a student has identified as a student with a disability and has provided acceptable documentation, the next step is determining specific accommodations the college will provide. At this point the Director will meet with the student to hear requests, review accommodations that may have been provided in the past, and to explain the rights and responsibilities of the student and of the college. During this meeting the Director will often remind students that the goal of Accessibility Services is to provide students with equal access to the programs and activities of the college. This can present a transitional challenge to students who attend ACC immediately following graduation from high school because it is the responsibility of secondary schools to provide an equal education. The latter imparts a higher level of service designed to help ensure student success.
Common Accommodations
Testing
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 previously establishing such breaks as an accommodation and checking with the proctor of the exam.
Reader Service. A Reader reads test material to the student, or the test may be recorded onto a cassette tape and provided to the student. The Reader may not provide the student with any information about the material being tested, clarify test questions or provide additional examples 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, clarify test questions or provide additional examples 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 be eligible for 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.
Reduced Course Load
Under the ADA and Section 504 of the Rehabilitation Act of 1973, students with disabilities whose disabling condition is such that a course load in excess of 11 credit hours is not possible may maintain status as a full time student (12 or more credits) while being enrolled with a part time schedule (1 to 11 credits). Requests for a reduced course load will be evaluated in terms of the impact of the disability and the demands of a proposed course schedule. In order for a reduced course load to be approved, students must provide appropriate documentation to the Accessibility Services office verifying a disability that significantly impacts one or more major life activity and an explanation regarding how the disability creates a barrier significant enough to prevent pursuit of a full time schedule. Additionally, students must 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 must provide appropriate documentation to the Accessibility Services Office verifying their disability and 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 and appropriate letters for any external benefits that require full time enrollment will be mailed. 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.
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.
Students playing varsity sports at ACC are subject to the National Junior College Athletic Association (NJCAA) requirements and should consult with the Chair of the athletic department for these rules and regulations prior to committing to a reduced course load.
Faculty Notification
Students who are approved will be provided with an accommodation form for each class, which must be signed by their faculty members and returned to the Accessibility Services Office. For students receiving testing accommodations, the forms must first be signed by the Learning Specialist who will also provide the student with a proctor form. The Proctor Form requests information from each faculty member regarding preferences as to how to acquire and return exams, times exams should be given, contact information etc. At this point, faculty members are welcome to contact the Director or the Learning Specialist to discuss student needs and/or barriers or to address questions. At any point during the semester faculty are welcome to consult with the Director or the Learning Specialist regarding student needs, barriers or effective strategies for working with individual students or students with disabilities in general.
