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There are many students who are reluctant to ask for accommodations that they need in order to reach their full potential at the college level. Have you ever made one of these statements:

• “I don’t want to be different from my friends.”
• “My friends will think I am lazy if I get a notetaker.”
• “It feels like cheating when I get extra time on a test.”
• “Someone might think I am not smart.” 
• “I’m not physically disabled so I do not really need accommodations.”
• “My teachers will label me.”
• “It makes me anxious just to think about getting all that stuff together.”  

�������� State has confidentiality policies to protect your privacy. The created the opportunity for accommodations to help students. Accommodations are not cheating or giving an unfair advantage. They simply level the playing field so that disabled students have the same access. In addition, accommodations are only granted after a screening process to ensure that only students with documented disabilities receive accommodations. 

Process for Requesting Accommodations:

1. Students should contact the office of Disability Services and Resources to self-identify, provide appropriate documentation of disability, and officially request accommodations.
2. The ADA Coordinator reviews the completed enrollment form and all documentation provided by the student to support their request. If necessary, faculty is consulted concerning specific accommodations.
3. The DSR office makes a decision of the validity of the request for accommodations and opens a file for each qualified student.
4. The DSR Office completes an Academic Modifications and Adjustments form, which outlines the proposed allowable accommodations. The form is emailed to the student’s instructors and the student will be copied on the email.
5. Once the email is distributed, the student should contact each instructor to discuss the accommodations and ensure that they are mutually understood.
6. If the student or faculty member encounters a problem or issue, contact the ADA Coordinator as soon as possible. If the issue is not resolved, the student may complete the ADA Appeal Form.  

It should be noted that the Disability Services and Resources Office does not provide financial aid, attendant (personal) care, transportation services, mental health counseling or tutoring.

Examples of Accommodations and Services

Providing reasonable accommodations for students with disabilities requires an individual assessment of need and is a problem solving process. Specific accommodations depend upon the nature and requirements of a particular course or activity and the skills and functional abilities of a particular student. Appropriate accommodations may include but are not limited to the listings below. 

General Accommodations:

Accessibility – The DSR Office partners with Facilities Services and the Residence Hall to facilitate access to buildings, the dormitory, parking lots and other locations on campus. Students with disabilities who experience physical barriers should contact DSR for assistance.  

Early Registration – When applicable, a student with a disability may register during early registration through Disability Services or Student Support Services. The student is still responsible for obtaining advisement with college advisors.

Service Animals - In accordance with the Americans with Disabilities Act (ADA), service animals are permitted on the college campus and in its facilities. Service animals are animals that have been trained to perform tasks that assist people with disabilities. To be permitted on campus, a service animal must be specifically trained to perform a service function. The crime deterrent effects of an animal's presence and the provision of emotional support, well‐being, comfort, or companionship do not constitute work or tasks for the purposes of this definition. The service animal should wear a harness, cape, identification tag, or other gear that readily identifies its working status. The person using the service animal is responsible for controlling the animal’s behavior, caring for the animal, and cleaning up after the animal. A service animal whose behavior poses a direct threat to the health or safety of others may be excluded regardless of training or certification. See the Service Animal Policy and Procedures and Service Animal Request Form.

Library Access and Assistance - For library users with physical disabilities, reasonable efforts are made to maintain a barrier-free facility. Assistance is available at the Circulation Desk or in any library office. Accommodations for library services or facilities for persons with disabilities are made on a case- by-case basis in compliance with the Americans with Disabilities Act (ADA) of 1990 as amended. Disability Services Office assistive-technology assets related to library access include closed-circuit televisions (CCTVs), screen reader software, magnification software and adjustable height tables. Accommodation requests requiring special equipment or software should be directed to the ADA Coordinator.

Accessible Parking - Accessible parking is available for individuals near the front of each building on campus. The College recognizes permits issued by the state for the use of these areas and may authorize temporary parking passes for students with temporary medical conditions. For more information, contact the ADA Coordinator.

TTY / TDD Location - SS Office at Ayers Campus, 256-832-1234

Testing Accommodations:

• Extended Time - Testing accommodations may include extended time (1.5x or 2x)
• Isolated Testing Area / Reduced- distraction testing environment
• Recorded or Orally administered tests (including reading and/or software)
• Scribes 

Students should discuss testing accommodations with their instructors at the beginning of each semester. Testing accommodations procedures vary from campus to campus. The procedures are discussed in the intake meeting. Any student with questions about testing accommodations should contact the ADA Coordinator.

As long as the student’s required accommodations can be met (e.g. extended time, reduced-distractions), the preferred method is for the student to be accommodated by the instructor or at least within the department. The DSR Office acts as an extension of the academic area by proctoring tests when neither the instructor nor the department is able to provide the accommodations.  It is the student's responsibility to make arrangements with the instructor and DSR (if applicable) prior to the exam date. DSR will determine the alternate testing sites.  These sites may include: the DSR testing room, Student Support Services (TRIO), the GSCC Testing Center or, at times, Media Services.

Specific details are worked out between the student and his or her test proctor. The test proctor will communicate with the instructor in order to ensure that the accommodations are provided efficiently and in accordance with the teacher’s requirements for test administration.

Classroom Accommodations:

• Classroom Accessibility - Students with mobility or physical impairments that hinder their ability to navigate to class will receive assistance in order to coordinate their classroom locations to accessible spaces.
• Alternate Formats for Assignments - In many cases, assignments may be submitted in formats other than those stated in course requirements (i.e., recorded rather than written or typed, and typed rather than hand written).
• Extended Time on Assignments - Some students with disabilities may be approved for an accommodation of modified attendance and/or deadlines due to a disability-related need, which may require the development of a Modified Attendance & Deadline Agreement for a student in a specific course. Generally, these students have disabilities, which are chronic or episodic in nature which may cause difficulties with regular class attendance and completing work. This might include, but is not limited to, students with diabetes, epilepsy, cancer, mental health disabilities, migraines and conditions requiring on-going or specialized medical treatment.
• Recorders / Note takers - Students may be permitted to record class lectures or be assigned a peer note taker as a reasonable accommodation. The peer note taker is normally a volunteer that is identified by the instructor. The note taker delivers the notes to a predetermined office for the student to pick up. The identity of the student is confidential.
• Sign Language Interpreters / CART Captionists - �������� State will provide qualified sign language interpreters and CART captionists for deaf or hearing-impaired students. For a complete copy of the Policies and Procedures concerning SLI and CART please see the DSR Webpage.
• Readers / Scribes - Text-to-Speech software such as Text-Aloud is commonly used to provide reading accommodations for exams. However, when appropriate, the College will also provide readers and scribes.
• Adaptive Technology* – The College provides adaptive technology, free of charge, for students with disabilities unless to do so would prove an undue burden, remove one or more of the essential functions of the class or program, or lower the academic standards of the college. Students may be permitted to use calculators (restrictions apply), word processors, closed circuit televisions (CCTVs), electronic dictionaries, and spell checkers for in- class work. FM Systems are available for loan to students with hearing impairments in order to facilitate classroom communication with instructors and classmates. An Amplified Stethoscope is available for students with hearing impairments who can’t hear standard stethoscopes. For students who qualify, the following equipment/services are currently available. Others will be purchased/installed as needed.
  • E-Texts (electronic copies of textbooks, restrictions apply)
  • Calculators (restrictions apply)
  • TextAloud text-to-speech software
  • FM Systems (for use by hearing-impaired  students)
  • Sign Language Interpreters and CART Captionists
  • Readers, Scribes and Note takers
  • Large print copies of syllabi, tests and handouts
  • Amplified Stethoscope
  • Closed-Circuit Televisions (CCTVs, stationary)–screen enlargers for use in libraries, computer labs, classrooms
  • Scanner (SSS ��������)
  • Braille embosser (SSS ��������)
  • Adjustable Height Tables

*To request Adaptive Technology please contact the DSR office at least six weeks before the semester begins to allow time for equipment to be ordered or services to be contracted.

• Assistive Computer Software - Window-Eyes, ZoomText, Jaws, Scientific Notebook. Most accessibility software is purchased with site-licenses allowing the programs to be installed on any �������� State computer when requested by a student with a disability.

In order to effectively determine eligibility for services and create an optimal plan for the individual, the College has established documentation guidelines. Documentation will be reviewed case-by-case. It is the student’s responsibility to provide documentation to Disability Services and Resources and to request accommodations. There are several avenues for providing documentation.

• If you are a client of the Alabama Department of Rehabilitation Services, you may sign a Release of Records to GSCC form or ask your Vocational Rehabilitation Counselor to contact the DSR office at ADA@gadsdenstate.edu.

• If you have a recent (within the last 3 years) IEP or 504 Plan from high school you may provide this as documentation. Please note that not all IEPs/504s are sufficient to document a disability. 

• Your medical professional may complete the Impairment and Disability Assessment form. This form can be completed by a relevant professional and will be used to document a disability. It examines areas that are needed by the Disability Services and Resources Office/ADA in order to provide accommodations. 

• You may present the guidelines below to your doctor, psychologist, or another appropriate professional to ensure the documentation will be as complete as possible. Appropriate documentation is defined as that which meets the following criteria:

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Health Condition, Mobility, Hearing, Speech, or Visual Impairment:

A letter or report from treating physician, orthopedic specialist, audiologist, speech pathologist, or ophthalmologist (as appropriate), including:

• Clearly stated diagnosis
• Defined levels of functioning and any limitations
• Current treatment and medication
• Current letter/report (within 1 year), dated and signed
• Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

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Psychological Disorder:

• A letter or report from a mental health professional (psychologist, neuropsychologist, licensed professional counselor), including:
• Clearly stated diagnosis
• Defined levels of functioning and any limitations
• Supporting documentation (i.e. test data, history, observation, etc.)
• Current treatment and medication
• Current letter/report (within 1 year), dated and signed
• Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

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Traumatic Brain Injury (TBI):

A comprehensive evaluation report by a rehabilitation counselor, speech-language pathologist, orthopedic specialist, and/or neuropsychologist (or another specialist as appropriate), including:

• Assessment of cognitive abilities, including processing speed and memory
• Analysis of educational achievement skills and limitations (reading comprehension, written language, spelling, and mathematical abilities)
• Defined levels of functioning and any limitations in all affected areas (communication, vision, hearing, mobility, psychological, seizures, etc.)
• Current treatment and medication
• Current letter/report (post-rehabilitation and within 1 year), dated and signed
• Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

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Learning Disabilities:

A comprehensive evaluation report from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or diagnostician, including:

• A clear statement of presenting problem; diagnostic interview
• An educational history of documenting the impact of the learning disability
• Alternative explanations and diagnoses are ruled out
• Relevant test data with standard scores are provided to support conclusions
• Clearly stated diagnosis of a learning disability based upon DSM-IV criteria
• Defined levels of functioning and any limitations, supported by evaluation criteria data
• Current report (within 3 years of enrollment date), dated and signed
• Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

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Attention Deficit Hyperactivity Disorder (ADHD):

A comprehensive evaluation report from a physician, psychiatrist, clinical psychologist, neurologist, or neuropsychologist, including:

• A clear statement of presenting problem; diagnostic interview
• Evidence of early and current impairment in at least two different environments (comprehensive history)
• Alternative explanations and diagnoses are ruled out
• Relevant test data with standard scores are provided to support conclusions, including at least WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised, including Written Language, and Behavioral Assessment Instruments for ADHD on adults.
• Clearly stated diagnoses of ADHD based upon DSM-IV criteria
• Defined levels of functioning and any limitations, supported by evaluation data
• Current report (within 3 years of enrollment date), dated and signed
• Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

*Note: High School IEP, 504 Plan, and/or insufficient letter from a physician or other professional may not be sufficient to document a disability. The ADA Coordinator will make determination as to whether more documentation is needed. Medication cannot be used to imply a diagnosis.

What should I know when applying to �������� State? Are there any special procedures?

Students with disabilities apply to GSCC through the regular admissions procedure. There are no special admissions procedures. 

Should I tell about my disability on my application to college?

You are not required to disclose your disability at any time and the college is prohibited by Federal law from asking you about a disability on the application form. �������� State will not discriminate against you due to your status as an individual who is disabled. If you choose not to disclose your disability during the application process, we encourage you to do so very soon after you have been admitted to �������� State. This will allow the Disability Services and Resources Office to best determine your needs as you enter and transition into a college setting.

What kinds of accommodations are offered?

Accommodations are individualized to address specific functional limitations resulting from a disability. Examples of reasonable accommodations include, but are not limited to:

• Books on Tape or E-Text
• Note taking support
• Reduced Testing Environment
• Extended Testing Time

How do I register with �������� State’s Disability Services and Resources?

Submit the DSR Enrollment form and return it to the DSR office toADA@gadsdenstate.edu, or you  may drop by the DSR office at the Joe Ford Center in Suite 102. 

When should I register and request academic accommodations?
Although you may request an academic accommodation at any time, you should request it as early as possible. Some academic accommodations may take more time to provide than others. We strongly encourage new students with disabilities to register the semester before you begin.  Example - If you are beginning in the Fall register with DSR during the summer.

If I register with the Office for Disability Services, will it show up on my academic record?
No, confidentiality is a top priority. A registered disability will not appear on any transcripts, grade reports, or diplomas.

As a student with a disability leaving high school and entering college, will Disability Services seek me out?  Will I see differences in my rights and how they are addressed?
In college, students with disabilities are covered under Section 504 of the Rehabilitation Act and under the Americans with Disabilities Act. IDEA no longer applies. Since this is the case, the legal obligations change. There is no special education in college. Under IDEA, it is the responsibility of the schools to provide services and seek out students with disabilities. Colleges do not have to seek out students with disabilities. College students with disabilities are required to proactively seek out accommodations from the Office of Disability Services and Resources. It is the college’s responsibility to provide appropriate academic accommodations, after a student properly registers with the Office of Disability Services and Resources. These accommodations may differ from those provided during K-12 because the college must ensure that accommodations do not fundamentally alter any course.  

What should I do if I suspect I have a disability and want to receive accommodations?

If you suspect you have a disability that is impacting your academic performance, you will need to provide documentation of that disability to the Office of Disability Services and Resources. This documentation must be supplied by a qualified professional who is licensed or certified to diagnose the disability in question.

Can Disability Services conduct the assessment to provide a diagnosis?

Colleges are not required to conduct or provide testing or evaluations to determine if a student has a disability. The student is responsible for providing current documentation, and any additional testing to support the requested accommodations, if necessary.  

I was diagnosed with a learning disability/ADHD when I was much younger, why should I be retested?
By providing a current assessment of your performance and abilities, the Office of Disability Services and Resources will be able to best support your needs as a student at �������� State. Also, the provision of all reasonable accommodations is contingent upon a review of the current impact a disability has on your academic performance. This means that a diagnostic evaluation needs to be less than three years old.

What are my responsibilities every semester in order to receive accommodations?
As a student with a disability, you are responsible for initially registering with the Office of Disability Services before your first semester, ideally six weeks before the start of the semester. After the initial semester, there are two ways to request accommodations. The DSR Office will send a reminder email. You can reply to that email that you do want accommodations; you must include the name of your courses and the instructor’s name.  You may also complete a Subsequent Request Form and email it to ADA@gadsdenstate.edu or drop it off at the DSR office. During the first week of class, your instructors will be sent an email and you will be copied on it. The email will contain instructions for both you and the instructor. Attached to the email will be your Academic Modifications and Adjustments form. As the form and the email state, you are responsible for discussing these accommodations with your instructor. 

I have a temporary disability. Can you help me? What services might be available?
Services for students who are temporarily disabled are available. The application process is the same. If, for example, you injured your dominant hand, we may work to find an assigned note-taker for your classes.

What if I have a documented disability that may prevent me from going to class?

Attendance policy is determined by each instructor and absence from class can fundamentally alter the course. Students are expected to attend class and to complete all assignments in accordance with the syllabus. Instructors provide dates on which major exams and assignments will be given/due on the course syllabus.  However, some students with disabilities may be approved for modified attendance and/or deadlines due to a disability-related need. These are done strictly on an individual basis and for a specific course. Students who may be considered for this adjustment have disabilities, which are chronic or episodic in nature that may cause difficulties with regular class attendance and completing work. This might include, but is not limited to, students with diabetes, epilepsy, cancer, mental health struggles, TBIs and conditions requiring on-going or specialized medical treatment. In your DSR intake interview your needs will be discussed and must be clearly documented.  OCR guidelines will be used to determine if modified attendance and/or deadlines is justified.  At the beginning of the semester, it is imperative for you to advise your instructor that your disability may impact attendance. Keep in mind, decisions regarding attendance policy are made by the instructors in accordance with their syllabus.

I have a physical disability and have trouble getting around.  What types of accommodations are geared just for me?

Students with physical disabilities are encouraged to register with Disability Services and Resources every semester so that the office can help them with access to buildings and other activities.  DSR collaborates with Safety & Security and Facilities Services to address concerns with building and campus access.

My disability requires personal service or devices; are these provided by the college?

Institutions of Higher Learning are not responsible for personal services such as attendants, tutors, readers for personal study, typists, nurses, etc.  The institution is also not responsible for certain personal devices such as hearing aids, wheelchairs, guide dogs, etc.  However, a few small personal devices can be loaned to students for a semester.  You should talk with the DSR office to get a list.     

What role do my parents play in the process?

Students who are 18 years old or older are legally recognized as adults. Self-Advocacy is a skill that students with disabilities need to utilize effectively. As a college student, you are responsible for your accommodation requests and disability-related decisions. However, if desired, students may bring their parents to the intake interview and can complete a Release of Consent form. Regardless, students are encouraged to have an open dialogue with their parents. Parents can be a wonderful source of support.

Area	High School	College
Applicable Laws	IDEA (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973   Section 504, Rehabilitation Act of 1973, ADA (Americans with Disabilities Act of 1990, Title 11) ADAAA (American with Disabilities Act Amendment Act of 2008)	IDEA (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973   Section 504, Rehabilitation Act of 1973, ADA (Americans with Disabilities Act of 1990, Title 11) ADAAA (American with Disabilities Act Amendment Act of 2008)
Required Documentation	IEP (Individual Education Plan); 504 Plan; School provides evaluation at no cost to student. School conducts evaluations at prescribed intervals.	Varies depending on the disability; ; they must include the testing on which the accommodations are based. Student must get evaluation at own expense and student must provide approved documentation, preferably no more than three (3) years old.
Identification of Disability	Student is identified by the school and is supported by parents and teachers. Primary responsibility for arranging accommodations belongs to the school.	Student must self-identify to the office responsible for Disability Services. Primary responsibility for self advocacy and arranging accommodations belongs to the student.
Parental Role	Parent has access to student records and can participate in the accommodation process. Parent advocates for the student.	Parent does not have access to student records without student’s written consent; student must initiate and complete. Student advocates for self and must have frequent contact with their counselor.
Instruction	Teachers may modify curriculum and/or alter pace of assignments. Frequent use of multi-sensory tools. Weekly testing, mid-term, final, and graded assignments and homework. Attendance taken and reported.	Instructors are not required to modify curriculum design. Tends to be lecture style; may or may not use multi-sensory approach; labs required for some courses. Testing and assignment frequency varies. Attendance is taken and absences are limited to a specific number of hours; if you exceed this number of hours, you may receive a lower grade.
Grades and Test	Grades may be modified based on curriculum.	Grades reflect the quality of work submitted; student must request testing accommodations at the beginning of the semester.
Transportation	School provides transportation at no cost.	Student must arrange transportation.
Conduct	Disruptive conduct may be accepted.	Disruptive behavior and inability to abide by the institution’s code of conduct are deemed “not qualified” and can be dismissed.
Most Important Difference	IDEA is about Success. High School is mandatory and free.	ADA is about Equal Access.  Postsecondary education is voluntary and the student is responsible for the cost.

	K-12 Education	Postsecondary Education	Practical Application
What is the Law?	IDEA: Individuals With Disabilities Education Act 504: Section 504 of the Rehabilitation Act of 1973. ADA: Americans With Disabilities Act of 1990.	504: Section 504 of the Rehabilitation Act of 1973 , particular reference to Subpart E ADA: Americans With Disabilities Act of 1990.	Section 504(e) and ADA are not about special education services, they are about nondiscrimination and access for eligible individuals with disabilities.
What is the intent of the law?	IDEA: To provide a free, appropriate public education in the least restrictive environment to identified students with disabilities, including special education and related services. 504/ADA: To ensure that no otherwise qualified person with a disability is denied access to, benefits of, or subject to discrimination solely on the basis of disability.	504/ADA: To ensure that no otherwise qualified person with a disability is denied access to, benefits of, or is subject to discrimination solely on the basis of disability.	The IDEA meets the specific special education needs of the student and modifies the program accordingly. Section 504(e) and ADA allow eligible individuals with disabilities the same access to programs, activities and services as their non-disabled peers.
Who is covered under the law?	IDEA: All children and youth requiring special education services until age 21 or graduation from high school.	504/ADA: All qualified persons with disabilities who, with or without reasonable accommodations, meet the college’s admissions requirements and the specific entry-level criteria for the specific program and who can document the existence of a disability as defined by Section 504.	Not every student who received special education services under the IDEA will be a qualified individual with a disability under Section 504(e) or the ADA. Once admitted, not every request for accommodation will be deemed to be reasonable.
Who is responsible for identifying and documenting the need?	School districts are responsible for identifying and evaluating potential students with disabilities. When such a determination is made, the district plans educational services for classified students at no expense to the family.	Students are responsible for self- identification and for obtaining disability documentation from a professional who is qualified to assess their particular disability; cost of the evaluation must be assumed by the student, not the postsecondary institution.	Just because documentation is sent on behalf of students, does not mean the students will receive services without the student coming in to specifically request them.

Plan ahead:

• Choose the college you plan to attend
• Request the requirements for admission
• If the college requires a Placement Test and you need accommodations for the test you should notify the Disability Services Office at the college you plan to attend at least two weeks in advance so that accommodations can be arranged in a timely manner. For �������� State testing please contact ADA@gadsdenstate.edu or call 256-549-8462.
• Once you are admitted, contact the Disability Services Office as soon as possible to ensure accommodations are in place for your first semester.

 (Published by the Alabama Association on Higher Education and Disability)