Functions of the Disability Services department include (but are not limited to):
Meeting with students who identify as having a disability/learning need (whether based
on disability status or in need of study skills support).
Reviewing documentation provided by a student with a disability.
Determining academic accommodations in compliance with Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act (1990; Amendments Act, 2008).
Providing training, education, and consultation to faculty regarding various disabilities
and learning needs.
Advising departments, programs, and the administration regarding the College’s statutory
obligations to students with disabilities.
How can Disability Services help faculty?
Disability Services can:
Recommend inclusive instructional strategies.
Discuss the appropriateness of requested academic adjustment and how to implement
those adjustments for which a student is eligible.
Offer educational consultation and training regarding various disabilities, associated
barriers to access, and strategies for inclusion.
Advise you as to whether a particular technology or other instructional tool is accessible
and compliant with federal law.
How do I know if a student really needs an academic accommodation?
You will be glad to know you do not have to make that decision. Under federal law,
eligibility for academic accommodations is determined when a student presents qualified
documentation and in an interactive process with a member of the Disability Services
Center. Disability Services provides a letter each semester notifying faculty in of
reasonable accommodations to which each student is entitled. The Office of Civil Rights
has repeatedly emphasized that the authority and responsibility for determining eligibility
and accommodations lies with the Disability Services office (or equivalent).
How are academic accommodations determined?
Academic accommodations are determined on the basis of qualified documentation that
identifies the existence of specific functional limitations. Accommodations are then
based on what would be considered reasonable, according to state and federal legislation
for removing barriers to access or “leveling the playing field” and the learning environment
at MCCC.
Should I ask a struggling student if they have been tested for or diagnosed with a
disability?
No, you should not ask this question. Instead, you should speak to concerns about
particular skill and/or knowledge deficits relevant to your course, as you would with
any student.
How should I respond if a student tells me s/he has a disability?
Unless you have received a Letter of Accommodation indicating that the student has
provided appropriate documentation with recommended accommodations from the Disability
Services office, you are not required to provide accommodations. Faculty should not
attempt to evaluate educational, medical or psychological reports. If a student gives
you such documentation or requests accommodations, return the paperwork to the student
and refer him or her to the Disability Services Center.
What are my obligations regarding privacy and confidentiality about any disability-related
information I received from a student or Disability Services?
The College policy for Services for Students with Disabilities states, “Faculty should
refrain from discussing a student's issues regarding disabilities and accommodations
for them in the presence of other students, or to faculty or staff not directly involved
in the accommodation process.”
I received a letter informing me a student has a disability and recommends specific
accommodations, but it does not state the disability. Don’t I need to know?
No. Disclosure of specific information regarding the nature or type of disability
is not required and in most cases not needed to adequately accommodate a student’s
learning needs. It is the student’s choice to disclose or not to disclose. Regardless
of the goodness of intent, instructors should not attempt to elicit information about
the nature of a student’s condition. The ADA and Section 504 protect the student’s
privacy.
Disability Services informed me of a students disability and the need for accommodations
and the student has not talked with me about it. What should I do?
Students are encouraged to speak with each faculty member to ensure mutual understanding
of how suggested accommodations will be accessed for that particular class. If they
do not request a meeting, you may ask to meet with them to discuss the accommodations
if needed, but receipt of a current Letter of Accommodations is sufficient to “activate”
accommodations. However concerns about the impact of a particular accommodation should
not be addressed to the student, but directly to the Disability Services Center.
The semester is well underway and I have just received a student’s Letter of Accommodations.
Is there a deadline by which students must request academic accommodations for a given
semester?
There is no deadline for requesting disability accommodations. An individual may develop
a disability in the course of a semester or a pre-existing condition that formerly
did not substantially impact the student’s academic performance may have become exacerbated.
Additionally, many students decide they want to try to attend without accommodations,
but find this is not realistic. The latter is quite frequent among traditional-age
incoming students who experienced stigma and/or shame as a result of receiving services
in K-12.
Am I obligated to apply accommodations in a post-hoc fashion to a student’s performance
and participation if I receive the Letter of Accommodation well into the semester?
The student disclosed they were impacted by the condition addressed by the accommodations
earlier in the semester, but were unable to get to Disability Services.
The law does not require faculty to provide “retroactive accommodations.”
What should I do if a student hasn’t identified themselves as having a learning need,
but I suspect there is a need?
If you suspect a student has a disability but has not identified her/himself, it is
suggested you meet with the student privately, give feedback on what you have observed,
and ask the student if assistance is needed. If the answer indicates there is a history
of a disability, explain that the Disability Services Center may be of help and provide
referral information. If the student rejects the suggestion, respect that decision.
I understand that all my course materials must be accessible, including syllabi, videos
handouts, and assigned videos and readings posted on Canvas. How can I receive assistance
in meeting this obligation?
The Library can assist with the identification of captioned videos when choosing your
content.
The IT Knowledge Base has instructions for captioning video created with TechSmith
Relay (formerly Camtasia).
The IT Knowledge Base has multiple resources to guide the production of accessible
documents, including, PDF and PowerPoint formats.
Disability Services provides accessible textbooks to students with documented print
disabilities.
Disability Services can assist in the conversion of classroom handouts to an accessible
format for students with print disabilities with 1-2 weeks’ notice, depending upon
the nature and complexity of the material.
A student who has presented me with a Letter of Accommodation is behaving in a way
that is disruptive (or disturbing) to the class. What should I do?
All students, whether or not they have a disability, must comply with the College
Code of Conduct. If a student with a disability presents with problematic behavior,
you should first address this with him or her as you would with a non-disabled student,
in a private setting. Identify in concrete terms the nature of the behavior that concerns
you, the impact on the class, and describe the changes needed to ensure a productive
and respectful learning environment for all students. Invite the student to discuss
how this might be accomplished. (E.g., if a student is dominating a class with questions
or comments, the student might limit his or her contributions to 2-3 times during
the class, try to limit remarks to a couple of sentences, and address remaining points
to you in email or after class.)
I have spoken with the student about disruptive behavior ...
The student has told me this is due to disability and reminded me that she/he has
accommodations from the Disability Services. Must I accommodate these behaviors if
they are due to disability?
The student agreed to modify his or her behavior, but does not seem able to do so
in a sustained fashion. What happens now?
In both cases, you should contact the Disability Services Center to discuss the situation.
While all students, regardless of disability status, must comply with the College
code of conduct, students with disabilities that impact their ability to do so must
be offered appropriate supports if these exist, to participate in College programs
and activities. Frequently the need for this type of support will not have been known
to Disability Services or the student when the original Letter of Accommodation was
written.
A student has brought a dog to class and informs me that it is a service animal; however,
I have not received any notification from Disability Services. Do I need to permit
the animal in class?
Service animals are protected by the A.D.A. Amendments Act. Moreover, the right to
be accompanied by a service animal is considered a matter of access, rather than an
accommodation. A person who requires a service animal does not need to request permission
from Disability Services, just as a person who needs a wheelchair need not obtain
permission. Note that this protection applies only to service animals (only dogs and
occasionally miniature horses); it does not apply to emotional support animals (sometimes
called comfort animals or therapy animals). Remember that some disabilities for which
persons use service animals are invisible. For questions about this topic, please
contact the Director of Disability Services.
How can I contact Disability Services?
Our team is available Monday through Friday from 9 a.m. to 5 p.m.