We are delighted that you have chosen to continue your education with us. CCC’s mission is to help students achieve professional and personal goals by providing quality, accessible educational programs and services. With this in mind, we are committed to making reasonable accommodations for physically disabled or learning impaired students. CCC is dedicated to providing equal educational opportunities.
If you have questions or concerns, please contact me at email@example.com.
Director of Student Support Services
What Is a Disability?
A disability, under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, is described as a mental or physical impairment that substantially limits a major life activity. Examples of impairments that can have a substantial impact on a major life function are visual impairments and blindness, hearing impairment and deafness, mobility impairment, learning disabilities, or systemic medical conditions.
The definition of a disability and criteria for establishing eligibility for accommodations services under 504 and ADA for post secondary institutions may be different than the definitions and criteria implemented in the public schools, rehabilitation programs, social security, Veterans Administration, or as covered under insurance policies.
For more information visit www.ada.gov.
Section 504 of the Rehabilitation Act
Section 504 of the Rehabilitation Act of 1973 states that …”No otherwise qualified individual with a disability in the United States…shall solely by reason of …disability, be denied the benefits of, be excluded from the participation in, or be subject to discrimination under any program or activity receiving federal financial assistance.”
A person with a disability includes …”any person who (1) has a physical or mental impairment which substantially limits one or more major life activities [including walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks], (2) has a record of such an impairment, or (3) is regarded as having such an impairment.”
A “qualified person with a disability” is defined as one …”who meets the academic and technical standards as requisite to admission or participation in the educational program or activity.”
A student may choose to disclose his/her disability at any time before, during, or after the admissions process. However, students are encouraged to contact the Director of Student Support Services soon after they apply so that appropriate accommodations and/or services can be arranged. It is the student’s responsibility to request accommodations each semester by completing the Accommodation Request Form.
It is highly recommended that accommodations be requested at least 30 days prior to the beginning of the semester. Students who do not allow adequate time to request services may experience a delay in accommodations.
Students with disabilities are expected to meet qualifications and maintain essential institutional standards for courses, programs, activities, and facilities.
In order to establish eligibility for accommodations, students must:
- Complete a Cleveland Community College admissions application and return it to Student Services.
- Provide a sealed, official copy of high school or GED transcript to Student Services.
- Schedule an appointment to take the placement test. Students should contact the Director of Student Support Services at 704-669-4142 to arrange accommodations for testing if needed.
- Make an appointment with the Director of Student Support Services to discuss accommodations.
- Complete and return Academic and Physical Accommodations Request Form along with appropriate documentation of disability.
- After documentation is provided and approved, the student will be given an Accommodations Approval Form to be given to each instructor.
Issues or problems with requested accommodations should be reported to the Director of Student Support Services by emailing firstname.lastname@example.org.
Documentation must be provided from an appropriately licensed/certified professional (i.e. medical doctor, psychologist, or other related diagnostician) and have enough information to establish the student’s status as a person with a disability as well as establishing the need for any requested accommodations, including those associated with placement testing. In most cases, the documentation should be no older than three years. An Individualized Education Plan is not considered acceptable documentation.
Documentation has two main purposes:
- to establish that an individual has a disability
- to describe and document the functional impact of the disability for use in establishing the need for and design of accommodations
Documentation should include the following:
- The credentials of the professional evaluator.
- A diagnostic statement identifying the current disability and the date of the diagnosis (should be within 3 years).
- A description of the diagnostic methodology used (how was the diagnosis reached).
- A description of the student’s current functional limitations.
- A description of the expected progression or stability of the disability.
- A description of current and past accommodations, services and/or medications.
- Recommendations for accommodations, adaptive devices, or assistive services.
Some disabilities are temporary and may require accommodations for a limited time. Each case is considered individually. The following documentation is required:
- Documentation on letterhead from a qualified professional stating diagnosis, functional limitations necessitating the accommodations and estimated length services will be needed.
- Services will be provided for a limited time pending receipt of documentation.
Commonly Requested Accommodations
*Services may only be provided upon submission of appropriate documentation to the Director of Student Support Services.
Interpreters are provided through the Director of Student Support Services for deaf and hard of hearing students who request such services. Interpreter assignments are made as early as possible before the term begins. When scheduling, the goal is to match the needs of the student and situation to the skills and preferences of the interpreters. At any time, if a student or interpreter believes a mismatch has occurred, he/she is encouraged to discuss it with the Director of Student Support Services. It is the student’s responsibility to notify the Director of Student Support Services immediately of any schedule changes that are made after the term begins. Any additional interpreter service needs (i.e. interpreter service needs other than regularly scheduled classes) must be requested by the student.
Cleveland Community College (CCC) will ensure students with a hearing impairment have an equal opportunity to work, learn, and receive accommodations, including auxiliary aids and services. Interpreters are evaluated by a panel, which includes an audition to ensure students receive a qualified interpreter. Interpreters are also evaluated during the semester. Qualified interpreters at CCC must demonstrate proficiency in both English and ASL and must interpret “effectively, accurately, and impartially, both receptively and expressively, using any necessary specialized vocabulary” (http://www.ada.gov/effective-comm.htm). If a qualified interpreter is not identified through the evaluation process, CCC will contract with an outside agency.
Note Taker Services
Note takers are provided for students whose disability prevents them from adequately taking notes in class. This determination is made based on documentation of the student’s disability.
Students have the option of soliciting their own note taker from other students enrolled in the class or seeking assistance from faculty in identifying a note taker.
Scribe services are provided in class for students whose documented disability severely limits their ability to write or type. The role of the scribe is to write for the student during tests and in-class assignments, and/or to take notes for the student during the regular classroom sessions. Scribes are not enrolled in the same class as the student with the disability, and should not participate in the classroom discussions or assignments.
Textbooks on Tape
Students who have documentation that supports the need for taped texts may request textbooks on tape from the Director of Student Support Services, who maintains an institutional membership to RFB&D (Recording for the Blind and Dyslexic). Recorded texts loaned from RFB&D are free of charge to students who have purchased textbooks in the CCC College Store. It is the student’s responsibility to request books on tape and to provide necessary information needed to order the books. Tape players can be checked out in the library on a first come first served basis.
Reader services are provided for blind, visually impaired and students with learning disabilities whose documentation supports this service. Readers record text, course material, and tests onto audiotape. They may also accompany students to class or read aloud to students depending on documented needs. Reader services are coordinated by the Director of Student Support Services.
It is important for some students to sit in the front row and near the instructor. Front row seating generally limits distractions and allows opportunity for frequent eye contact with the instructor.
Extended time for tests: Some students require extra time to process information and to formulate responses.
Testing outside the classroom: Students who are easily distracted and have concentration problems need a quiet space for testing. Others need a separate space to talk through their answers out loud.
Rights and Responsibilities
- Identify and establish essential functions, abilities, skills, knowledge, and standards for courses, programs, services, jobs, and activities, and to evaluate students on this basis
- Request and receive current documentation from a qualified professional that supports requests for accommodations, academic adjustments, and/or auxiliary aids and services
- Deny a request for accommodations, academic adjustments, and/or auxiliary aids and services if the documentation does not demonstrate that the request is warranted, or if the individual fails to provide appropriate documentation
- Select among equally effective accommodations, adjustments, and/or auxiliary aids and services
- Refuse to provide an accommodation, adjustment, and/or auxiliary aid and service that may impose a fundamental alteration to a program or activity of the college
- Accommodate the known limitations of an otherwise qualified student with a disability
- Ensure that courses, programs, services, and activities, when viewed in their entirety, are available and usable in the most integrated and appropriate settings
- Provide or arrange accommodations, academic adjustments, and/or auxiliary aids and services for students with disabilities in courses, programs, services, and activities
- Maintain appropriate confidentiality of records and communication, except where permitted or required by law
- Maintain academic standards by providing accommodations without compromising the content, quality, or level of instruction
- Inform instructors of student’s disability and request for accommodations once appropriate documentation has been submitted to the Assistant Director of Financial Aid, Veterans, and Disability Services
- Equal access to courses, programs, services, jobs, and activities offered by the college
- Equal opportunity to work, learn, and receive accommodations, academic adjustments and/or auxiliary aids and services
- Confidentiality of information regarding their disability as applicable laws allow
- Information available in accessible formats
- Meet qualifications and maintain essential institutional standards for the programs, courses, services, and activities
- Self-identify disability status in a reasonable and timely manner each semester
- Provide disability documentation from a qualified professional that reflects the student’s current disability status, and how their disability limits participation in courses, programs, services, and activities
- Follow published procedures for obtaining academic adjustments, and/or auxiliary aids and services
Suggestions for Students
- Some accommodations require extra time so it is imperative to self-identify and request accommodations as soon as possible
- Attend classes and follow instructions provided in the class syllabus concerning absences, emergency needs, or other information specific to class
- Inform instructor ahead of time of any absences
- Contact other outside agencies for possible eligibility in additional services
- Arrange for personal attendants if needed, whether paid for by an agency or family (colleges are not required under ADA to provide personal attendants, tutors, or personal items such as hearing aids, prostheses, individually designed and fitted special extensions or wands for computer or other resource operation).
- Students with disabilities should process their own college business i.e., registration, drop/add, refunds, etc
Americans with Disabilities Act Compliance
Cleveland Community College, in compliance with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disability Act of 1990 is required to provide equal access to educational opportunities to otherwise qualified “persons with disabilities.” The College does not discriminate and is dedicated to providing equal educational and employment opportunities for qualified applicants. The College does not make inquiries, referrals, or decisions of employment policies, educational policies, admissions policy, and financial aid policy based on an assumption that an applicant, employee, or student has a disability. It is the responsibility of a student to initiate the request for accommodations. All inquiries or complaints of alleged discrimination on the basis of disability should be referred to:
Employment Applicants or Current Employees:
Human Resources & Safety Manager
Prospective or Current Students:
Director of Student Support Services
Frequently Asked Questions
How do I request accommodations?
In order to establish eligibility for accommodations, students must:
- Complete all admissions requirements for CCC (link to How to Apply page)
- Make an appointment with the Director of Student Support Services by emailing email@example.com or calling 704-669-4142.
- Return completed ADA Accommodations Request Form, along with appropriate documentation of disability and requested accommodations to the Director of Student Support Services.
- Upon approval, students and their instructors will receive an Accommodation Notification Form outlining the approved accommodations for the student.
When should I request accommodations?
- It is highly recommended that accommodations be requested at least 30 days prior to the beginning of the semester. Students who do not allow adequate time to request services may experience a delay in accommodations.
What kind of documentation will I need?
Documentation should include the following:
- The credentials of the professional evaluator
- A diagnostic statement identifying the current disability and the date of the diagnosis (should be within 3 years)
- A description of the diagnostic methodology used (how was the diagnosis reached)
- A description of the student’s current functional limitations
- A description of the expected progression or stability of the disability
- A description of current and past accommodations, services and/or medications
- Recommendations for accommodations, adaptive devices, assistive services
What should I do if I have a temporary disability?
Each case is considered individually. Services will be provided for a limited time pending receipt of documentation.
Documentation on letterhead from a qualified professional is required. It should state diagnosis, functional limitations necessitating the accommodations and estimated length of services.
Student Grievance Policy