Accommodation of Disabled Students - Procedure 3.0600

Purpose

To provide a procedure to accommodate the educational needs of Disabled Students.

Procedure

1. Requesting Accommodation or Auxiliary Aids
   
   

   1. The Admissions Process
      
      Admission to Seminole Community College is based on the requirements outlined in the College Catalog. Admissions decisions are made without regard to disabilities. All prospective students are expected to present academic credentials at or above the minimum standards for admission. Any student eligible to take a non-standard SAT/ACT may submit those scores that will be accepted as valid and equivalent alternatives.
      Students without SAT/ACT scores may take the College Placement Test (CPT) with accommodation to meet the State placement requirement. Students with SAT/ACT scores may take the CPT with accommodation as a challenge instrument to the placement of SAT/ACT scores.
      
      All applicants to the College are reviewed according to the same procedures for admission regardless of disabilities. Accommodations provided in the admissions process do not automatically guarantee acceptance to any specific course or program or to those courses or programs for students who are accepted.
      
      Any applicant with a disability who needs information about Seminole Community College, about the admissions process, an application for admissions, or any other information in an alternative format should contact the Coordinator of Disability Support Services at 407.708.2109 or TDD/TTY 407.708.2110.
   2. Auxiliary Aids of a Long-Term or Permanent Nature

Seminole Community College seeks to ensure that an individual with a disability who can meet the academic and technical standards for admission is not excluded from full participation in the programs the College operates because of the absence of necessary auxiliary aids or reasonable accommodations.

Seminole Community College believes that the needs of the student can best be met by assisting students with disabilities to obtain auxiliary aids of a long-term or permanent nature from governmental units (such as state vocational rehabilitation agencies) or from private charitable organizations (March of Dimes, etc.). Students with disabilities are expected to exercise initiative in identifying and obtaining auxiliary aids and assistance through every reasonable channel available to them. The primary role of the College in this effort should be informative and supportive of active self-advocacy on the part of the students. The Coordinator of Disability Support Services will serve as a resource in this process and assist in the coordination of services for students applying to the College.

If the outside agencies will not or cannot provide the auxiliary aids that the student requests, the College has a responsibility (1) to determine the necessity of that aid and (2) to ensure that the student would be denied the right to participate in a program, benefit, class, or service because of the absence of the auxiliary aid.

The following procedure will facilitate this process:

1. Students who believe they need an auxiliary aid to participate fully in the activities inherent in their programs at SCC must outline these needs in writing as soon as they are admitted to the College. To request any accommodation, the student begins by proceeding to the Disability Support Services Office to request the accommodation. To expedite the process, requests should be accompanied by a written evaluation of the student's disability. Some of the requests might be, but are not limited to taking tests in a private room, taking tests with extended time, having a notetaker in the classroom, having an interpreter, requesting special materials or equipment (for example, pressure sensitive paper for notetakers or the provision of special furniture). These accommodations, and others, would be provided to students with a disability, if determined to be appropriate.
   
   
2. The student with a disability is encouraged to explore any and all avenues for assistance outside the College. Anyone who is unsure how to contact other agencies should discuss this with the Coordinator of Disability Support Services.
   
   
3. If the necessary auxiliary aids are not available through outside resources, the student must request assistance through the Coordinator of Disability Support Services. When a request is made, the Coordinator will evaluate the request on the basis of the following criteria:

1. the disability is documented (usually through an evaluation by a qualified professional),
2. the requested auxiliary aid is appropriate to the needs of a person with that type of disability,
3. the aid cannot be provided by other agencies, and
4. the person will not be able to participate fully as a student without the aid.

4. It is the student's responsibility to keep the Coordinator of Disability Support Services informed about the need for auxiliary aids, such as timely semester-to-semester schedules for use of an interpreter, ordering taped text books and materials, or any other specific need. If the student does not keep the Coordinator informed, the Coordinator cannot be expected to provide the auxiliary aid. To ensure accountability, requests must be made in writing; the student should keep a copy for his or her records.

3. Documentation Procedures

1. Learning Disabilities - Students and prospective students requesting accommodation in their academic work at Seminole Community College must present appropriate documentation to Disability Support Services. The documentation must consist of one test from each of three areas: individual intelligence, processing, and academic achievement levels. Acceptable tests include but are not limited to:
   

1. Aptitude:

1. Wechsler Adult Intelligence Scale - Revised (WAIS-R)
2. Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability
3. Kaufman Adolescent and Adult Intelligence Test
4. Stanford-Binet Intelligence Scale (4th ed.)
5. The Slosson Intelligence Test - Revised and the Kaufman Brief Intelligence Test are primarily screening devices which are not comprehensive enough to provide the kinds of information necessary to make accommodation

2. Information Processing: Acceptable instruments include the Detroit Tests of Learning Aptitude - 3 (DTLA-3), information from subtests on WAIS-R, Woodcock-Johnson Psychoeducational Battery - Revised Tests of Cognitive Ability, as well as other relevant instruments.

3. Academic Achievement:

1. Scholastic Abilities Test for Adults (SATA)
2. Stanford Test of Academic Skills
3. Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement
4. Wechsler Individual Achievement Test (WIAT)

A school plan such as an Individualized Education Program (IEP) or a "504
Plan" alone is insufficient documentation to support a student's eligibility for
accommodations and/or services through Disability Support Services.

A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level must be discussed. Also to be included is information about the specific conditions in 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's currently needing accommodation(s) must be provided.

2. Attention Deficit/Hyperactive Disorder (ADD/ADHD)

1. The documentation must include a clear statement of ADD or ADHD. It must also include the rationale for this diagnosis.
   
   
2. The evaluation must have been completed within the past three years for students just graduating from high school. For students who have been out of school for a number of years, documentation that is more than three years old will be handled on a case by case basis. The student may be required to submit more recent documentation.
   
   
3. The documentation must include the following information:

1. Names of the assessment instruments used
2. Quantitative and qualitative information which supports the diagnosis
3. The areas of educational impact and the severity of the condition
4. Recommendations for prescriptive treatments
5. Notation of medications prescribed, if any
6. Additional observations or recommendations which could assist DSS in adequately serving the student
7. The name, titles, addresses, and phone numbers of the evaluator(s) as well as date(s) of testing.

A school plan such as an Individualized Education Program (IEP) or a "504 Plan" alone is insufficient documentation to support a student's eligibility for accommodations and/or services through Disability Support Services.

The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation.

1. ADSM-IV Multiaxial Diagnosis: A thorough explanation of the diagnoses including symptomatology and plans for treatment must be included. There must be clear and specific evidence of the disorder(s) in questions. A listing of the functional limitations imposed by the disorder and how they might impair the student's ability to perform to his/her potential in an academic setting must also be included. Diagnoses must be current. Diagnoses made prior to six months before the present date are not acceptable unless the disorder is considered to be relatively stable and long-standing.
   
   
2. Accommodations and/or Auxiliary Aid: A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level must be discussed. 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 must be included. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student's currently needing the accommodation(s) must be included.
   
   
3. Medications: A complete list of psychoactive medications the student is taking including dosage levels and any likely side effects must be discussed. Other medications the student is currently taking should also be included.
   
   
4. Evaluators: Professionals providing psychological diagnoses and treatments must be qualified to do so. Diagnostic reports must include the names, titles, and professional credentials of the professional providing the diagnostic report. Date of diagnoses must also be included.

4. Physical Disabilities - Documentation to support a physical impairment is required of students and prospective students seeking accommodation at Seminole Community College. Documentation attesting to the disability will be accepted for review from physicians and health care agencies.

4. Interpreter Services
   
   

1. Any deaf or hard of hearing student needing an interpreter must contact Disability Support Services to provide documentation of the hearing loss and to arrange for services.
   
   
2. In the event that the student is going to be absent, the student must contact the interpreter or Disability Support Services 24 hours prior to the class meeting time or as soon as possible.
   
   
3. If a student fails to cancel services (24 hours prior to the class meeting time or as soon as possible) two times in one semester, services will be suspended until the student schedules a meeting with the Coordinator of Disability Support Services.
   
   
4. If the problem continues after this meeting, the student will be required to call and verify need of interpreter services each time an interpreter is needed.
   

5. RealTime Captioning (RTC) Services for the Hearing Impaired
   

1. Students must request RTC for a specific class. This request is made to the Disability Support Services Coordinator who will work with the student to find another effective approach or pass on the request to the college-wide RealTime Captioning Committee.
   
   
2. The RTC committee should be composed of the DSS Coordinator, the Equity Coordinator, and any person(s) whom the Vice President of Student Success Services appoints. This may include the student, faculty, program directors, and/or other resource people.
   
   
3. The committee will consider each case on an individual basis, taking into account the student and his/her particular disability. Consideration should be given to the student's primary method of communication outside the classroom.
   
   
4. The committee should consider specific type, format, and demands of each class for which RTC is requested. Fundamental elements of class content are to be protected; the essential natures of programs are not to be changed.
   
   
5. The committee will consider the following continuum of services until one accommodation or a combination of accommodations is found to be effective in each particular case:

• Additional handouts and/or outlines
• Traditional note taker
• ASL Interpreter
• Interpreter who uses English syntax
• Distance Learning computer courses
• Closed captioned video tapes of classes (if available)
• RealTime captioning

6. If the RTC committee agrees that RTC is needed in this situation, the student must agree to cancel RTC services if not needed. Examples of appropriate cancellation include sessions where only testing will occur or sessions when the student will be absent.

6. Service Animals: Service animals shall be allowed to accompany the person with a disability at all times and everywhere on campus except where service animals are specifically prohibited.
   

1. Service animals must be immunized against diseases common to that type of animal. Dogs must have had the general maintenance vaccine series, which includes vaccinations against rabies, distemper, and parvovirus. All vaccinations must be current. Dogs must wear a rabies vaccination tag.
   
   
2. The partner/handler must be in full control of the animal at all times. The care and supervision of a service animal is solely the responsibility of its partner/handler.
   
   
3. The partner/handler is responsible for cleaning up after the animal defecates. Individuals with disabilities who physically cannot clean up after their own service animal may not be required to pick up and dispose of feces. However, these individuals should use marked service animal toileting areas when such areas are provided.
   
   
4. The partner of an animal that is unruly or disruptive (e.g., barking, running around, bringing attention to itself) may be asked to remove the animal from the college facilities. If the improper behavior happens repeatedly, the partner may be told not to bring the animal into any college facility until the partner takes significant steps to mitigate the behavior. Mitigation can include muzzling a barking animal or refresher training for both the animal and the partner.

7. Relocation of a Class, Service or Activity

If a student with a physical disability is unable to gain access to a classroom, service or activity, he/she should immediately notify the Coordinator of Disability Support Services.

1. The DSS Coordinator will contact the appropriate dean, chairperson, etc. within 24 hours from the time the need is established.
   
   
2. The DSS Coordinator, in conjunction with the deans, chairpersons, etc., will implement a relocation plan within three days from the time the need is established.
   
   
3. The DSS Coordinator will notify all parties and provide specific information of the relocation of classes, services, or activities within four days from the time the need is established.

8. Substitutions to the General Education or Degree Requirements (Course Substitutions)

Substitutions to a degree program for any student are done through a petition submitted to the Admissions and Graduation Committee, a standing committee that is empowered to handle requests from students for exemptions or variations from any college-wide academic rule or regulation.

The Admissions and Graduation Committee will decide on substitutions dealing with General Education requirements and specific degree requirements.

If a student is unclear about what substitutions may be necessary to make the degree program accessible due to the circumstances of the disability, he or she should request an appointment with the Coordinator of Disability Support Services to discuss options before beginning the petitions process. The student should be able to document the following:

1. Full participation in the course will be limited even with all reasonable accommodation within the course. This requires documentation of the disability as well as a description of how participation will be limited even with the use of accommodations.
   
   
2. The course in question is not essential to the integrity of the program of instruction the student is pursuing.

In making decisions regarding the requested substitutions, the Admissions and Graduation Committee will use the following criteria:

1. The degree to which the student's ability to meet the requirement in question is adversely affected by the disability.
   
   
2. What equally effective courses can be substituted.
   
   
3. Whether the substitution in question will fundamentally alter the academic program.

The College Equity Coordinator, counselors, DSS Coordinator, and other appropriate persons assist the committee to obtain and to evaluate needed data as it relates to requests for substitutions by students with disabilities.

Recommended Substitutions for Graduation Requirements:

Substitutions for SPC 1010, Introduction to Oral Communication

INP 2002 Introduction to Industrial Psychology
MAN 2021 Introduction to Management
MAN 2300 Human Resources Management

A course in sign language for students who are not normally signers

Substitutions for ENC 1101, English I

OST 2335C Business Communications
SPC 1600 Introduction to Oral Communications

Substitutions for ENC 1102, English II

ENG 2100 The Art of Film
HUM 2220 Ancient/Classical Humanities
HUM 2250 Twentieth-Century Humanities
MMC 1000 Survey of Mass Media
ORI 2210 Oral Interpretation of Literature for Children

Substitutions for MAT1033, MGF 1106 and/or MGF 1107 and/or STA 2023

ACG 2021C Principles of Financial Accounting
ACG 2071C Principles of Managerial Accounting
CET 1486C Networking Concepts and Operating Systems
CGS 1000 Basic Computer Concepts
CGS 1062C Advanced Microcomputer Software
CGS 2100C Microcomputer Software Packages
CGS 1510C Spreadsheet Applications
CGS 2540C Data Base Management
COP 1000 Principles of Computer Programming
ECO 2013 Principles of Economics (Macro)
EGS 1111C Engineering Graphics
ETD 1320C Computer Aided Design I
FIN 1100 Personal Finance
GRA 2801 Introduction to Computer Graphics
QMB 1001 Business Mathematics

Substitutions for HUM 2220, 2223, 2234, Humanities

ENL 2012 British Literature I
ENL 2022 British Literature II
LIT 2120 World Literature II
MUH 2111 Music History I
MUH 2112 Music History II
MUL 2010 Music Appreciation

The above list has been approved by the appropriate academic departments as reasonable substitutions. If the student believes that another course meets the criteria of the course required in the degree, the student may request a substitution for that specific course from the Admissions and Graduation Committee. Students whose requests are denied may appeal to the Vice President of Student Success Services.

9. CLAST Waiver

A Student required to take CLAST may request a waiver from a CLAST subtest(s) based on his/her disability and the inability to pass that CLAST subtest. Requests for a CLAST waiver may be made by completing a petition and providing documentation to the Admissions and Graduation Committee. In the documentation the student should provide:

1. evidence that the student has attempted to pass the CLAST subtest using all accommodations for which the student is eligible
   
   
2. evidence that the student has prepared for the CLAST subtest

In making a decision on the CLAST waiver, the Committee shall consider all documentation presented, including the ability of the CLAST to be accommodated to measure the student's ability and not his/her disability. Faculty, counselors, administrators, psychologists, and advocates presented by the student may provide input and insight into the evidence presented. The student may request appearance before the Committee and the Committee may interview the student, if the student agrees to the interview. The Committee should deliberate and make a recommendation for or against the CLAST subtest waiver.

If the student wishes to appeal the Committee's recommendation, State Board Rule 6A-10.030 allows the student to appeal directly to the President of the College.

10. Minimum Basic Skills Waiver Procedures for Career Vocational Certificates

All students are required to take the Test of Adult Basic Education (TABE Form 7 or 8) prior to enrolling in the Career Vocational programs. Students with disability documentation will be provided with appropriate accommodation upon request. After testing, students receive a written copy of their TABE scores through the mail, and, if appropriate, information on remediation procedures. Students who do not receive required TABE minimum scores may receive academic assistance in the STAR Center. To assist with the remediation of skills, students with disabilities may request appropriate accommodation for their disability while working in the STAR Center. Students will be referred for a retest when their academic skill levels meet state requirements

If they are unable to make a satisfactory score on the TABE or unable to attain the required academic skill levels, after participating in remediation, students with documented disabilities may request a waiver of the TABE subtest.

1. A request for the TABE waiver may be made by the student, a student advocate, a faculty member, a Disability Support Services staff member, a STAR staff member, an Assessment Center staff member, a Student Services staff member, or an administrator.
   
   

2. A committee made up of one representative from each of the following areas shall review the waiver request: STAR, DSS, Career Vocational Programs, Assessment Center, and Instructional Administration.
   
   

3. If all members of the Committee agree, the waiver will be given and the Minimum Basic Skills Waiver form will be completed. If there is disagreement in the recommendation to waive the TABE, the Committee shall meet, discuss the case, and make a recommendation based on a majority vote. To consider the recommendation for waiver, the Committee should consider the student's disability, professional reports, achievement in the Career Vocational program, remediation effort, job opportunities, and any other pertinent data. The student may appear before the Committee, and the Committee may interview the student if the student agrees to the interview.
   

The student may appeal the Committee's decision to the Vice President of Student Success Services within ten days of the decision.

11. Appeal Procedures

Seminole Community College recognizes both the wide variation in the needs of students with disabilities and the variation in course contexts as students progress through their programs. When needs arise, the Coordinator of Disability Support Services will, at the request of students, faculty, or staff, review the process by which current accommodations were determined and seek to revise accommodations as appropriate. If this process fails to establish a mutually acceptable reasonable accommodation, the dissatisfied party may file an appeal as described below.

1. The accommodation that has been requested and refused that is being appealed.
   
2. The rationale for the appeal.
   
3. Documentation that supports the appeal.

Petitioners needing assistance with this process may select their own advocate. The Director of Assessment, Testing, and Disability Support Services will provide the final decision on the appeal within five business days.

2. Basis for Appeal

A. Basis for Student Appeal

1. The access plan does not represent a reasonable accommodation of their disability. The basis for such an appeal should be that their disability, in the absence of the requested accommodation, limits their full participation or their accurate evaluation in a specific activity, service, program, or course. The appeal must include a rationale for the requested accommodation.
   
   

2. A particular course or requirement is not essential to the integrity of the program of instruction being pursued. The basis for such an appeal should be that their disability, in the absence of the requested accommodation, limits their full participation in the academic program. The appeal must include a rationale for the accommodation 

2. Basis for Faculty Appeal of a Student's Access Plan
   
   Faculty/Department Heads/Area Coordinators may appeal a student's access plan on the grounds that the accommodation represents a fundamental alteration in a course, program, or service.

3. Where to File Appeals

1. Appeals Regarding Accommodation in Specific Courses:
   
   If a student and an instructor cannot agree on an appropriate accommodation, they should contact the Coordinator of Disability Support Services to assist in establishing reasonable accommodations. The Coordinator will review the concerns of both parties in light of the student's documented needs, the course description, and the course syllabus. Based on this evaluation, the Coordinator will provide an access plan.
   

If either party disagrees with the access plan, he or she may file and appeal in writing the Director of Assessment, Testing and Disability Support Services who will provide the final decision on the appeal within five business days.

2. Appeals Regarding Substitutions to the General Education or Degree Requirements:

The appeal is made to the Vice President of Student Success Services.

3. Appeals Regarding Modification to General Services, Institutional Policies and Practices, or Auxiliary Aids:

If a requested accommodation falls outside of the above areas and involves a modification of general services, policies or practices (including but not limited to student services, financial aid, athletics, and institutionally sponsored student organizations), or auxiliary aids and the student and responsible office/organizational representative cannot agree on an appropriate reasonable accommodation, they should contact the Coordinator of Disability Support Services to assist in establishing a reasonable accommodation. The Coordinator will review the concerns of both parties in light of the student's documented needs and the purpose of the service, policy or practice, or auxiliary aid in question. Based on this evaluation, the Coordinator will provide an access plan.

If either party disagrees with the access plan, he or she may file an appeal in writing to the Director of Assessment, Testing, and Disability Support Services. The Director of Assessment, Testing, and Disability Support Services will provide the final decision on the appeal within five business days.

4.Complaints of Discrimination

An individual who has a complaint of discrimination based on race, color, religion, gender, national origin, age, marital status, or disability may informally discuss the situation with the Equity Coordinator.

For details on the procedure for making a complaint of discrimination, refer to the College's Discrimination Complaint Procedure 2.1800.

12. Articulation with Other Institutions
    

1. Admission and Graduation Requirements: Seminole Community College will accept all substitutions to general education or degree programs provided by other State of Florida post secondary institutions. Substitutions granted by all other post secondary institutions will be reviewed individually by the Director of Enrollment Services and the Director of Assessment, Testing, and Disability Support Services.
   
   
2. For substitutions provided by Seminole Community College, a record of the substitution or waiver will be maintained in the student's college record. Upon student request, this record will be forwarded to the institution and the substitution or waiver will be honored. In case of disagreement, Seminole Community College will advocate for the student with a disability to assure that the receiving institution honors the request. The student may appeal the denial to the Vice President of Student Success Services of Seminole Community College.

13. Eligibility for State Financial Aid

Students with documented disabilities for whom part-time enrollment is a necessary accommodation are eligible for state financial assistance, including the Florida Public Student Assistance Grant. Financial aid funds may be prorated based on the number of credit hours taken. Criteria for eligibility are as follows:

1. The professional who prepares documentation must have expertise in the area related to the disability in question and be a licensed physician; a licensed psychologist; a licensed school psychologist; a certified school psychologist; a licensed audiologist; a licensed speech-language pathologist; or a certified school speech-language pathologist.
   
   
2. The documentation must be sufficiently recent, as determined by Seminole Community College, and include a valid and reasonable assessment of the student's needs; be specific and conclusive, demonstrating that the student has physical, emotional or mental impairment(s) which substantially limit(s) one or more major life activities, as well as showing how the disability will substantially limit the student's ability to meet the minimum full-time load requirements.

Documentation must be submitted to and approved by Disability Support Services. Students meeting the above eligibility requirements should contact the Director of Student Financial Resources. Student Financial Resources will then verify eligibility with Disability Support Services and process financial aid applications.

Did you know?

You can complete a UCF bachelor's degree in select programs at SCC's Sanford/Lake Mary campus.