Accommodations

Disability Support Services will write individualized letters to faculty members certifying that students have disabilities and stating the determined reasonable accommodations. The provision of accommodations is often shared among faculty, students, and the DSS office; the letters detail the provisions of recommended accommodations, including:

• Who is responsible for the provision of the accommodations?
• When the accommodations will be provided.
• How they will be provided?

The letters also invite faculty to contact Disability Support Services if there are concerns or questions about the accommodations. Instructors will be expected to assist with the provision of accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or evaluation standards.

• Letters of Accommodation are provided at the beginning of each new semester.
• Students with disabilities will be responsible for delivering the individualized letters to faculty.
• Disabled students will be responsible for contacting the DSS office if reasonable accommodations are not implemented in an effective or timely manner. Disability Support Services will work with HCCC personnel and disabled students to resolve disagreements regarding recommended accommodations.
• Students with disabilities who believe they have been discriminated against on the basis of their disability may file a grievance. Grievance procedures are outlined on page 14 of this manual.

Determining Reasonable Accommodations

A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables qualified students with disabilities to have an equal opportunity. An equal opportunity means an opportunity to attain the same level of performance or to enjoy equal benefits and privileges as are available to a similarly situated student without a disability. HCCC is obligated to make reasonable accommodation only to the known limitations of otherwise qualified disabled students. To determine reasonable accommodations, Disability Support Services may seek information from appropriate personnel regarding essential standards for courses, programs, services, jobs, activities, and facilities. Final determination of reasonable accommodations is made by Disability Support Services.

Reasonable accommodations are determined by examining:

• The barriers resulting from the interaction between the documented disability and the campus environment
• The possible accommodations that might remove the barriers
• Whether or not students have access to the course, program, service, job, activity, or facility without accommodation
• Whether or not essential elements of the course, program, service, job, activity, or facility are compromised by the accommodations.

Accommodation Letters

The institution is under no obligation to provide accommodations unless students have fulfilled their obligations in the process.

In the process of arranging accommodations for classes, students must make an appointment to see Disability Support Services personnel at the beginning of the semester.

Student accommodations will be the same each semester, unless there are changes in the disability or other accommodations are discussed. If any changes need to be made, these need to be discussed at the time of the appointment.

It is recommended that students make an appointment to meet with all of their instructors as soon as possible at the beginning of the semester.  Students should take their letters to these meetings with the instructors. At the meetings, the following should be discussed:

• The disability
• The approved accommodations
• How the accommodations will be carried out
• Any alternatives that might be considered
• The students responsibilities per agreement

If there are any problems in adhering to the accommodations outlined in the letters, the students are expected to notify Disability Support Services immediately.

Academic Accommodations

Reasonable accommodations are individualized and flexible, based on the nature of the disability and the academic environment. Below is a partial list of common academic accommodations:

• Accessible classroom/location/furniture
• Advance notice of assignments
• Alternative ways of completing assignments (e.g. oral presentation versus written paper)
• Assistive computer technology
• Assistive listening devices
• Captions for film and video material
  Document conversion (alternative print formats: large print, tape, electronic)
• Exam modifications: alternative test formats that do not compromise the essential nature of the course (short answer, multiple choice, oral, essay) computer or basic calculator for exams, exam administered in two parts, private and/or quiet exam room, time extensions.
• Readers and scribes
• Note-taking
• Sign Language Interpreters
• Taped lectures (Instructors may limit use and dissemination.)
• Time extension on assignments

Attendance

Class attendance policies are not determined by DSS. Because attendance may be integral to the pedagogic process, policies are set by faculty at the College, departmental, or individual level. Members of the faculty are not required to lower or affect substantial modifications of standards for accommodation purposes. Faculty announces attendance policies and procedures for make-up work. Course syllabi include attendance policies. It is ultimately at the discretion of the faculty member to address attendance policies with any student.

Exam Modifications

Because disabled students are best served when accommodated in the most integrated setting possible, Disability Support Services strongly encourages instructors to provide test accommodations within their own departments.

When test accommodations cannot be provided by the instructor, DSS provides the service as a convenience for faculty and students. Test administrations handled by DSS involve only physical assistance in accordance with the student’s functional limitation (e.g., reading, writing, marking answer sheets, time extensions).

DSS hosts exams only when instructors cannot provide students with accommodations.  The service is structured to provide students with a fair opportunity to demonstrate their knowledge of course content without resulting in a competitive academic advantage over other students.

Students are not allowed to use notes, books, tapes, or any supplementary materials unless specified by the instructor to DSS staff and in a manner applicable to all students in the course.  DSS does not make copies of exams and does not maintain an exam file. Exams are received and returned according to prearranged instructions.

The following procedures should be followed when setting up test accommodations with Disability Support Services:

• The student and Coordinator of DSS discuss the accommodation needed.
• DSS notifies the instructor of the disability-related need for test accommodations. DSS provides consultation and advocacy if necessary.
• The instructor contacts DSS if the department cannot host the exam. 
• The instructor makes arrangements to have the exam delivered to DSS. Exams that need to be tape-recorded must arrive at DSS at least three working days before the exam is to be administered. The student’s name must appear on all exams.
• DSS administers the exam and returns it according to pre-arranged instructions.
• If the student does not keep the appointment for the exam, the exam is returned to the instructor. It is the student’s responsibility to contact the instructor to seek permission to reschedule the exam.
• Exams are to be scheduled at the same time as the regular class exam. The student may start before or run later in order to allow for extra time. This should be arranged with the instructor/proctor in advance.

Guidelines for Meeting with Instructors

When meeting with your instructor regarding your disability, or class performance in relation to accommodations, keep in mind the following guidelines to good communication:

Things to DO:

• DO state the disability
• DO explain the affiliation with Disability Support Services
• DO go to the meeting prepared with suggestions about what can be done to provide an equitable opportunity to learn the material
• DO, if appropriate, make faculty aware of past successes
• DO discuss specific details about how examinations and any in-class accommodations will be handled
• DO make it clear that, as a serious, motivated student, the class experience will be successful if a reasonable allowance is made for a specific problem in a specific area
• DO, as appropriate, engage faculty in a problem-solving process when there are no immediate, obvious solutions to the problem
• DO be on time for the scheduled appointment
• DO be calm and courteous, and do not interrupt

Things NOT to do:

• DON’T quote applicable laws
• DON’T dictate policy
• DON’T get mad
• DON’T request unreasonable adjustments
• DON’T make demands for large amounts of faculty time

Note-takers and Readers

The note-taker/reader position is an important and invaluable resource to many students.  Disability Support Services coordinates a note-taker service for students, who due to a disability or disabilities are unable to take notes or need class notes to supplement their own notes.  Note-takers also serve as Readers for students who need their tests and exams read aloud.

Note-taker accommodations are based on the students disability documentation.  Students who receive this accommodation characteristically have a hearing or visual impairment, physical disability, learning disability, traumatic brain injury or attention deficit disorder. 

Students receiving note-taker/reader services are required to attend each class.  Note-takers introduce themselves to the class professor/student and discuss how notes will be exchanged (hard copy, electronic copy, etc.).

Notes Should Include:

• Main points of lecture
• Explanations, examples, and comments given by the professor and other students as appropriate
• Information form the blackboard or overheads
• Details about exam dates, quizzes, papers and other important class information

Sign Language Interpreters

Interpreters are professionals who facilitate communication between hearing individuals and people who are deaf or hard of hearing. The role of the interpreter is similar to that of a foreign language translator: to bridge the communication gap between two parties. All sign language interpreters hired by HCCC are NJ and/or NY state certified interpreters.

Deaf students or students with hearing deficiencies often request interpreters from DSS when they register for classes. In the unlikely event that a student shows up on the first day of class without an interpreter, the student should be referred to DSS. DSS will then schedule an interpreter. Faculty and staff may request an interpreter for meetings with a deaf student by contacting DSS.

Interpreters are bound by the code of ethics developed by the National Registry of Interpreters for the Deaf. The code specifies that interpreters are to serve as communication intermediaries who are not otherwise involved. Thus, when an interpreter is present, one should speak directly to the deaf person, rather than to the interpreter and avoid using phrases such as “tell him” or “ask her.”

• Relax and talk normally, noting that there may be lag time between the spoken message and the interpretation.
• When referring to objects or written information, allow time for the translation to take place. Replace terms such as “here” and “there” with more specific terms, such as “on the second line” and “in the left corner.”
• In a conference room or class environment, the deaf student and the interpreter will work out seating arrangements, with the interpreter usually located near the speaker.
• Inform the interpreter in advance if there is an audiovisual element in a presentation so arrangements can be made for lighting and positioning.
• Be sensitive to sessions that extend longer than one hour. The interpreter may require a short break to maintain proficiency in interpreting.

Adaptive Technology Lab

The Adaptive Technology Lab is located at 25 Journal Square, Room 315 in the Disability Support Services Office. Our AT Laboratory contains computer workstations with the following equipment and software:

• Tape Recorders
• Text Telephone Device — used to communicate with people who are deaf or hearing impaired. This device is also located in Enrollment Services
• Closed Captioned Televisions — magnification of hard copy, also located in Enrollment Services and multi-media classroom in 25 Pathside.
• Zoom Text- Magnification of computer image
• Jaws for Windows — speech access
• Braille Windows — refreshable Braille

While working in the AT Lab, one may hear conversations that are of a personal nature. That information must be kept confidential.