Support for Students with Disabilities

Capital Community College is a higher education institution that provides learning opportunities to every student including students with disabilities. We are committed to providing and promoting equal opportunities in all programs and services.

The Office of Student Support Services for Academic Success at Capital Community College provides reasonable accommodations to qualified students with disabilities. Students can seek ongoing services, support, and advising throughout the academic year.

You are encouraged to make an appointment to receive services. We are located in the Counseling Office in Suite 208 located on the second floor of the college and can be contacted by phone (860) 906-5040.

“@ Capital, we believe in the abilities.”

Every student with a documented disability has the right to:

  1. Equal access to courses, programs, services, jobs, activities, and facilities available through the college.
  2. Reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids determined on a case-by-case basis.
  3. Appropriate confidentiality of all information pertaining to his/her disability with the choice of whom to disclose his/her disability to except as required by law.
  4. Information reasonably available in accessible formats.

Every student with a disability has the responsibility to:

  1. Meet the college’s qualifications as well as academic and institutional standards.
  2. Disclose their disability in a timely manner (minimum of 30 days prior to the start of classes) to the disabilities coordinator when seeking accommodations.
  3. Provide documentation from an appropriate professional source that verifies the nature of the student’s disability, functional limitations, and the need for specific accommodations.
  4. Follow procedures for obtaining appropriate accommodations, academic adjustments and/or auxiliary aids.
  5. Communicate any accommodations concerns or needed adjustments in a timely manner with the disability coordinator directly including but not limited to service cancellations.

Each accommodation plan is unique and based on the student’s needs as well as the supporting documentation. For the best experience, there needs to be planning and open communication between the Disabilities Coordinator and you, the student every semester you are seeking accommodations. Accommodation letters are not done automatically and academic accommodations are not retroactive.

Follow the checklist below for best results:

  • The student discloses their disability/disabilities to the Disabilities Coordinator and fills out a Disclosure Form
  • Thirty (30) to Sixty (60) days prior to the start of classes, the student provides documentation to the coordinator from an appropriate provider. This documentation should explicitly state the diagnosis of the disabilities, how those disabilities limit one or more major life activities and recommendations for accommodations in an educational setting.
  • The student meets with the coordinator to discuss options for accommodations based on documentation and to register for courses.
  • Student attends classes and picks up accommodation letters to provide privately to professors after the first week of classes.
  • Student utilizes accommodations and resources on campus and maintains open communication with the coordinator to promote student success.
Accommodations for Testing may include the following
  • Extended time for testing
  • Proctored testing in a quiet location
  • Enlarged print
Accommodations for the Classroom may include the following
  • Sign language interpreter
  • Note taker or access to professors notes
  • Enlarged type or alternative format of classroom materials
  • Assistive technology
Assistive Technology may include the following
  • Kurzweil – this software presents textbooks in visual and auditory format
  • Dragon – this software has speech-to-text abilities
NOT provided by the college
  • Learning disability evaluation
  • Classroom aids or personal care assistants

The College abides by the American Disabilities Act as Amended (ADAAA) and Section 504 of the Rehabilitation Act, which provides a right to reasonable accommodations for qualified persons with disabilities, so that courses, examinations and activities will be accessible.

In high school, it was the school’s responsibility to identify a student and provide assessment of a disability. In college, it is the student’s responsibility to disclose their disability, request specific accommodations and supply supporting documentation.

Although many students from the high school had their parents advocating on their behalf, the College requires that students advocate for themselves. The College must abide by the Family Educational Rights & Privacy Act (FERPA) which protects a student’s record from being disclosed or discussed without written permission from the student.

Unlike high school, accommodations are not provided automatically. A student must request accommodations 30-60 days prior to each semester.

Unlike high school, it is the college student’s responsibility (not the counselor’s) to share the accommodation letters with professors.

  1. Documentation must come from an authorized agency, individual or medical source. It must be written on letterhead and include the names, titles and professional credentials of the evaluators.
  2. The diagnosis of the disability should be clearly indicated. The documentation must describe the disability and explain how this condition may affect a student in an academic setting.
  3. The documentation should also suggest reasonable adjustments that may be necessary to assist the student in an academic setting.
  4. The documentation must be current (usually defined as within the past three years).
  5. Summaries of Performance (SOPs) should be sent to Capital Community College along with other documentation.

Students without documentation can bring the Request from Provider Form to be completed by their provider to receive reasonable accommodations.