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 of academic adjustments 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.
“@ Capital, we believe in the abilities.”
Every student with a documented disability has the right to:
- Equal access to courses, programs, services, jobs, activities, and facilities available through the college.
- Reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids determined on a case-by-case basis.
- 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.
- Information reasonably available in accessible formats.
Every student with a disability has the responsibility to:
- Meet the college’s qualifications as well as academic and institutional standards.
- Disclose their disability in a timely manner (minimum of 30 days prior to the start of classes) to the disabilities coordinator when seeking accommodations.
- Provide documentation from an appropriate professional source that verifies the nature of the student’s disability, functional limitations, and the need for specific accommodations.
- Follow procedures for obtaining appropriate accommodations, academic adjustments and/or auxiliary aids.
- Communicate any accommodations concerns or needed adjustments in a timely manner with the disability coordinator directly including but not limited to service cancellations.
A reasonable accommodation is a modification or adjustment to a course, program, service, job activity, or facility that ensures an equal opportunity for qualified students with disabilities to participate in, and enjoy the benefits of, a service, program, or activity. Aids, benefits, or services need not produce equal results, but must afford an equal opportunity to achieve equal results. When necessary, the Disability Services Coordinator will consult with faculty regarding whether an accommodation would fundamentally alter the nature of the service, program or activity or whether an academic requirement is essential to the instruction being pursued or to any directly related licensing requirement. In doing so, the Disability Services Coordinator will examine the following:
• Barriers between individuals with disabilities and the campus environment in accessing courses, programs, services, jobs, activities or facilities without accommodations;
• Requested modifications, accommodations, and auxiliary aids;
• Whether the proposed accommodations would fundamentally alter the nature of the course, program, service, job, activity, or facility;
Whether an academic requirement is essential to the instruction or to any directly related licensing requirement;
• Whether effective alternatives exist that would allow the individual with a disability to participate without lowering essential requirements or fundamentally altering the nature of the program.
When the college determines that a modification related to facilities or communication would result in a fundamental alteration or undue burden, the Disability Services Coordinator shall acquire the written opinion of the proper authority, i.e. department chair of impacted discipline, providing the reasoning supporting the decision.
Each academic adjustment plan may be unique based on each student’s current needs and desires as well as the supporting documentation. For the best experience, planning and open communication between the College’s Disabilities Services Coordinator and the student is necessary every semester academic adjustments are requested. Academic adjustment letters are not created automatically and academic adjustments are not provided retroactively.
Follow the steps in the checklist below for best results:
✓ A student discloses her/her disability/disabilities to the Disabilities Services Coordinator and completes a Disclosure Form.
✓ In order to assure that academic adjustments will be available for the start of classes, a student must submit to the Disabilities Services Coordinator at least thirty (30) calendar days prior to the start of classes appropriate documentation from an appropriate provider, which documentation explicitly states the diagnosis of the disabilities, how those disabilities limit one or more major life activities and recommendations for academic adjustments in an educational setting. No other documentation, such as proof of admission to the College or a program nor registration for classes, need be provided by a student.
✓ Thereafter, the Disabilities Services Coordinator and student requesting academic adjustments will meet to discuss options for academic adjustments that the College will provide based on the provided documentation. The Disabilities Services Coordinator may assist a student to register for courses, if requested.
- Please Note: Students who are Deaf, Hard of Hearing or hearing impaired should read the Interpreting Services Guidelines and submit a completed Request for Interpreter Form and submit a completed Student Agreement to the Disabilities Services Coordinator as soon as possible, preferably at least thirty (30) calendar days before classes begin.
- Due to the high demand for interpreters for students with hearing impairments, students requesting interpreting services are strongly encouraged to register at least thirty (30) days in advance of class to better ensure that an interpreter is located & available. A failure to do so may limit the College’s ability to meet a student’s needs.
- Students do not need to provide additional proof of registration, acceptance into selective admissions programs or admissions into the college in order to meet with the Disabilities Services Coordinator.
✓ At the start of each semester, each student is expected to pick up her/his academic adjustment letters from the Disabilities Services Coordinator and to promptly provide each letter to the appropriate instructor.
✓ Each student is expected, of course, to attend each and every class session of each course in order to achieve her/his fullest potential for success in each course.
✓ Students are also expected to utilize the academic adjustments provided to them as well as to use other resources available on campus and to maintain open communication with the Disabilities Services Coordinator to promote student success.
Academic Adjustments for Testing may include the following
- Extended time for testing
- Proctored testing in a quiet location
- Enlarged print
Academic Adjustments 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
- ZoomText – enlarges computer screen while reading out documents, webpages, and emails
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 or academic adjustment 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, academic adjustments are not provided automatically. A student must request academic adjustments at least 30 days prior to each semester.
Unlike high school, it is the college student’s responsibility (not the counselor’s) to share the academic adjustment letters with professors.
- 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.
- 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.
- Psychological /Educational evaluations, Neurological evaluation or Certificate of Blindness should be shared with the Disabilities Services Coordinator if available.
- The documentation may also suggest reasonable adjustments that may be necessary to assist the student in an academic setting.
- The documentation must be current (usually defined as within the past three years). Students without documentation can bring the Request from Provider Form to be completed by their provider to receive reasonable accommodations.
Students without documentation can bring the appropriate documentation guidelines handout to be completed by their provider to receive reasonable accommodations.
Helena Carrasquillo, M.S.
Interim Disability Services Coordinator
Mark Lukas, M.S., CRC
To get information about qualifying for services, please contact CA-Disabilities@ccc.commnet.edu
Want to set up a phone call or chat with us live? Email us to schedule. https://support.office.com/en-us/article/start-and-pin-chats-a864b052-5e4b-4ccf-b046-2e26f40e21b5?wt.mc_id=otc_microsoft_teams
Service animals, under the Americans with Disabilities Act, are dogs that have been trained to perform a specific task, and are able to go wherever their owner goes, with very few exceptions. They are different from Emotional Support Animals (ESAs), which do not perform a specific task. ESAs are not permitted on campus.
Service animals perform many functions, like guiding someone who is blind, helping a person with physical limitations to walk or press automatic door openers, or helping an owner to short-circuit psychiatric symptoms associated with PTSD or Panic Disorder.
There are only 2 questions that can be asked of the owner of a service animal to determine its legitimacy:
1) Do you have the animal because of a disability?
2) What is the animal trained to do?
If it is readily apparent that the dog is providing a service, as in the case of helping to guide a blind person, these questions are considered inappropriate and should not be asked.
There is no requirement that service animals be “certified”, “registered” or wear a vest. Owners will sometimes use these devices to alert or educate the public, but there is no legal expectation for their use.
The owner of a service animal is responsible for cleaning up after it. A service animal can be banned if it is not housebroken or if the animal is disruptive.
A service animal cannot be excluded from a class merely because another student has a dog allergy. Our staff would work with an instructor to make sure the service animal and the student with a dog allergy keep a safe distance in the classroom.
With the owner’s permission, others may interact with a service animal.
For those interested in learning more about service animals, the following Department of Justice publications are available: one with the final regulations about service animals, and the other to a frequently-asked-questions page.
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