Student Disability Resources

Documentation Guidelines

In order to more effectively determine eligibility for services and to create an optimal plan for the individual, the College has established documentation guidelines. However, no student should delay requesting accommodations out of concern for not having the appropriate paperwork. All documentation will be reviewed case-by-case. It is the student’s responsibility to provide documentation (within the last year) to the Center for Student Disability, Counseling, & Support Services and to request accommodations by completing a Request for Academic Accommodations form. There are several avenues for providing documentation.

You may present the guidelines below to your doctor, psychologist, or another appropriate professional to ensure the documentation will be as complete as possible. Appropriate documentation is defined as that which meets the criteria listed in the Documentation Guidelines, which can be viewed and downloaded below.

Health Condition, Mobility, Hearing, Speech, or Visual Impairment

A letter or report from treating physician, orthopedic specialist, audiologist, speech pathologist, or ophthalmologist (as appropriate), including:

Clearly stated diagnosis
Defined levels of functioning and any limitations
Current treatment and medication
Current letter/report (within 1 year), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Psychological Disorder

A letter or report from a mental health professional (psychologist, neuropsychologist, licensed professional counselor), including:

Clearly stated diagnosis
Defined levels of functioning and any limitations
Supporting documentation (i.e. test data, history, observation, etc.)
Current treatment and medication
Current letter/report (within 1 year), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Traumatic Brain Injury (TBI)

A comprehensive evaluation report by a rehabilitation counselor, speech-language pathologist, orthopedic specialist, and/or neuropsychologist (or another specialist as appropriate), including:

Assessment of cognitive abilities, including processing speed and memory
Analysis of educational achievement skills and limitations (reading comprehension, written language, spelling, and mathematical abilities)
Defined levels of functioning and any limitations in all affected areas (communication, vision, hearing, mobility, psychological, seizures, etc.)
Current treatment and medication
Current letter/report (within 1 year), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Learning Disabilities

A comprehensive evaluation report from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or diagnostician, including:

A clear statement of presenting problem; diagnostic interview
An educational history of documenting the impact of the learning disability
Alternative explanations and diagnoses are ruled out
Relevant test data with standard scores are provided to support conclusions
Clearly stated diagnosis of a learning disability based upon DSM-IV criteria
Defined levels of functioning and any limitations, supported by evaluation criteria data
Current report (within 3 years of enrollment date), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Attention Deficit Hyperactivity Disorder (ADHD)

A comprehensive evaluation report from a physician, psychiatrist, clinical psychologist, neurologist, or neuropsychologist, including:

A clear statement of presenting problem; diagnostic interview
Evidence of early and current impairment in at least two different environments (comprehensive history)
Alternative explanations and diagnoses are ruled out
Relevant test data with standard scores are provided to support conclusions, including at least WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised, including Written Language, and Behavioral Assessment Instruments for ADHD on adults.
Clearly stated diagnoses of ADHD based upon DSM-IV criteria
Defined levels of functioning and any limitations, supported by evaluation criteria data
Current report (within 3 years of enrollment date), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

*Note: High School IEP, 504 Plan, and/or insufficient letter from a physician or other professional may not be sufficient to document a disability. The Center for Student Disability, Counseling, & Support Services will make determination as to whether more documentation is needed. Medication cannot be used to imply a diagnosis.

Download Documentation Guidelines

Examples of Accommodations & Services

Providing reasonable accommodations for students with disabilities requires an individual assessment of need and is a problem-solving process. Specific accommodations depend upon the nature and requirements of a particular course or activity and the skills and functional abilities of a particular student. Appropriate accommodations may include but are not limited to the listings below.

Accessibility

The Center for Student Disability, Counseling, & Support Services partners with Facilities Services to facilitate access to buildings, parking lots and other locations on campus. Students with disabilities who experience physical barriers should contact The Center for Student Disability, Counseling, & Support Services for assistance.

Service Animals

In accordance with the Americans with Disabilities Act (ADA), service animals are permitted on the college campus and in its facilities. Service animals are animals that have been trained to perform tasks that assist people with disabilities. To be permitted on campus, a service animal must be specifically trained to perform a service function. The crime deterrent effects of an animal’s presence and the provision of emotional support, well‐being, comfort, or companionship do not constitute work or tasks for the purposes of this definition. The service animal should wear a harness, cape, identification tag, or other gear that readily identifies its working status. The person using the service animal is responsible for controlling the animal’s behavior, caring for the animal, and cleaning up after the animal. A service animal whose behavior poses a direct threat to the health or safety of others may be excluded regardless of training or certification.

Accessible Parking

Accessible parking is available for individuals near the front of each building on campus. The College recognizes permits issued by the state for the use of these areas and may authorize temporary parking passes for students with temporary medical conditions. For more information, contact The Center for Student Disability, Counseling, & Support Services. Phone: 256-306-2630. Email ADA@Calhoun.edu

Testing Accommodations

Extended Time – Testing accommodations may include extended time (1.5x or 2x)
Isolated Testing Area / Reduced-distraction testing environment
Recorded or Orally administered tests (including reading and/or software)
Scribes

Students should discuss testing accommodations with their instructors at the beginning of each semester. Testing accommodations procedures vary from campus to campus. The procedures are discussed in the intake meeting. Any student with questions about testing accommodations should contact The Center for Student Disability, Counseling, & Support Services. As long as the student’s required accommodations can be met (e.g. extended time, reduced-distractions), the preferred method is for the student to be accommodated by the instructor or at the testing center. The Center for Student Disability, Counseling, & Support Services acts as an extension of the academic area by proctoring tests when neither the instructor nor the department is able to provide the accommodations. It is the student’s responsibility to arrange with the instructor prior to the exam date. The Center for Student Disability, Counseling, & Support Services will determine the alternate testing sites. The test proctor will communicate with the instructor in order to ensure that the accommodations are provided efficiently and in accordance with the teacher’s requirements for test administration.

Classroom Accommodations

Classroom Accessibility – Students with mobility or physical impairments that hinder their ability to navigate to class will receive assistance in order to coordinate their classroom locations to accessible spaces.
Alternate Formats for Assignments – In many cases, assignments may be submitted in formats other than those stated in course requirements (i.e., recorded rather than written or typed, and typed rather than hand written).
Extended Time on Assignments – Some students with disabilities may be approved for an accommodation of modified attendance and/or deadlines due to a disability-related need, which may require the development of a Modified Attendance & Deadline Agreement for a student in a specific course. Generally, these students have disabilities, which are chronic or episodic in nature which may cause difficulties with regular class attendance and completing work. This might include, but is not limited to, students with diabetes, epilepsy, cancer, mental health disabilities, migraines and conditions requiring on-going or specialized medical treatment.
Recorders / Note takers – Students may be permitted to record class lectures or be provided notes by the instructor.
Sign Language Interpreter – Calhoun Community College will provide qualified sign language interpreters for deaf or hearing-impaired students.
Readers / Scribes – Text-to-Speech software such as Text-Aloud is commonly used to provide reading accommodations for exams. However, when appropriate, the College will also provide readers and scribes.
Adaptive Technology* – The College provides adaptive technology, free of charge, for students with disabilities unless to do so would prove an undue burden, remove one or more of the essential functions of the class or program, or lower the academic standards of the college. Students may be permitted to use calculators (restrictions apply), word processors, electronic dictionaries, and spell checkers for in- class work. FM Systems are available for loan to students with hearing impairments in order to facilitate classroom communication with instructors and classmates. For students who qualify, the following equipment/services are currently available.

- E-Texts (electronic copies of textbooks, restrictions apply)
- Calculators (restrictions apply)
- FM Systems (for use by hearing-impaired students)
- Sign Language Interpreter
- Readers, Scribes and Note takers
- Large print copies of syllabi, tests and handouts
- Scan Marker Pros
- Screen enlargers for use in libraries, computer labs, classrooms
- Adjustable Height Tables
- Adjustable Height Stools

*To request Adaptive Technology please contact The Center for Student Disability, Counseling, & Support Services at least six weeks before the semester begins to allow time for equipment to be ordered or services to be contracted.

Process for Requesting Accommodations

Student should contact the Center for Student Disability, Counseling, & Support Services (online, email, phone or in person) to self-identify, complete the Request for Accommodations form, provide appropriate documentation of disability, and officially request accommodations.
The Center for Student Disability, Counseling, & Support Services will review the completed enrollment form and all documentation provided by the student to support their request.
The Center for Student Disability, Counseling, & Support Services will decide on the request for accommodations and opens a file for each qualified student.
The Center for Student Disability, Counseling, & Support Services composes an Academic Accommodations letter, which outlines the allowable accommodations. The letter is emailed to the student’s instructors and the student will be copied on the email. Please note accommodations are good for one semester. A new Request for Accommodation form is required for each semester.
Once the email is distributed, the student should contact each instructor to discuss the accommodations and ensure that they are mutually understood.
If the student or faculty member encounters a problem or issue, contact the Center for Student Disability, Counseling, & Support Services as soon as possible.

Reluctant to Request Accommodations?

There are many students who are reluctant to ask for accommodations that they need in order to reach their full potential at the college level. Have you ever made one of these statements?

“I don’t want to be different from my friends.”
“My friends will think I am lazy if I get a notetaker.”
“It feels like cheating when I get extra time on a test.” “Someone might think I am not smart.” “I’m not physically disabled so I do not really need accommodations.” “My teachers will label me.” “It makes me anxious just to think about getting all that stuff together.”
“Someone might think I am not smart.” “I’m not physically disabled so I do not really need accommodations.” “My teachers will label me.” “It makes me anxious just to think about getting all that stuff together.”
“I’m not physically disabled so I do not really need accommodations.”
“My teachers will label me.”
“It makes me anxious just to think about getting all that stuff together.”

The first thing you need to know is that Calhoun Community College has implemented confidentiality policies to protect your privacy. The second thing you need to know is the Office of Civil Rights created the opportunity for accommodations to help students just like you. Accommodations are not cheating or giving you an unfair advantage. Basically, they simply level the playing field so that you have the same advantages as your fellow students. In addition, accommodations are only granted after a screening process to ensure that only students with documented disabilities receives accommodations. To request accommodations the Request for Accommodation form needs to be completed and medical records submitted. The Center for Student Disability, Counseling, & Support Services will be glad to help guide you through the process of completing the form.

Student FAQ

What should I know when applying to Calhoun Community College? Are there any special procedures?

Students with disabilities apply to Calhoun Community College through the regular admissions procedure. There are no special admissions procedures.

Should I tell about my disability on my application to college?

You are not required to disclose your disability at any time and the college is prohibited by Federal law from asking you about a disability on the application form. Calhoun Community College will not discriminate against you due to your status as an individual who is disabled. If you choose not to disclose your disability during the application process, we encourage you to do so very soon after you have been admitted to Calhoun Community College. This will allow the Center for Student Disability, Counseling, & Support Services to best determine your needs as you enter and transition into a college setting.

What kinds of accommodations are offered?

Accommodations are individualized to address specific functional limitations resulting from a disability. Examples of reasonable accommodations include, but are not limited to:

Books on Tape or E-Text
Note taking support
Reduced Testing Environment
Extended Testing Time

How do I register with Calhoun Community College Disability Services?

Complete the Request for Academic Accommodations form via Accommodate by logging into your MyCalhoun portal, or clicking here. If you have any questions or need support, please reach out to the Center for Student Disability, Counseling, & Support Services online or in person.

When should I register and request academic accommodations?

Although you may request an academic accommodation at any time, you should request it as early as possible. Some academic accommodations may take more time to provide than others. We strongly encourage new students with disabilities to register the semester before you begin. Example – If you are beginning in the Fall register during the summer.

If I register with the Center for Student Disability, Counseling, & Support Services, will it show up on my academic record?

No, confidentiality is a top priority. A registered disability will not appear on any transcripts, grade reports, or diplomas.

As a student with a disability leaving high school and entering college, will the Center for Student Disability, Counseling, & Support Services seek me out? Will I see differences in my rights and how they are addressed?

In college, students with disabilities are covered under Section 504 of the Rehabilitation Act and under the Americans with Disabilities Act. IDEA no longer applies. Since this is the case, the legal obligations change. There is no special education in college. Under IDEA, it is the responsibility of the schools to provide services and seek out students with disabilities. Colleges do not have to seek out students with disabilities. College students with disabilities are required to proactively seek out accommodations from The Center for Student Disability, Counseling, & Support Services. It is the college’s responsibility to provide appropriate academic accommodations, after a student properly registers with the Center for Student Disability, Counseling, & Support Services. These accommodations may differ from those provided during K-12 because the college must ensure that accommodations do not fundamentally alter any course.

What should I do if I suspect I have a disability and want to receive accommodations?

If you suspect you have a disability that is impacting your academic performance, you will need to provide documentation of that disability to the Center for Student Disability, Counseling, & Support Services. This documentation must be supplied by a qualified professional who is licensed or certified to diagnose the disability in question.

Can Disability Services conduct the assessment to provide a diagnosis?

Colleges are not required to conduct or provide testing or evaluations to determine if a student has a disability. The student is responsible for providing current documentation, and any additional testing to support the requested accommodations, if necessary.

I was diagnosed with a learning disability/ADHD when I was much younger, why should I be retested?

By providing a current assessment of your performance and abilities, the Center for Student Disability, Counseling, & Support Services will be able to best support your needs as a student at Calhoun Community College. Also, the provision of all reasonable accommodations is contingent upon a review of the current impact a disability has on your academic performance. This means that a diagnostic evaluation needs to be less than three years old.

What are my responsibilities every semester in order to receive accommodations?

As a student with a disability, you are responsible for initially registering with the Center for Student Disability, Counseling, & Support Services before your first semester, ideally six weeks before the start of the semester. After the initial semester, students must complete a Semester Request for each term. The Center for Student Disability, Counseling, & Support Services will send a reminder email. Students must discuss accommodation letters with their instructors to ensure they are mutually understood.

I have a temporary disability. Can you help me? What services might be available?

Services for students who are temporarily disabled are available. The application process is the same. If, for example, you injured your dominant hand, we may work to find an assigned note-taker for your classes.

What if I have a documented disability that may prevent me from going to class?

Attendance policy is determined by each instructor and absence from class can fundamentally alter the course. Students are expected to attend class and to complete all assignments in accordance with the syllabus. Instructors provide dates on which major exams and assignments will be given/due on the course syllabus. However, some students with disabilities may be approved for modified attendance and/or deadlines due to a disability-related need. These are done strictly on an individual basis and for a specific course. Students who may be considered for this adjustment have disabilities, which are chronic or episodic in nature that may cause difficulties with regular class attendance and completing work. This might include, but is not limited to, students with diabetes, epilepsy, cancer, mental health struggles, TBIs and conditions requiring on-going or specialized medical treatment. In your Disability Services intake interview your needs will be discussed and must be clearly documented. Office of Civil Rights guidelines will be used to determine if modified attendance and/or deadlines is justified. At the beginning of the semester, it is imperative for you to advise your instructor that your disability may impact attendance. Keep in mind, decisions regarding attendance policy are made by the instructors in accordance with their syllabus.

I have a physical disability and have trouble getting around. What types of accommodations are geared just for me?

Students with physical disabilities are encouraged to register with the Center for Student Disability, Counseling, & Support Services every semester so that the office can help them with access to buildings and other activities. SDS collaborates with Safety & Security and Facilities Services to address concerns with building and campus access.

My disability requires personal service or devices; are these provided by the college?

Institutions of Higher Learning are not responsible for personal services such as attendants, tutors, readers for personal study, typists, nurses, etc. The institution is also not responsible for certain personal devices such as hearing aids, wheelchairs, guide dogs, etc.

What role do my parents play in the process?

Students who are 18 years old or older are legally recognized as adults. Self-Advocacy is a skill that students with disabilities need to utilize effectively. As a college student, you are responsible for your accommodation requests and disability-related decisions. However, if desired, students may list their parents on their Request for Accommodations form to provide consent for them to receive and provide information. Regardless, students are encouraged to have an open dialogue with their parents. Parents can be a wonderful source of support.

Differences in High School & College

Area	High School	College
Area: Applicable Laws	High School: I.D.E.A (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973 Section 504, Rehabilitation Act of 1973, ADA (Americans with Disabilities Act of 1990, Title 11) ADAAA (American with Disabilities Act Amendment Act of 2008)	College: I.D.E.A (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973 Section 504, Rehabilitation Act of 1973, ADA (Americans with Disabilities Act of 1990, Title 11) ADAAA (American with Disabilities Act Amendment Act of 2008)
Area: Required Documentation	High School: I.E.P. (Individual Education Plan); 504 Plan; School provides evaluation at no cost to student. School conducts evaluations at prescribed intervals	College: Varies depending on the disability; high school I.E.P. and 504 are not always sufficient; they must include the testing on which the accommodations are based. Student must get evaluation at own expense and student must provide approved documentation, preferably no more than three (3) years old.
Area: Identification of Disability	High School: Student is identified by the school and is supported by parents and teachers. Primary responsibility for arranging accommodations belongs to the school	College: Student must self-identify to the office responsible for Disability Services. Primary responsibility for self-advocacy and arranging accommodations belongs to the student
Area: Parental Role	High School: Parent has access to student records and can participate in the accommodation process. Parent advocates for the student.	College: Parent does not have access to student records without student’s written consent; student must initiate and complete. Student advocates for self and must have frequent contact with their counselor.
Area: Instruction	High School: Teachers may modify curriculum and/or alter pace of assignments. Frequent use of multi-sensory tools. Weekly testing, mid-term, final, and graded assignments and homework. Attendance taken and reported	College: Professors are not required to modify curriculum design. Tends to be lecture style; may or may not use multi-sensory approach; labs required for some courses. Testing and assignment frequency varies. Attendance is taken and absences are limited to a specific number of hours; if you exceed this number of hours, you may receive a lower grade.
Area: Grades and Test	High School: Grades may be modified based on curriculum.	College: Grades reflect the quality of work submitted; student must request testing accommodations at the beginning of the semester.
Area: Transportation	High School: School provides transportation at no cost.	College: Student must arrange transportation. Special transportation service is available through the City of Birmingham.
Area: Conduct	High School: Disruptive conduct may be accepted.	College: Disruptive behavior and inability to abide by the institution’s code of conduct are deemed “not qualified” and can be dismissed.
Area: Most Important Difference	High School: I.D.E.A. is about Success. High School is mandatory and free.	College: A.D.A. is about Equal Access. Postsecondary is voluntary and the student is responsible for the cost.