Sue Shaffer Learning Commons and Library: Guides: Accessibility at UCC: For Students

What is a Disability?

By definition the term “Disability” means, with respect to an individual a physical or mental impairment that substantially limits one or more major life activities of such individual; a record of such an impairment; or being regarded as having such an impairment.

Educational Needs Accessibility Services Can Assist With:

ADD/ADHD
Chronic Depression/Anxiety
Autism/Asperger's
Memory Issues
Vision Impairments
Disabled Veterans
High School IEP Students
Reading/Writing/Math Disabilities
Medical Conditions
Head Injury, Stroke
Mobility, Arthritis
Blind/Low Vision
Deaf/Hard of Hearing
Mental Health Issues, Depression
Pregnancy

What Type of Services can They Provide?

The Office of Accessibility Services provides assistance in a number of different ways. Depending on the disability encountered they can offer:

Scooters
Alternative texts
Testing in private/distraction reduced rooms
Coaching
Support
Individual learning strategies
Adaptive software
Student advocacy/problem solving

How can Accessibility Services Help You?

The Office of Accessibility Services teams up with students, faculty, and staff to develop a plan that will provide students with a successful future while they pursue their goals and dreams here at UCC.

Who is Responsible?

The responsibility for Accessibility plans is shared by the student, the instructor(s) involved, and the Office of Accessibility Services.

Student Responsibilities	Instructor Responsibilities	Accessibility Services Responsibilities
Complete the Disability Services intake process by scheduling an appointment with the Accessibility Services Coordinator.	Meet with student within a week of student request for a meeting.	Review documentation and create an accommodation plan.
Ensure the instructor receives the accommodation letter prior to the start of the term.	Discuss each item on the Letter of Interest and decide how it will work in your class.	Provide database system for requests and communication.
Speak/plan with your instructors the first weeks of each term. Your plan does not go in to effect until you have met with Accessibility Services and discussed your accommodations with your instructors.	Be sure to have needed printed materials for the student at the start or end of a class.	Provide accommodations upon request.
Discuss any obstacles with Accessibility Services ASAP.	Assist in finding a volunteer/paid notetaker when one is needed.
Pick up your notes daily if you have a note taker.	Have test materials to Accessibility Services the day before all tests.
Schedule private testing rooms as soon as you know the dates for your tests and quizzes.	Speak with an Accessibility Services member if you have questions or if any accommodation does not work in your class.
Advocate for yourself.	Encourage students to contact Accessibility Services if you think they need these services.

What Should Students do During the First Week of Class?

If you are a student with an Accessibility plan, you should ensure that your instructor has you letter of accommodations. After that, you should:

Ask for a private meeting with your instructor
- Here you can discuss your learning styles/needs, and what they are for this class. You do not have to disclose what your disability is.
Talk to them about their attendance policy, any assignment deadlines, and possibly necessary extensions.
Talk to your instructor about your testing accommodations. Ask them questions such as:
- Where will you test? How much notice is needed or given? How should you go about filling out the required testing reservation form? What accommodations will or will not work for this class?