Disability Services

Disability Services Handbook [PDF, 346.68 KB]

Once a student has connected with Disability Services, a few different things might happen. First, if a student will be using academic accommodations, a faculty accommodation notice (FANS) is drafted. Students should renew their FANS annually starting in the spring semester. Then the student will need to provide a copy of it to each of their instructors at the beginning of the semester. On the FANS, the student’s specific accommodations are listed.

Testing – Procedure and Rules for Assistance, Exam Accommodation Form

Other Important Information – Parking, Alternatively Formatted Materials,

Classroom – Assistive Technology, Seating Needs, Food Requirements

A review of Required Documentation for Disability Service Eligibility

Documentation varies for many reasons, though typically includes the following information:

• A diagnosis, made by an appropriate, qualified professional, who has signed off on the paperwork;
• The history of impact of disability; and
• Information that details and supports how the disability impacts one or more daily life activities for the student, including learning.

Any documentation provided by a student seeking resources will remain confidential and will not be released without specific consent from the student. Documentation received by Disability Services does not become a part of the student’s permanent record at Highland Community College. Occasionally, additional documentation is needed and the following provides more detail of what may be requested.

Learning Disability, ADHD, and Traumatic Brain Injury

As the nature of these diagnoses may change over time, recent documentation is preferred. It is most helpful when documentation includes the names of tests administered and test scores, recommendations (based on the diagnostic evaluation results) for specific learning strategies and academic support services, and any prescribed medication or other suggested resources.

Deaf or Hard of Hearing
Documentation should verify the degree of hearing sensitivity.

Mental Health Diagnoses

As the impact of mental health diagnoses may change over time, recent documentation is preferred. It is most helpful when documentation includes the impact of the diagnosis and the impact of any prescribed psycho-tropic medications on academic performance, recommendations for specific learning strategies and academic support services, and other suggested resources.

Visual Impairment, Physical Disability, and Other Health Concerns

It is helpful when documentation includes a physician’s report on the etiology, evaluation, and prognosis of the disability. Students with disability of a fluctuating nature may benefit from having updated documentation every year, as additional resources may become available or be identified.

Legal Information and ADA-Related Complaint Process

Ensuring Equal Opportunities, Resources and Reasonable Accommodations

Highland Community College is committed to providing a working and learning environment that is free from discrimination, harassment and retaliation. HCC is committed to equal opportunity in education and employment, affirmative action, diversity, and compliance with the Americans with Disabilities Act. The college prohibits discrimination in admissions, employment and access to college programs, activities and services on the basis of race, color, national origin, sex, marital status, familial relationship, sexual orientation, gender identity, pregnancy, age, disability, religion, expunged juvenile record, or veterans’ status. This commitment is made by the college in accordance with federal, state, and local laws and regulations.

ADA Related Complaints

Students shall express concerns initially with the faculty member or the Coordinator of Disability Services within seven (7) school days of the occurrence that gives rise to the complaint.

If the complaint is not resolved to the student’s satisfaction, the student may request a review of the complaint by the Director, Learning Services, Carolyn Petsche. The request must be in writing and must be received by the Director, Learning Services, within five (5) school days after the initiated attempt at resolution. The Director, Learning Services, will discuss the complaint with the persons involved before deciding the appeal. The Director, Learning Services, shall issue a written response covering the outcome of the review within seven (7) school days after receipt of the request.

If the result of the Director, Learning Services review is unsatisfactory to the student, the student may appeal in writing to the Associate Vice President, Student Services\Title IX Coordinator, Liz Gerber, within five (5) school days after receipt of the Director, Learning Services response. The Title IX Coordinator shall review the complaint fully and issue a reply in writing within ten (10) school days of receipt of written student appeal.

Compliance inquiries about the ADA or Section 504 of the Rehabilitation Act may be directed to:

Karen Brown, Director of Human Resources and ADA/504 Compliance Officer for Employees and Community, 815.599.3402, H-232, karen.brown@highland.edu.

Compliance inquiries about Title IX may be directed to:

Liz Gerber, Associate Vice President, Student Services\Title IX Coordinator, 815.599.3531, M-101, liz.gerber@highland.edu.

To file a formal complaint, fill out the Americans with Disabilities Act (ADA) Complaint Form [PDF, 32.90 KB] and submit it to the appropriate ADA compliance officer. It can be found at the Freeport Campus, 2998 West Pearl City Road, Freeport, IL 61032, 815.599.3605, ADA Services, Building M, M-104, 815.599.3605.

Appeals

While we make every attempt to reach an internal resolution, sometimes the complainant is not satisfied with final decision. Thus, they can contact US Department of Education, Office of Civil Rights.

US Department of Education, Office for Civil Rights
Chicago Office
Citigroup Center
500 W. Madison Street, Suite 1475
Chicago, IL 60661-4544
Telephone: 312.730.1560
FAX: 312.730.1576; TDD: 877.521.2172
Email: OCR.Chicago@ed.gov

Illinois Department of Human Rights
100 W. Randolph Street, Suite 10-100
Chicago, IL 60601
Tel: 312.814.6200
Fax: 312.814.6251
TDD: 312.263.1579
For Discrimination in Housing: 1.800.662.3942

Field offices:

Marion State Regional Office Building
2309 W. Main Street, Suite 112
Marion, Illinois 62959
Tel: 618.993.7463
Fax: 618. 993.7464

Springfield
222 South College, Floor 1
Springfield, Illinois 62704
Tel: 217.785.5100
TDD: 217.785.5125
Fax: 217.785.5106

There are a variety of accommodations that may be applicable to classroom settings to reduce barriers and increase access. Accommodations are determined on an individualized, case by case basis. Select examples of classroom accommodations include:

• Use of personal laptop with assistive technology installed
• Assistive Listening Devices
• Copies of visual aids prior to or after class
• Provision of early syllabus when available
• Preferred seating (e.g. front of class; back of class)
• Access to food and beverage during class
• Tape recording lectures

Equipment and Materials Available

Disability Services has some equipment, recorded books, and other materials available for student use. Some equipment is also available for student loan. Please speak with the Coordinator for the complete list of materials available for use or loan. Priority is given to students needing equipment for exams. Other needs for class related assignments can be scheduled subject to availability. Any student borrowing equipment or materials from Disability Services will be asked to sign a loan agreement. All equipment must be returned to Disability Services, at the end of the semester, in the same condition as it was borrowed. If equipment is not returned by the established deadline or the equipment is damaged, a fee for the replacement or repair cost will be placed on the student’s record.

Testing and Accommodations Form Use this quick link to request testing accommodations – New

Accessible Parking

All arrangements for parking permits are made through a student’s individual medical provider. A license plate or parking placard is required for accessible parking. A license plate or parking placard is also required for students who need accessible parking for a temporary time. Visit Cyber Drive Illinois for information regarding the license plate or parking placard application process.

Alternate Format of Materials

Some students receive alternate format of materials as an accommodation. Examples of alternate format of materials include electronic text (in MS Word, PDF, straight text, etc.), audio recordings, Braille, and tactile drawings. Students who have alternate format of materials as an accommodation need to submit requests and materials to be adapted to the Disability Services at least three weeks prior to the date that materials are needed. Although three weeks may seem like a long time, the process of acquiring or producing alternate format is quite intensive due to copyright issues and the various conversion processes involved. Disability Services will make every reasonable effort to ensure that students receive alternate format of materials in a timely manner. To do so, students should understand that:

• Disability Services can only convert materials that are in its possession, and is unable to purchase materials on the students behalf;
• Requests are processed in the order received;
• Many publishers state that their response time can be between 6 to 10 weeks so early planning is essential;
• If the course structure does not allow timely provision of adapted materials, Disability Services staff, the course instructor, and the student should discuss whether an alternative, reasonable accommodation is available; and
• Disability Services retains the right to determine the most effective and timely accommodation after appropriate consultation with the student.

As Disability Services is committed to providing student centered services, the following processes are shared for clarity and direction. Students should contact the instructor of each course well in advance of the semester (preferably 8 weeks prior) in order to:

• Inquire about required textbooks;
• Identify all printed materials that will need to be adapted, such as handouts, PowerPoint slides, visual aids that will be used, and/or additional readings (e.g. Library reserve or e-reserve readings);
• Discuss with the instructor the option of him or her providing Word/text files of materials directly to the student or to Disability Services when appropriate; and
• Contact Disability Services and follow the appropriate steps, depending on the type of format needed, to obtain the alternative media.

Electronic Text (e-text)

Students seeking electronic format of text (e-text), will be required to:

• Purchase the text to be converted, as required by publishers and industry standards;
• Provide Disability Services with proof of purchase (receipt) for the text(s);
• Complete the “Alternative Format Request Form” located at M-104 and M-105;
• Bring a copy of the syllabus to Disability Services for the class(es) in which he or she is requesting e-text; and
• Provide a textbook for the process of conversion. During this process, the book bindings will be cut off, scanned and converted.

The student will be provided one copy of the alternate format for each material required for academic use. This electronic file is copyrighted and may not be reproduced or distributed. Any further reproduction or distribution is an infringement of the agreement with the publisher.

The student will be provided one copy of the alternate format for each material required for academic use. This electronic file is copyrighted and may not be reproduced or distributed. Any further reproduction or distribution is an infringement of the agreement with the publisher.

Some publishers require that students return any material received from Disability Services at the end of the semester. In most of these cases, Disability Services will have an agreement from the publisher the student will need to sign. If a student does not return the materials, a hold is placed on the student’s account which will suspend the release of grades, registration of classes, release of transcripts, or receipt of diploma upon graduation.

Disability Services will accept any e-text books students wish to return at any time. On occasion, the electronic text conversion method may not be the most appropriate accommodation. In these instances, audio recordings may be provided. This is determined on an individualized basis.

Braille, Enlarged Print, and Screen Magnification

Students needing materials in Braille, enlarged print or tactile drawings must complete an “Alternate Format Request Form” and supply the printed information to the Coordinator. Please note that books are seldom available in Braille or Large Print, but sections can be made available, as needed. The student should discuss his or her needs with the Coordinator. It can take a few to several months to acquire or produce Braille materials. Students are strongly encouraged to gain proficiency in various types of assistive technology that is available to increase access to printed materials.

Pick-up of Completed Materials

Students will be notified when requested materials have been completed. Students should pick up completed materials within five working days of notification unless other arrangements are made. If a student consistently does not pick up completed materials, additional materials will not be converted until the student has met with the Coordinator to discuss and evaluate the need for the accommodation.

ADA Service Services Referral Form – Follow the link to fill out the form – Completed by Faculty, Staff or Community Agencies

Classroom Accommodations

Interpreting and captioning is provided as an accommodation for some students connected with Disability Services. Following the procedures below will help ensure that these accommodations are provided in a timely and efficient manner.

• Use of personal laptop with assistive technology installed
• Assistive Listening Devices
• Copies of visual aids prior to or after class
• Provision of early syllabus when available
• Preferred seating (e.g. front of class; back of class)
• Access to food and beverage during class
• Tape recording lectures

Captioning

Provision of captioning services is provided as a reasonable accommodation based upon documentation of a disability, its functional limitations that warrant communication access via print, and through discussion with the student and faculty. Transcripts of the communication are typically not provided to the student. Students seeking assistance with note taking in addition to the captioning should speak with the Coordinator.

Requests for Interpreting or Captioning

• To request an interpreter or captionist for anything other than regularly scheduled class time (meeting, field trip, counseling, etc.); complete a Service Request Form. This should be done as early as possible and at least 48 hours in advance.
• The Service Request Form should be filled out completely and accurately, and given to the Coordinator. The “Service Request Form” can be retrieved from Disability Services.
• Additional requests will be covered on a first come/first served basis, depending on interpreter/captionist availability. Incomplete requests may not be filled.
• If, for some reason, the request cannot be filled, effort will be made to notify the student ahead of time.

Sign Language Interpreters

Student Agreement for Use of Sign Language Interpreter Accommodations:

• Qualified Interpreters will be scheduled for students upon request.
• Students should request services a minimum of two to four weeks before the start of each semester to allow the Disability Services office time to locate an appropriate interpreter.
• The Disability Services office will make every effort to locate sign language interpreters for HOH/Deaf students.

How to Request This Service

Request your accommodations as soon as possible after you’ve registered for classes. Interpreters will be scheduled to start as soon as possible, but late requests for interpreters may mean that no assistance is available for the first two weeks of the semester.

Lecture Classes

An interpreter will be in class full-time. If you’re taking a test during class, the interpreter may not stay the entire class period, but may if requested to do so. The interpreter should ask both you and the instructor if there will be any further need for services before leaving.

Lab Classes

An interpreter will be in class full-time as needed (group projects, in-class assignments, etc.)

Special Occasions

(For meetings or special activities) – If you need an interpreter for a meeting or special activity, you must request it at least 2 weeks in advance. You may contact Disability Services to make a request either by voice mail, TDD message, e-mail or fax. Be sure to include the purpose of the need (meeting with instructor, etc.), the date and time needed, and location where the interpreter should meet you.

Late to Class

Your interpreter will wait for you 10 minutes per hour of class (90 minute class=”15″ minute wait, 3 hour class=30 minute wait, etc.) After that time, the interpreter will leave. If you don’t call in, this will be counted as a No-Show.

Last Minute Absences

(For illness) – Students should contact Disability Services as early as possible (preferably before 7:00 a.m.) to cancel their interpreter services for the day. Messages can be left at any time by phone, TDD, e-mail or fax.

Absences

If you know you will miss a class (ex. doctor appointment, etc.), you must inform ADA Services at least 48 hours in advance of the absence, so that we may cancel or reschedule your interpreter for the day. When canceling services, the following information must be provided:

• Your name
• Names of the classes that will be missed (WR121, MTH60, etc.)
• Time, day and date of the classes that will be missed (ex. 8-8:50 a.m. Monday, September 27)
• Date you will return to classes
• Why you won’t be in class (sick, medical appointment, etc.)

Notifying only the interpreter is not sufficient. Disability Services must be made aware of the cancellation.

Service Abuse

Service abuse occurs when a student repeatedly calls-in “sick” at the last minute (after 7:00 a.m.), resulting in excessive (two or more) interpreter cancellations. Students who abuse their accommodations in this manner will have their interpreter accommodations suspended as if they hadn’t shown-up for classes at all (see No-Shows, below). Each time this happens, interpreter accommodations will be suspended pending a meeting with the Coordinator. Services may become dependent on a daily phone call confirming your need for accommodations.

No-Shows

No-Shows occur when an interpreter is scheduled to provide in-class services for a student who does not attend class, and has not called-in. Interpreters are asked to return to the Disability Services office and report the student’s absence to the Coordinator. One “grace” no-show is permitted each term. Every future no-show will result in a suspension of interpreter accommodations for the missed classes, and will require a meeting with the Coordinator, before services will be reinstated. During this meeting, we will discuss what has happened that caused you to miss class. The outcome of this meeting will determine if your services will be suspended or conditional. If your services are conditional, you may be asked to call in each morning to confirm your need for an interpreter.

Responsibilities

Occasionally, difficulties occur because an interpreter is unable to meet the needs of those for whom he or she is working. If a problem arises, the student should share her concerns with the interpreter. There may be a misunderstanding and a simple solution. If the problem cannot be solved through direct communication with the interpreter, the student should contact Disability Services immediately. We are committed to solving any problems that may arise.

Other Tips for Working with an Interpreter in Class

The interpreter may sit near you during class, if necessary. Please try to sit in a location that is convenient for both of you.

If you have a question for the instructor about the course (lecture content, reading assignments, homework assignments or other course-related concerns), please raise your hand and ask the instructor directly. The interpreter will speak for you if requested.

If you have any problems working with your interpreter, please contact Disability Services to discuss this with one of our staff as soon as possible.

If you have a disability-related concern about your classes or an instructor, contact Disability Services as soon as possible. It is your responsibility to inform Disability Services if there is any change to your schedule, especially room changes. Failure to do so could result in an absent interpreter.

Messages can be left at any time, day or night at:
Voice: 815.599.3605
TDD: 815.235.9584
Fax: 815.599.3646
E-Mail: adaservices@highland.edu

A high standard of professionalism is required of HCC interpreters. They are expected to follow the Code of Professional Conduct established by the Registry of Interpreters for the Deaf (RID). This code of conduct states that:

• The interpreter is expected to treat all assignment-related information confidentially.
• The interpreter should not talk about what happens in the student’s class, meeting, or counseling session.
• The interpreter is expected to interpret the full message accurately and should not censor or add to the message.
• The interpreter should remain impartial and not become involved in the situation they are interpreting.
• The interpreter should not offer or give personal information about the student, but instead suggest the person speak to the student directly.

Please visit http://www.rid.org/ for the full text of the Code of Professional Conduct. In the educational environment, interpreters may at times need to share accommodation related issues with other staff on a need-to-know basis. Disability Services staff adopts a team approach in the collaboration and sharing of work related information. As a result, there will be times when interpreters share information about students and work experiences for the purpose of improving the quality of the services.

Follow the link to read about the States Service Animal Guidelines

The student will be issued a card and it should be carried on their person at all times. It is highly recommended that they inform their instructors, of the Seizure Disorder within the first few weeks of the semester. An example of such a card is as follows:

Hi I am Charlie Brown (900012345) if you are reading this you realize I have a seizure disorder. Please read the following instructions, so you know how to take care of me. My primary contact at HCC is Name, Title at xExtention.

When a seizure takes place, please follow the given guidelines to ensure the student’s safety:

• Faculty/Staff/Other call 911 to notify EMS about the situation.
• Faculty/Staff/Other alerts any of the following individuals: Liz Gerber, 3531, Amber Macklin, 3605. These individuals are apprised of this Plan and will assist.
• Security will report to the student’s location on campus and they will stay with the student throughout this experience.
• Ensure the student’s safety by preparing the immediate area.
  • Move objects away from them so that they do not strike the objects while having a seizure.
  • Remove their glasses, if applicable
  • Particular attention should be paid to protecting the head. If possible, place a soft article under the head.
  • People do not swallow their tongue. Nothing should be placed in the mouth as they could inhale and choke.
• The student’s emergency contact should be called immediately because they will need a ride home.
• As they come out of the seizure, he/she will experience extreme fatigue and will demonstrate mental confusion. Do not attempt to move the student, to a different location, until they acknowledge it is alright to do so.

If you have any questions or concerns, please contact ADA Services at adaservices@highland.edu.