Who Receives Services?

Students with documented disabilities (physical/learning/mental) receive services through the disAbility program at Amarillo College.                                                                                    

Why are disAbility Services provided?

Services are provided to students with disabilities in order to assure equal access to programs and services at Amarillo College.  Our goal is to assist students in receiving the accommodations, training, education, and support needed to achieve their educational and life long goals. 

Services to students with disabilities are provided to meet the state and federal guidelines governing the provision of services in an institution of higher education.  Amarillo College provides services under the guidelines of the Americans with Disabilities Act of 1990 ( Title II)  and the Rehabilitation Act of 1973 (Section 504). 

How do students receive services?

Student/disAbility Services Office Responsibilities:

1. Students must self identify to the disAbility Services office.
   
    
2. A disability services file is initiated.
   
    
3. Appropriate documentation of the student’s disability is obtained and remains confidential.
   
    
4. The student meets with the disAbility Services staff to develop an Accommodation Plan.
   
    
5. The student takes the completed Accommodation Plan to each class for which he/she is enrolled each semester.  The instructor is asked to sign the plan.  The student returns the signed Accommodation Plan to the disAbility Services office.  This office will give a copy of the plan to the student, retain a copy for office filing, and send a copy to each instructor.  Securing an Accommodation Plan and obtaining instructor's signatures is rquired each semester a student requests accommodations.   
   
    
6. The instructor and student discuss the accommodation needed and determine the best way to provide this accommodation. The instructor and student will coordinate as needed with the disAbility Services office.
   
    
7. Alternative testing should be coordinated between the student, instructor, and disAbility Services. The student must arrange a specific time with the instructor and disAbility Services for each exam requiring accommodations.

Instructor/disAbility Services Office Responsibilities:

1. Announce to your class Amarillo College’s intention to provide assistance to students with disabilities.
   
    
2. Continue to include the disAbility Services statement on your syllabus. “Any student, who because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (SSC 119, phone 371-5436) as soon as possible.”
   
    
3. Refer students to disAbility Services if he/she discloses a disability.
   
    
4. Implement, pre-determined in-class adjustments once you have signed the Accommodation Plan.
   
    
5. Contact the disAbility Services office if you are uncertain as to the provision of accommodations.
   
    
6. If you are a part-time faculty member, indicate your department chair near your signature on the Accommodation Plan so the disAbility Services office is able to send a copy back to you. 
   
    
7. Special Testing Accommodations require the instructor to place the test in the Testing Center at least 24 hours prior to the examination date. This allows disAbility Services personnel the opportunity to provide the student with the exam in an alternative format. Tests, except remedial math, will be routed back to the Testing Center for the instructor to pick up after the student has completed the exam.

What services are provided to students ?

Extended Test Time:  This is designed to assist students in allowing for additional time for symbol recognition, decoding, cognitive processing, or to reduce the stress of a testing event.  Extended Test Time may be completed in class or at an alternative location.

Alternative Testing Site:  This is designed to reduce the impact of a disability by reducing external stimuli that compete with cognitive processing or cue a stress related reaction.  Testing is offered in an environment with reduced noise, light, and activity.

Readers and/or Scribes for Tests:  These assist an individual by providing an alternative format of information assimilation and expression.  Readers and scribes augment symbol recognition and decoding skills of students with visual impairments or cognitive processing disabilities.  Readers and scribes are not allowed to interpret or change the material being tested.

Use of Spell Check/Calculator:  Use of these materials during testing is designed to reduce the impact of a disability by correctly sequencing information or improving memory recall of symbolic information.

Note-takers/Tape Recorders for Lectures:  These allow reduction of the impact of a disability by providing support for symbol recognition and the decoding process or to decrease the physical fatigue associated with taking notes.  They may also be used to augment a students notes when issues of distraction are prevalent. These devices assist with deficits in short term memory, cognitive processing, or visual processing difficulties. 

Materials in Alternative Format:  Alternative texts (enlarged, Braille, or electronic) reduce the impact of a disability by providing access to written materials for students with visual, physicals, or cognitive disabilities.

Preferential Seating:  Designed to assist the student with learning or physical disabilities.  It may range from provision of a padded chair and a table to seating in the front of the room.

Sign Language Interpreters:  Reduce the impact of a disability through providing an alternative means of communication for students who are deaf or hard of hearing.  The interpreter is there to facilitate communication and voice/sign the material presented by teacher/student.  He is not an additional teacher to the student.

Permission to Leave Classroom:  This allows for the reduction of the impact of a disability for students with physical or cognitive impairments.