Access Services for Prospective Students

Welcome! Begin your college journey with the support of 糖心vlog官网 Access Services.

The transition from high school to college is an exciting step, but it can also feel confusing or overwhelming. College is a new environment with different expectations鈥攁nd the 糖心vlog官网 Access Services team is here to help.

This guide explains what access supports are available to students with disabilities, when and why to disclose your disability, and how to advocate for your disability needs in college. Whether you choose to become an 糖心vlog官网 Falcon or continue your journey elsewhere, our goal is to help you feel informed, confident, and supported as you take this next step.

The Differences from High School to College

High School	糖心vlog官网 & Higher Education
The Individual with Disabilities Education Act (IDEA) mandate that young people in grades K-12 are ENTITLED to receive a Free Appropriate Public Education (FAPE).	Once you graduate HS the IDEA no longer applies. Under the Americans with Disabilities Act (ADA) you are ELIGIBLE for adult services and supports based on your disability, and your ability to disclose necessary information.
Laws focus on high school completion. Education is a right and provided for free.	Laws focus on equal access. Education is not a right. Students must meet admissions criteria.
Student is identified by the school and is supported by parents and teachers.	Student must self-identify or disclose disability status to Access Services. Faculty will announce services are available but will not identify students with disability related concerns.
The school may provide an assessment of disability and closely involve parents.	The student is expected to provide information about their disability, and provide documentation of the disability if requested. (糖心vlog官网 does not pay for testing or diagnosing)
Parents have access to records and can participate in the accommodation process. Parents are expected to advocate for the student.	The student is considered an adult with privacy and confidentiality protections. The student is expected to advocate on their own behalf. Parents only have access with the signed consent of the student, and consent can be removed at any time by the student.
The school develops an IEP or 504 plan, implements the plan, and monitors student progress.	Student asks for specific accommodations. Access Services conducts an interactive process to determine reasonable accommodations needed for equal access. Students must ask for more accommodations if needed, or talk to their Access Coordinator if they have concerns.
Services include individually designed instruction, modifications, and accommodations based on the IEP/504 plan to ensure successful graduation.	Reasonable accommodations are made to provide equal access and participation, to ensure students are not discriminated against based on their disability. Instructors do not change academic rigor or course objectives to accommodate a student鈥檚 disability.
The school is responsible for ensuring students receive services and accommodations.	Students must start the accommodation process and follow through with the processes to ensure accommodations are received.
Tutoring and study support may be a service provided as part of an IEP/504 plan.	Students use The Learning Center Tutors, Success Coaches, Supplemental Instruction and Net Tutor as well as other academic supports available to all students through campus-wide supports. These supports are NOT included as accommodations.

How Well Do You Understand Your Disability?

Disclosing Your Disability

Should I disclose my disability?

Sharing things about ourselves feels vulnerable, but it can also open the door to understanding and support. Choosing what to share about our identity, including a disability, is always a personal decision. There can be advantages and disadvantages, so it鈥檚 okay to take time to think about what information you want to share and who you want to share it with.

It is important to remember that college works differently than high school. In higher education, accommodations are only provided when a student discloses their disability. Instructors and staff are not required to provide accommodations to students who do not disclose.

When should I disclose my disability?

You choose if and when to disclose your disability. Many students who had special education services in the past decide not to disclose their disability. That drive is a great thing, but waiting too long to ask for support can affect your GPA, course completion, and even your Financial Aid.

Here鈥檚 the good news: registering with Access Services doesn鈥檛 mean you have to use your accommodations right away. You can set them up early and use them if and when you decide you need them.

Before Enrolling

When you disclose your disability before enrollment, colleges can highlight the access services that benefit you.
You have time to ask questions and meet Access staff.
You can compare the disability services offered by each institution.

At Enrollment

You have ample time to provide disability documentation, if requested.
You can schedule intake appointments before school starts.
Instructors are notified early, so support is in place right away.

During Semester

Accommodations can take 10-30 days to be approved.
Instructors only provide accommodations once approved.
Accommodations are not retroactive. Grades already received are final.

Never

You have a choice to never tell anyone about your disability, and to rely on yourself to be successful in school.

Who do I disclose my disability to?

Required

Access staff interviews you, arranges accommodations, notifies instructors, and is there to support you throughout your education.

Faculty will carry out any accommodations in class once they are notified of your disability.

Optional

You are never required to disclose your disability to another student. However, some students choose to share and find a sense of community, where they feel comfortable talking about their experiences.

What will be disclosed to my instructors?

Your instructors will receive an Instructor Notification Form (INF) from Access Services. The INF will state that you have been approved for Access Services and list your name, course number, and approved accommodations.

You must communicate with your instructors about how you plan to use your approved accommodations. You can choose to disclose relevant Information about your learning style to help the instructor support you in class. You do not have to disclose the name of your disability, medications, treatments, doctor names, hospitalizations, etc.

What should I say when disclosing my disability?

You can disclose your accommodations in person or by email. It is helpful to tell your instructors how your disability affects you in the classroom or impacts your learning style. Here is a simple outline you can follow when disclosing your disability:

Greetings,

Introduce yourself, list your classes with that instructor, and state your approval status.

List two to three of your strengths in the classroom.

I have good attendance.
I take my own notes.
I am a strong writer.

I like to participate in class.
I like to work in a group.
I have always enjoyed math.

List two to three of your struggles in the classroom.

I struggle when I have to sit for long periods of time and need to move around.
I get very anxious if I have to read out loud in front of others.
I struggle with memory and recall.

List two to three ways teachers can support your success in class.

It helps me to close the classroom door so I can concentrate on what is being said.
Letting me know at the start of class if I鈥檒l need to answer a question gives me time to prepare and reduces my anxiety.
Short breaks during a lecture will allow me to reset my brain and improve my focus.

List the approved accommodations you would like to use.

I would like to take my exams in the Testing Center with extended time because I am able to concentrate better in a smaller, quieter space.
I would like to use preferential seating and sit in the front of class to limit distractions.
I will bring a drink and snack to class in case my blood sugar monitor goes off.

Closing,
Signature

听Example disclosure letter

Dear Dr. Smith,

This is John Doe. I am a student registered in your ENG101, English Comp 1 class. I have been approved for Access Services and will be using my approved accommodations in your class. Here are some good things to know about me.

My strengths are reading, writing, and working with computers. My struggles are being distracted by loud noises, asking too many questions (I may need reminders to let other students ask questions), and my inability to understand sarcasm. The accommodations I have been approved for are the use of noise-cancelling headphones, extended test time, testing in an alternative setting, and the use of audiobooks.

Please let me know if there are specific instructions for how to use my accommodations in class or when testing. I look forward to taking your class.

Sincerely,
John Doe

Requesting Accuplacer Accommodations

Schedule Accuplacer Accommodations

Test requests must be made 72 hours before the test by filling out the Schedule a Placement Test form
Ensure supporting disability documentation has been uploaded to the form or presented to Access Services before test accommodations can be used.
Notify Access Services immediately if any changes are made after the test has been scheduled

Access Technology Resources

Adaptive Technology Lab Assistive Technology

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