Responsibilities, Questions & Concerns

What’s on this page?

• Responsibilities -Student, Accommodations (Disability Services), Faculty, MCC (This page is being updated.
• How Reasonable Accommodations are Determined
• Common Accommodations and Services
• Differences in High School and College accommodations
• Laws and Regulations
• Confidentiality
• Grievance Procedures
• Additional Resources and Information

Please do not hesitate to contact us if you have questions or concerns about your accommodations. It is especially important that you let someone know if you believe you aren’t receiving your approved accommodations. Please contact the Accommodations Coordinator at disabilities@mclennan.edu or call 254-299-8122 as soon as possible.

 

• How Reasonable Accommodations are Determined

  First, the student must initiate a request for accommodations to Accommodations (Disability Services).

  An academic accommodation is essentially a problem-solving process. The task is to determine the necessary adjustments that will enable students with disabilities to have access to the same programs and services available to students without disabilities and to have their academic performance evaluated without the limiting effects of their disability as much as possible. The objective of such adjustments is to accommodate the functional limitations of the student's disability while maintaining the integrity of college courses and programs.

  The Accommodations Coordinator meets individually with students to discuss accommodations through an interactive process. Although some persons may have similar disabilities, each accommodation request is considered on a case-by-case basis based on individual needs. Additionally, the Accommodations Coordinator will consult with faculty to assist with developing reasonable accommodations for individual course or program requirements.

  The Accommodations Coordinator, or a collaborative team of Accommodations staff, the student, and appropriate faculty and personnel, determines reasonable academic accommodations for students, through an interactive process - taking into consideration the student's self-report of their experience and needs related to their disability and any history of accommodations, recommendations from the physician, psychologist or other clinician that diagnosed the student's disability, specific course or program requirements, compliance with The Americans with Disabilities Act, The ADA Amendments Act 2008, Section 504 of the Rehabilitation Act, and standard practice guidance. 

• Accommodations and Services

  Accommodations (Disability Services) recommends specific accommodations based upon documentation received and individual class requirements. The following examples of common accommodation requests may not be appropriate in all situations. Furthermore, these examples are not an exhaustive listing of all possible accommodations that may be implemented in the classroom setting.

  Testing Accommodations

  Testing accommodations may include extended time, reduced-distraction testing situations, taped or orally-administered tests, alternate test formats, readers, and/or scribes. Students should discuss their approved testing accommodations with their instructors at the beginning of each term. The Testing Center proctors examinations for students who need to use assistive technology or whose instructor is unable to provide test proctoring. Students are obligated to comply with Accommodations (Disability Services) and Testing Center guidelines to ensure smooth delivery of services and maintain integrity of faculty examinations.

  Alternate Formats for Assignments

  In some cases, assignments may be submitted in formats other than those stated in course requirements.

  Tape Recording and/or Note-Taking Assistance

  Students may be permitted to tape record class lectures and/or request Note Taking Assistance. In most cases, note-taking assistance is provided through supplemental material from the instructor which may be detailed power points, handouts, instructor notes, outlines, etc. 

  Academic Classroom Aids

  In a few cases, students may be permitted to use word processors, spell checkers, and/or grammar checkers for in-class and out-of-class work, if the integrity of the coursework is not compromised.

  Adaptive Computer Technology

  The college offers assistance with document readers and other adaptive computer technology; however, advanced notice is needed for preparations to implement this accommodation.

  Academic Assistance

  Academic assistance may be provided through scribes, readers and/or sign language interpreters. However, federal law does not require the college to provide services that place an undue administrative or financial burden upon the college.

  Accessible Shuttle Services

  The campus shuttle is equipped with a ramp and seatbelts. Students may call 254-299-8860 to request shuttle pick-up. Shuttle Information Link 

• Services of a Personal Nature

  Services of a personal nature are not considered accommodations in postsecondary education. Examples of personal services include but are not limited to attendant care, transportation and mobility.

• Attendance Policy

  As a McLennan Community College student, you are responsible for attending all required class sessions in accordance with the policies/guidelines outlined in the course Instructor Plan. Please know that absences exceeding the minimum number allowed can cause you to be removed from class or receive an unsatisfactory (F) grade.

  It is your responsibility to follow the Class Attendance Policy for the college and follow the appropriate procedures for requesting an excused absence or dropping or withdrawing from classes. If an emergency arises, the instructor must be notified as soon as possible. The Accommodations Coordinator can also be notified if you will be out of class due to health reasons.

• Differences between High School and College

  An important issue for potential and current college students with disabilities is to understand the differences between the application of disability rights laws in secondary and post-secondary institutions. The most basic distinction between services for students with disabilities in high school and college is secondary settings are geared toward a least restrictive setting whereas post-secondary institutions are obligated to provide equal access. In other words more responsibility is placed on student initiative in higher education.

  A student's responsibility dramatically increases as they move from secondary to post-secondary education. For more information about responsibilities and accommodations in Postsecondary Education, especially the difference from Secondary Education, please see U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education 

• Additional Resources
  • Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
  • Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators

Laws, Compliance, Confidentiality, and Your Rights 

• Disability Laws in Postsecondary Education

  For information about responsibilities and accommodations in Postsecondary Education, especially the difference from Secondary Education, please see U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education 

  Individuals with disabilities are entitled by law to equal access to postsecondary programs. There are two laws that protect persons with disabilities in postsecondary education: The Rehabilitation Act of 1973 and the 1990 Americans with Disabilities Act Amended Act of 2008.

  The Rehabilitation Act

  Title V of The Rehabilitation Act of 1973 is generally regarded as the first civil rights legislation on the national level for people with disabilities. Section 504 of The Rehabilitation Act is a program access statute. It prohibits discrimination on the basis of a disability in any program or activity offered by an entity or institution receiving federal funds. Section 504 states (as amended):

  “No otherwise qualified person with a disability in the United States…shall, solely on the basis of disability, be denied access to, or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal financial assistance.”

  This means that colleges and universities receiving federal financial assistance must not discriminate in the recruitment, admission or provision of services for students with disabilities. Students with documented disabilities may request accommodations and/or auxiliary aids from Accommodations (Disability Services), which will enable them to participate in and benefit from post-secondary educational programs and activities. To the greatest extent possible, and within reason, post-secondary institutions must make necessary changes to ensure that academic and other programs are accessible to students with disabilities. (Section 504: The Law and its Impact on Post-Secondary Education.)

  The Americans with Disability Act Amended Act of 2008 (ADAAA)

  The ADAAA is a federal civil rights statute that prohibits discrimination against people with disabilities. The Act says a “student with a disability is someone who has a physical or mental impairment, has a history of impairment, or is believed to have a disability that substantially limits a major life activity such as learning, speaking, seeing, hearing, breathing, walking, caring for oneself, or performing manual tasks.”

  The Americans with Disabilities Act Amended Act of 2008 (ADAAA) extends civil rights protection for people with disabilities to services and activities in the private sector. It also upholds, clarifies, and extends the standards for compliance set forth in Section 504 in areas of a) employment and promotion practices, b) transportation, c) public accommodations, d) services provided by state and local government, and e) telecommunications. The ADAAA affects post-secondary education by refocusing attention on disability access to the institution’s facilities and programs, as well as on employment and promotion issues.

  The goal of the ADAAA is to remove the barriers that deny individuals with disabilities an equal opportunity to share in and contribute to American life. Accommodations (Disability Services) encourages students to not feel shy about asking for compliance or speaking out if you have been refused reasonable access to any program or activity because of your disability.

  Equal Access

  All students with disabilities have the right to equal access to information that is presented to them. Equal access also includes the students’ rights to not pay attention in class, forget assignments, forget test dates, fail courses, and to miss class. Students with disabilities should not have advantages given to them that other students do not have.

  ADAAA Section 35.130 General Prohibitions against Discrimination Part (e)(1) Nothing in this part shall be construed to require an individual with a disability to accept an accommodation, aid, service, opportunity, or benefit provided under the ADAAA or this part which such individual chooses not to accept.

• Documentation Guidelines for Disabilities Services

  Disabilities Services at McLennan Community College adheres to the recommended guidelines as set forth by the Association on Higher Education and Disability (AHEAD). The primary intent of the guidelines that follow is to provide direction as to what constitutes the proper components of the documentation that are necessary in order to validate a disability and the need for accommodation. The information and documentation that establishes a disability should be comprehensive in order to make it possible for a student to be served in a postsecondary (college) setting. The provision of reasonable accommodations is based upon the assessment of the current impact of the disability on a student’s academic functioning. (For further information, please refer to the AHEAD website.)

  I. Qualifications of the Evaluator

  Professionals conducting assessments, rendering diagnoses of a disability and making recommendations for appropriate accommodations will be qualified and licensed to do so. Comprehensive training and direct experience in the area of diagnosis and treatment with the adolescent and adult population as it pertains to the presenting disability is essential. The name, title and professional credentials of the evaluator, including information about license or certification as well as the area of specialization, employment and state/province in which the individual practices will be clearly stated in the documentation.

  II. Documentation

  The provision of all reasonable accommodations and services is based upon assessment of the impact of the student’s disabilities on his or her academic performance at a given time in the student’s life. Therefore, documentation shall be no more than three years old. It is in the student’s best interest to provide recent and appropriate documentation relevant to the student’s learning environment. All reports will be on letterhead, typed, dated, signed and otherwise legible.

  Ill. Substantiation of the Disability

  Documentation should validate the need for services based on the individual’s current level of functioning in an educational setting.

  A school plan, such as an individualized education program (IEP) or a 504 plan is insufficient documentation but can be included as part of a more comprehensive assessment battery.

  The comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing and a diagnosis.

  1. Diagnostic Interview
     1. The evaluation report will include a summary of a comprehensive diagnostic interview. Relevant information regarding the student’s academic and developmental history, as well as adaptation and learning processes in elementary, secondary and postsecondary education should be reported.
     2. The diagnostician, using professional judgment as to which areas are relevant, should conduct a diagnostic interview which may include: a description of the presenting problem(s); developmental, medical, psychosocial and employment histories; family history, including primary language of the home and the student’s current level of English fluency (if family of origin is monolingual or bilingual); and a discussion of dual diagnosis where indicated.
  2. Assessment
     1. The neuropsychological, psychological or psycho-educational evaluation for the diagnosis of any specific learning disability must provide clear and specific evidence that a learning disability does or does not exist.
     2. Assessment, and any resulting diagnosis, will consist of and be based on a comprehensive assessment battery and must not rely on any one instrument, test or sub-test.
     3. Evidence of a substantial limitation to learning or other major life activity must be provided.
     4. A complete standardized intellectual assessment (IQ test) with all sub-tests and standard scores reported along with a comprehensive academic achievement battery with all sub-tests and standard scores reported for those sub-tests must be included. The battery will include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, processing speed, and oral and written language.
     5. Specific areas of information processing (e.g. short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motorability) will be included in the assessment battery.
     6. Informal observations of the student during the test administration may be included as well as other non-standard measures that may help determine a learning disability and differentiate it from co-existing neurological and/or psychiatric disorders.
  3. Specific Diagnosis
     1. The diagnostician will use clear and direct language in the diagnosis and documentation.
     2. When a learning disability does not exist, the evaluator must state that conclusion in the report. Individual “learning styles,” “learning differences,” “academic problems” and “test difficulty or anxiety” in and of themselves do not constitute a learning disability.
  4. Test Scores
     1. Standard scores and percentiles (when appropriate) will be provided for all normative measures along with grade equivalents.
     2. Results will reflect a substantial limitation to learning for which the student is requesting the accommodation.
     3. The profile of the student’s strengths and weaknesses will be shown to relate to the functional limitations that may necessitate accommodations.
     4. Tests must be reliable, valid and standardized for use with adolescents/adults across diverse populations.
     The test findings and conclusion should document both the nature and severity of the learning disability.
  5. Clinical Summary
     1. An indication of a substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it impacts the individual in the learning context for which accommodations are being requested will be stated.
     2. The summary will indicate how the patterns of the student’s cognitive ability, achievement and information processing reflect the presence of a learning disability.
     3. The evaluation will have ruled out alternative explanations for academic problems such as a result of poor education, poor motivation and/or study skills, emotional problems, attention problems (unless an ADHD diagnosis is rendered) and cultural/language differences.
     4. The evaluator will provide a rationale for why specific accommodations are needed and how the effects of the specific disability are accommodated.

  IV. Recommendations for Accommodations

  The final determination for providing appropriate and reasonable accommodations will rest with the institution and its assigned agent. It is important to recognize that accommodation needs can change over time and are not always identified through the initial diagnostic process. A prior history of accommodation does not, in and of itself, warrant the provision of a similar accommodation.

  The diagnostic report should include specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended and how this will address the student’s needs.

• FERPA and Confidentiality

  In accordance with the Family Educational Rights and Privacy Act (FERPA), all information pertaining to a student’s education record will remain confidential, unless the requested information falls within FERPA guidelines.

  All clinical information pertaining to a student’s diagnosis of a psychiatric, psychological, or emotional disorder and treatment shall be kept in strict confidence in accordance with the American Psychological Association ethical guidelines, unless the student presents as a danger to him or herself or to others.

  Duty to Report and Limitations of Confidentiality

  While McLennan Community College and Accommodations (Disability Services) will strictly observe a student’s confidentiality as stated above, McLennan Community College, Accommodations (Disability Services) maintain the right to break confidentiality when information is made available by the student that includes harm to self, harm to others, or the planning of the commission of a crime.

  Final determination for providing appropriate and reasonable accommodations will rest with the institution and its assigned agent. McLennan Community College and Accommodations (Disability Services) reserve the right to deny services to any individual who presents a danger to themselves or to others, or who make their intentions known to harm others and will take the necessary preventive and legal actions to avoid any mishaps.

  Disability Disclosure

  Students who request accommodations or services must make their disabilities known to Accommodations (Disability Services). This office has the responsibility to verify the documentation (not to obtain documentation) before any accommodations or services are provided. If the student fails to disclose his or her disability, this institution has no obligation to provide any requested accommodations or services.

• ADA Grievance Procedures

  Procedure for Informal Grievance

  • • 1. A student should first discuss his or her grievance with the instructor, administrator or other individual directly and immediately involved in the dispute if possible.
      2. The student may contact the Accommodations Coordinator as soon as possible to assist in addressing concerns at 254-299-8122 or disabilities@mclennan.edu.
      3. If the concern is still unresolved after consulting the party directly involved, and/or working with the Accommodations Coordinator, individuals may contact the Director of Accommodations and Title IX to request assistance in facilitating a resolution (254-299-8465).

      The purpose of the informal process is to make a good faith effort to resolve the issue quickly and efficiently; however, individuals may implement the formal process at any time during the informal resolution process. See Policy E-XXXIII, ADA Grievance Policy.

      Procedure for Formal Grievance

      In the event that an informal grievance does not resolve the matter, a formal grievance may be filed using Policy F-V-s, Discrimination, Harassment, and Retaliation Resolution Process.

      Should you disagree with the outcome of the Grievance Process, you may file a formal complaint with the Office for Civil Rights:

      Students may contact the Office of Civil Rights with questions and concerns. Resources are located below:

      Students may contact the Office of Civil Rights with questions and concerns. Resources are located below:

      Office of Civil Rights - National Headquarters

      Telephone: 800-421-3481
      Fax: 202-453-6012

      Office of Civil Rights - State of Texas

      Telephone: 214-661-9600
      Fax: 214-661-9587

      Dallas Office

      Office of Civil Rights - U.S. Department of Education

      1999 Bryan Street, Suite 1620
      Dallas, Texas 75201-6810