Services we provide
Testing Center related Accommodations
Student Accessibility Services operates the Testing Center on the 2nd floor of Beeghly Library. Students receiving exam accommodations may elect to have their exams proctored in the Testing Center by the Testing and Accessibility Coordinator. The Testing Center, with its six private rooms and 13 study carrels, allows for a distraction reduced testing environment.
- Meet with your instructor to discuss how exam accommodations will be implemented.
- Mutually agree on a date and time to take the exam in the Testing Center.
- Submit an electronic Test at least 3 BUSINESS DAYS prior to scheduled exams and quizzes and TWO WEEKS prior to scheduled midterms and finals.
- Submit any changes to scheduled exams by editing the Test Request or by emailing the Testing and Accessibility Coordinator. Changes to the date and/or time must be approved by your instructor.
- Arrive at the Testing Center on time and with all necessary materials to take the exam.
- Students are not permitted to leave the Testing Center after checking in for exams.
- Place all personal items on a shelf in the Testing Center. This includes all computers, tablets, cell phones, and smart-watches.
- Complete and return your exam to the Testing and Accessibility Coordinator.
NOTE: Final exams proctored in the Testing Center will begin at a slightly different time than the class exam. All morning final exams will begin at 8:00 am. All afternoon and evening final exams will begin at 2:00 pm. Please schedule your final exam at one of these times on the appropriate day. This start time limitation is because final exams can last up to six hours with extended time for students receiving exam accommodations.
|Laptop (Internet free)|
|Use of 4-function Calculator|
|Required breaks (snacks, restroom)|
|Word bank (in certain contexts)|
- Students eligible for note-taking assistance as an academic accommodation should complete the Note-taking Assistance Application in its entirety. Please submit an additional response for each class in which note-taking assistance is needed.
- The Testing and Accessibility Coordinator will collaborate with faculty to identify a student willing to share notes
- Receive notes via your preferred delivery method.
- Continue to attend class regularly. Note-taking assistance is not a replacement for one’s own attendance and class participation.
- Contact the Testing and Accessibility Coordinator with any questions or concerns.
Alternate format refers to any instructional material designed to be accessible to individuals with disabilities. Alternate formats include, but are not limited to, large print, audio, braille, and electronic texts.
- Students eligible for textbooks in an alternate format should complete the Textbooks in Alternate Format Request form in its entirety at least two weeks but as early as possible before the beginning of each semester. Please submit an additional response for each textbook needed.
- Provide proof of purchase to the Testing and Accessibility Coordinator upon request. You may bring in receipts to be photocopied, scan and email receipts, or forward electronic receipts by email.
- The Testing and Accessibility Coordinator will search for each textbook requested in an alternate format. In the event that no alternate format can be found then the text will be cut apart and scanned to create a PDF document. Every effort will be made to secure an alternate format before chopping and scanning.
- Receive alternate format texts via the current web-based text-to-speech software in use or via a shared folder on OneDrive.
- Contact the Testing and Accessibility Coordinator with any questions or concerns.
|Note taking assistance (Peer, Smart Pen, Apps, Laptop)|
|Textbooks in Alternate Formats|
|Recording of lecture|
|Text-to-Speech for textbooks and class readings|
|Allowed to leave classroom for self-care or restroom|
|Flexible Attendance (medical/health related)|
|Flexible Deadlines (medical/health related)|
|Permission to wear sunglasses|
|Allowed to break snacks and/or water|
|Other appropriate accommodation|
Reduced Course Load
In certain circumstances with documentation, this accommodation would be appropriate. Reach out to Director of Student Accessibility Services to inquire about requirements.
Students requesting reasonable accommodations with respect to disabilities must obtain and provide to the College current documentation of their disability before the start of the session in which they are enrolling and requesting an academic adjustment or services. This documentation must support both that a student has a disability as well as the necessity of the requested academic adjustment or services.
The primary purpose of this documentation is to determine a student's eligibility for accommodation and, if eligible, to help the College work interactively with a student to provide appropriate services. The College is not required, however, to provide accommodations that would result in a fundamental alteration to the nature of the program in which the student is enrolled or seeks to be enrolled, would create an undue financial burden on the College, or which would pose a threat to safety and security.
General documentation requirements include, but are not limited to:
- Documentation must be current (within three years prior to enrollment).
- Documentation is typically provided by a licensed or otherwise properly credentialed professional/neuropsychologist/medical specialist who has no personal relationship (i.e., family member or former school teacher or school counselor) with the individual but who is knowledgeable about the individual's disability and/or condition.
- Documentation must be typed or printed, dated, signed and legible with the name, title, and professional credentials of the evaluator on official letterhead and define/explain:The clear description of the disability
- The description, name, and scores of the tests and assessments used, as appropriate
- How the condition was diagnosed
- The current existence of the disability and current need for an accommodation
- Functionality of the individual in an educational setting
- Expected progression or stability of the disability
- Rule-out statement that describes which academic and other functions the disability does not affect
- Recommended accommodations related to functional limitations and a rationale for how the requested accommodation remedies the functional limitation
- Date of observation
The above criteria are general guidelines only; the type of documentation will vary according to the disability. For students with learning differences, it is preferable that the student provide a full and recent psycho-educational evaluation. In some instances, a student may be requested to provide updated or augmented documentation in order to be reviewed more fully before being considered for services. It is possible that in reviewing a student's specific accommodation request or the recommendations of an evaluator, the College may find that while the recommendation is clinically supported, it is not the most appropriate accommodation given the requirements of a particular student's academic program. In addition, the College may also propose accommodations that would be appropriate and useful to the student, but which neither the student nor the evaluator have requested.
The College appreciates that student disability records contain personal and confidential information. Such documentation is maintained in a confidential file in the Student Accessibility Services office and is considered part of a student's education record and will only be disclosed with a student's permission or as permitted by law (e.g., in the event of a health or safety risk). However, at times, in order to evaluate and/or provide requested or recommended services and accommodations, it may be necessary for the College to disclose disability information provided by a student or a student's healthcare provider to appropriate College personnel participating in the accommodation process and who have a legitimate need to know more and review the file.
If documentation provided by a student does not support the existence of a disability or the need for an accommodation, the student will be advised and will be provided an opportunity to supplement the initial documentation with further information from a physician, psychologist, or other appropriate specialist. In the event a student's accommodation request is denied, a student may appeal that decision by utilizing the appeal/grievance process.