Disability Resources for Parents

Dear Parent,

Congratulations on guiding your child through high school. As your child begins their journey into higher education, it’s important to understand the differences between primary and secondary education settings and college. In college, your child is recognized as an adult under US law, and as such, they are responsible for advocating for themselves. Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), your child must self-identify as a person with a disability, provide documentation of their disability, and assist in determining what accommodations would be effective in meeting their needs.

Additionally, under the Family Educational Rights Privacy Act (FERPA), the college cannot discuss confidential information related to grades or disabilities with parents without explicit permission from the student. We want to ensure that your child has every opportunity to succeed in college, and this includes advocating for themselves. By understanding these differences and encouraging your child to advocate for themselves, you can help them reach their full potential and achieve their goals.

Sincerely,

The Center for Student Disability, Counseling, & Support Services

Parent FAQ

Is there a charge for receiving accommodations from The Center for Student Disability, Counseling, & Support Services?

There is no charge for receiving accommodations from SDS.

How do the responsibilities of working with students with disabilities of Higher Education institutions differ from those of high schools?

The responsibilities towards students with disabilities in Higher Education institutions are very different from those of high schools. High schools are required under IDEA (Individuals with Disabilities Education Act) to identify the educational needs of students with a disability and provide a free and appropriate education. This responsibility is not required of Higher Education institutions. Higher Education institutions are required to provide appropriate academic accommodations to ensure that a student with a disability is not discriminated against. The student is responsible for disclosing their disability to the institution and making specific accommodation requests.

Does my child have to inform Calhoun Community College that they have a disability?

A student with a disability does not have to disclose their disability to the college. Disclosure of a disability is on a voluntary basis. However, a student will not receive accommodations unless they disclose this information.

What are the responsibilities of my child if they would like to receive accommodations?

A student with a disability is responsible for requesting accommodations through The Center for Student Disability, Counseling, & Support Services. SDS will not seek students out. A student with a disability is also responsible for providing acceptable documentation of their disability that supports the accommodation requests.

What is considered acceptable documentation of a disability?

Documentation provided by a medical professional or having the medical professional complete the Impairment and Disability Assessment form. This form can be completed by a relevant professional and will be used to document a disability. It examines areas that are needed by the Disability Services and Resources Office/ADA in order to provide accommodations.

A letter or report from treating physician, orthopedic specialist, audiologist, speech pathologist, or ophthalmologist (as appropriate), including:

Clearly stated diagnosis
Defined levels of functioning and any limitations
Current treatment and medication
Current letter/report (within 1 year), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Psychological Disorder

A letter or report from a mental health professional (psychologist, neuropsychologist, licensed professional counselor), including:

Clearly stated diagnosis
Defined levels of functioning and any limitations
Supporting documentation (i.e. test data, history, observation, etc.)
Current treatment and medication
Current letter/report (within 1 year), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Traumatic Brain Injury (TBI)

A comprehensive evaluation report by a rehabilitation counselor, speech-language pathologist, orthopedic specialist, and/or neuropsychologist (or another specialist as appropriate), including:

Assessment of cognitive abilities, including processing speed and memory
Analysis of educational achievement skills and limitations (reading comprehension, written language, spelling, and mathematical abilities)
Defined levels of functioning and any limitations in all affected areas (communication, vision, hearing, mobility, psychological, seizures, etc.)
Current treatment and medication
Current letter/report (post-rehabilitation and within 1 year), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Learning Disabilities

A comprehensive evaluation report from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or diagnostician, including:

A clear statement of presenting problem; diagnostic interview
An educational history of documenting the impact of the learning disability
Alternative explanations and diagnoses are ruled out
Relevant test data with standard scores are provided to support conclusions
Clearly stated diagnosis of a learning disability based upon DSM-IV criteria
Defined levels of functioning and any limitations, supported by evaluation criteria data
Current report (within 3 years of enrollment date), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

Attention Deficit Hyperactivity Disorder (ADHD)

A comprehensive evaluation report from a physician, psychiatrist, clinical psychologist, neurologist, or neuropsychologist, including:

A clear statement of presenting problem; diagnostic interview
Evidence of early and current impairment in at least two different environments (comprehensive history)
Alternative explanations and diagnoses are ruled out
Relevant test data with standard scores are provided to support conclusions, including at least WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised, including Written Language, and Behavioral Assessment Instruments for ADHD on adults.
Clearly stated diagnoses of ADHD based upon DSM-IV criteria
Defined levels of functioning and any limitations, supported by evaluation data
Current report (within 3 years of enrollment date), dated and signed
Specific recommendations for accommodations and the rationale for each accommodation within the context of the College environment

*Note: High School IEP, 504 Plan, and/or insufficient letter from a physician or other professional may not be sufficient to document a disability. The Center for Student Disability, Counseling, & Support Services will decide as to whether more documentation is needed. Medication cannot be used to imply a diagnosis.

What kinds of accommodations are offered?

Accommodations are individualized to address specific functional limitations resulting from a disability. For an extensive list click here. Examples of reasonable accommodations include, but are not limited to:

Reduced distraction for testing
Books on Tape or E-Text
Note taking support
Extended testing time

How Would My Child Request Accommodations?

The process for requesting accommodations can be found here.

Does The Center for Student Disability, Counseling, & Support Services provide tutorial services?

The Center for Student Disability, Counseling, & Support Services does not provide tutorial services. Tutorial services are offered free to all students through the STAR Student tutoring and Academic Resource Institute.

Parents Need to Know

What is my role as a parent of a college student with a disability?

Students need support and often this support is found in family and friends. However, students must also be challenged in a way that produces growth and development. Appropriate parental involvement must take place within these boundaries and while keeping in mind the long-term best interest of the emerging young adult. Such involvement as it relates to the University life most often involves advising and encouraging your student as they grow and make their own educated decisions.

Can I request accommodations for my child?

The Family Educational Rights and Privacy Act (FERPA) does not allow students’ academic information to be discussed without their permission, except by school officials with legitimate educational interest. This means that the Office for Disability Services, by law, can only discuss a student’s school related issues with a parent once a student has signed a Release of Information Consent.

Can I speak with The Center for Student Disability, Counseling, & Support Services / ADA personnel in regards to my child’s situation?

A college student can sign a Release of Information Consent form, giving staff permission to share information with parents or guardian. However, you should know that even if a student signs a release, the Office for Disability Services strongly encourages students to be aware of all information discussed and be present during any meetings. The release is not a blanket release for the student’s entire college records. It only pertains to matters related to accommodations.

Since my child is now in charge of their educational planning, what are some self-advocacy skills they should develop?

Disability Services and Resources strongly encourages students to develop these self-advocacy skills:

Understanding Your Disability: A student should be able to articulate what their disability is.

Communicating Disability: A student should also be able to describe how the disability limits their functioning (functional limitations). A student should also be able to express some ways that they could be accommodated.

Being Proactive: A student should provide acceptable documentation to DSR and request accommodations. A student should learn to work collaboratively with instructors to ensure their success with the accommodations. A student should also be able to identify if their accommodations are not being met.

Admissions

What can a student with a disability expect in regards to admissions procedures?

In regards to admissions procedures, a student with a disability:

Must apply through normal channels
May not be asked about disability status during application by Admissions
May take a standardized test with accommodations.

For standardized tests:

Be prepared to submit documentation

Will a student’s admission to Calhoun Community College be denied because they have a disability?

A student meeting the essential requirements for admission to Calhoun Community College will not be denied admission solely on the basis of disability.

Legal

My child has an IEP/504 Plan. Is that sufficient for college?

An IEP or 504 Plan addresses your student’s needs in the K-12 educational program. However, colleges and universities are very different in the information they require and the accommodations that are available. The IEP or 504 Plan will provide current documentation, additional information containing professional assessments and recommendations may be required. Please refer to the documentation guidelines for necessary information required by the Office of Disability Services and Resources.

Does the Individuals with Disabilities Education Act (IDEA) apply to Higher Education?

The Individuals with Disabilities Education Act is a law administered by the Office of Special Education Programs in the Office of Special Education and Rehabilitative Services in the U.S. Department of Education. This law does not apply to higher education.