The Office of Disability Services at Rockland Community College serves students with all types of documented disabilities. The four primary categories of disabilities are: physical disability, learning disability including, attention deficit disorder and attention deficit hyperactivity disorder, emotional or psychological disabilities and hidden disabilities. The services provided are not intended to remediate the disability, but to provide the full opportunity for students with disabilities to succeed in Rockland Community College. 

I. Philosophy of Disabilities

• We believe that when students identify themselves as having a disability we accept their self-identification until documentation is determined as needed. 
• We believe that self advocacy skill development is essential to a student's life success. 
• We believe our office is here to serve students with disabilities and we will exercise due diligence to ensure our established policies and procedures are carried out while maintaining the College's established academic standards. 

II. Disability Defined

"A physically disabled student is one who has a physical impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such an impairment. Major life activities include such functions as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working." (1) 

"A learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, written or spoken which may manifest itself in an imperfect ability to listen, speak, read, write or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include those who have learning problems which are primarily the result of visual, hearing or motor handicaps, of mental retardation, of emotional disturbance or of environmental, cultural or economic disadvantage." (2) 

(1) - Section 504 Rehabilitation Act 1973 

(2) - PL 94 - 142 (20 USC 1 - 401) Education of the Handicapped Act. 

Those with learning disabilities may demonstrate their handicap through a variety of symptoms. The end result of the effect of these symptoms is a severe discrepancy between achievement and abilitybetween how much should have been learned and what has been learned. When this severe discrepancy between ability and achievement existsand cannot be explained by the presence of other known handicapping and sociological factorsthe cause of this discrepancy is believed to be a learning disability. 

The College has established policies and procedures for the Office of Disability Services. There are two separate sets of these policies and procedures. One set of policies and procedures covers students with learning disabilities and the other set of policies procedures covers all other disabilities.

Students with Learning Disabilities 

III. Admission

People who identify themselves as learning disabled are to contact the Office of Disability Services and should proceed with their application to the college. There is no place on the application to self-identify as learning disabled but with every application a letter explaining the procedure for self-identification is included. 

Within the context of the mission of SUNY Rockland Community College, admission is open to all applicants who possess a high school diploma or an equivalency diploma. Applicants without a diploma may be considered if they are at least sixteen years of age and have been out of high school for one year or were members of a high school class that has graduated. 

IV. Self Identification

By contacting the Office of Disability Services the student begins the procedure of self-identification. The student should be prepared to discuss the nature of the disability, how it impacts on learning and what supports have been helpful in previous learning environments. An advocate for the student such as a parent, teacher or counselor may call on the student's behalf but self-identification must include direct conversation with the student. 

V. Documentation

Documentation of an existing learning disability must come from an appropriate medical professional, such as medical reports, rehabilitation specialist's reports, psychological reports, VESID reports. The Office of Disability Services has the right to request additional documentation if the documentation provided is determined as inadequate. The college assumes no responsibility for providing needed documentation to establish disability. The Office of Disability Services will offer guidance about securing needed documentation. Documentation may include but is not limited to the following: 

• High School IEP (most recent) 
• Psychoeducational Evaluation (most recent) 
• Psychological tests including IQ results 
• VESID reports 
• All documentation is held confidential by the Office of Disability Services. It can only be released with specific permission of the student. 
• Appropriate college officials may have access to the records kept in the Office of Disability Services. Faculty will not have access to these records. 

VI. Assessment

The assessment of English and math preparedness is required of all full time students, students applying for financial aid and students covered by the Ability to Benefit Legislation. Students who have completed eleven credits or wish to take English or math are also required to take the assessments of English and math. Accommodations for these assessments may include unlimited time, alternate format, adaptive technology, scribe, calculator, alternate location or reader. The provision of any assessment accommodation will be based on disability documentation and will be determined by the Office of Disability Services as reasonable and necessary. The results of the assessments will be used during advisement to plan a program of study. 

VII. Advisement

With assessment results and a general picture of needed instructional accommodations in place, a program of study, degree sheet and specific courses are selected. Discussion of the nature of college study, work load and faculty expectations is included during advisement most frequently done with learning disabled students by the staff of the Office of Disability Services. 

VIII. Registration

With general advisement completed the student can use the assistance of the Office of Disability Services to actually develop a program of courses for the semester and register. 

IX. Accommodations

Accommodations provided must be necessary and reasonable and must not require fundamental alteration or modification of the educational program. Neither must the accommodation be provided if it causes undue financial hardship for the college. Accommodations that are reasonable and effective result from discussions with the student and are supported by the documentation. Accommodations are the decision of the staff of the Office of Disability Services in consultation with appropriate faculty and will be timely, reasonable and fair. They do not always reflect the student's request for specific accommodations. 

After students with learning disabilities meet their new instructors and understand the course requirements, they must then meet with the learning disability specialist to discuss needed accommodations for every class. For every class that requires accommodations, a letter requesting the accommodations is sent by the Office of Disability Services to the faculty member teaching that class and is signed by the requesting student. The student is strongly encouraged to follow up the accommodations letter with faculty discussion. 

If a faculty member refuses to provide the requested accommodations the interested parties must meet to discuss reasonable accommodation alternatives. If reasonable accommodations cannot be agreed to, discussion then must include the division chair, and may also involve the Vice President of Academic Affairs. 

Accommodations must be sought by the student each semester they are wanted. Since some accommodations take time to arrange they should be requested to the Office of Disability Services by meeting with its staff as soon as possible. 

X. Fees

There are no additional fees charged to students for the services they receive from the college's Office of Disability Services. 

XI. Grievance Procedures

If a student with a disability is not satisfied with the services provided by the Office of Disability Services he or she may file a grievance following the procedures developed by the Student Affairs Division and administered by the Dean of Students.

Students with all Other Disabilities

XII. Admission

People who identify themselves as disabled are to contact the Office of Disability Services and should proceed with their application to the college. There is no place on the application to self-identify as disabled but with every application a letter explaining the procedure for self-identification is included. 

Within the context of the mission of SUNY Rockland Community College, admission is open to all applicants who possess a high school diploma or an equivalency diploma. Applicants without a diploma may be considered if they are at least sixteen years of age and have been out of high school for one year or were members of a high school class that has graduated. 

XIII. Self Identification

By contacting the Office of Disability Services the student begins the procedure of self-identification. The student should be prepared to discuss the nature of the disability, how it impacts on learning and what supports have been helpful in previous learning environments. An advocate for the student such as a parent, teacher or counselor may call on the student's behalf but self-identification must include direct conversation with the student. 

XIV. Documentation

Documentation of an existing disability must come from an appropriate medical professional, such as medical reports, rehabilitation specialist's reports, psychological reports, VESID reports. The Office of Disability Services has the right to request additional documentation if the documentation provided is determined as inadequate. The college assumes no responsibility for providing needed documentation to establish disability. The Office of Disability Services will offer guidance about securing needed documentation. Documentation may include but is not limited to the following: 

• High School IEP (most recent 
• Psychoeducational Evaluation (most recent) 
• Psychological tests including IQ results 
• VESID reports 

All documentation is held confidential by the Office of Disability Services. It can only be released with specific permission of the student. Appropriate college officials may have access to the records kept in the Office of Disability Services. Faculty will not have access to these records. 

XV. Assessment

The assessment of English and math preparedness is required of all full time students, students applying for financial aid and students covered by the Ability to Benefit Legislation. Students who have completed eleven credits or wish to take English or math are also required to take the assessments of English and math. Accommodations for these assessments may include unlimited time, alternate format, adaptive technology, scribe, calculator, alternate location or reader. The provision of any assessment accommodation will be based on disability documentation and will be determined by the Office of Disability Services as reasonable and necessary. The results of the assessments will be used during advisement to plan a program of study. 

XVI. Advisement

With assessment results and a general picture of needed instructional accommodations in place, a program of study, degree sheet and specific courses are selected. Discussion of the nature of college study, work load and faculty expectations is included during advisement. The advisement process can be completed by the staff of the Office of Disability Services, counselors or faculty. 

XVII. Registration

With general advisement completed the student can use the assistance of the Office of Disability Services to actually develop a program of courses for the semester. If physical assistance is required to register, the student with a disability can receive the assistance from the Office of Disability Services if requested. 

XVIII. Accommodations

Accommodations provided must be necessary and reasonable and must not require fundamental alteration or modification of the educational program. Neither must the accommodation be provided if it causes undue financial hardship for the college. Accommodations that are reasonable and effective result from discussions with the student and are supported by the documentation. Accommodations are the decision of the staff of the Office of Disability Services in consultation with appropriate faculty and will be timely, reasonable and fair. They do not always reflect the student's request for specific accommodations. 

For every class that requires accommodations a letter requesting the accommodations is sent by the Office of Disability Services to the faculty member teaching that class and is signed by the requesting student. The student is strongly encouraged to follow up the accommodations letter with faculty discussion. 

If a faculty member refuses to provide the requested accommodations the interested parties must meet to discuss reasonable accommodation alternatives. If reasonable accommodations cannot be agreed to, discussion then must include the division chair, and may also involve the Vice President of Academic Affairs. 

Accommodations must be sought by the student each semester they are wanted. Since some accommodations take time to arrange they should be requested to the Office of Disability Services by meeting with its staff as soon as possible. 

XIX. Fees

There are no additional fees charged to students for the services they receive from the college's Office of Disability Services. 

XX. Grievance Procedures

If a student with a disability is not satisfied with the services provided by the Office of Disability Services he or she may file a grievance following the procedures developed by the Student Affairs Division and administered by the Dean of Students.

ACCOMMODATION PROCEDURE 

Student Responsibility 

I. Notice 

The student must self identify as disabled with the Office of Disability Services . 

II. Request

Student must meet with staff from the Office of Disability Services to discuss reasonable accommodations. 

III. Documentation

Appropriate support medical or psychoeducation documentation (which has been administered by a qualified professional) must be provided by the student. The documentation should contain: 

1. diagnosis 
2. evidence of functional limitations 
3. impairment that substantially limits major life activities 

I. Notice 

Begin a confidential file on newly self-identified student. 

II. Request

Arrange assessment accommodations followed by discussion of instructional accommodations with the student. 

III. Documentation (needed to provide accommodations) 

Review documentation and make accommodation decision in collaboration with the student. Notify the student of the decision and complete accommodations with accommodations letter signed by student and send to appropriate faculty. If the requested accommodations is not considered reasonable by the Office of Disability Services, there may be a need for further documentation. A meeting with the student may be necessary to negotiate other accommodations considered reasonable. 

Effective accommodations, but not the specific accommodations requested by student, may be offered. This procedure may take no longer than two weeks after meeting with the student. 

Discussion of disputed accommodations request may include additional Office of Disability Services staff, expert faculty, division chair and Vice President of Academic Affairs. 

IV. Grievance Procedure

The Office of Disability Services' staff will inform the student of the college's procedure to grieve this accommodations request decision if dissatisfied through the Office of the Dean of Student.

PROCEDURE FOR MATH WAIVER/COURSE SUBSTITUTION REQUIREMENT

1. A student requesting a waiver/course substitution of math course requirement should: 
2. Present official documentation of the specific math disability to the Office of Disability Services. 
3. Demonstrate that he/she is unable to master course material and present those facts in a formal written statement to the Office of Disability Services. 
4. Attempt the math course at R.C.C. and get a letter of support from the instructor that a sincere attempt was made. 
5. Be within 9 credits of graduation with a GPA of 2.0 or higher. 
6. Get permission from the Cluster Chair of Math and Science to substitute another course for the math. 
7. Get permission from the Cluster Chair of the degree program the student is pursuing. 
8. When the above steps have been completed, our office will then prepare supporting materials to be presented to the Chief Academic Officer. 

1. Assist students with disabilities to achieve their goals for attending Rockland Community College. 
2. Advocate for students with disabilities to secure reasonable instructional accommodations. 
3. Raise the college community's awareness and knowledge about disability and its impact on learning development and the collegiate experience. 
4. Insure architectural barriers are identified and removed as soon as possible. 
5. Assist with reasonable accommodation for program accessibility. 
6. Work to minimize attitudinal barriers against students with disabilities. 
7. Encourage students with disabilities to fully participate in the activities of the college 
8. Serve as a resource to other departments of the college on the Americans with Disabilities Act and section 504 of the Rehabilitation Act as they apply to employees and people with disabilities. 
9. Act as a resource to the community on disability issues.