Accessibility Frequently Asked Questions

Accessibility Coordinators determine appropriate reasonable accommodations for eligible students with disabilities to ensure accessibility to the post-secondary learning environment. These supports and services include accommodations, assistive technology, interpreter services, and other accommodations students may need to access their education. In addition, we can assist students in understanding their learning needs, teach strategies to improve academic skills, and guide students to be more effective self-advocates.

The first step in accessing accommodations is to disclose your disability to the Accessibility Coordinator on your campus. You can reach out to the coordinator on your campus or begin the process of requesting accommodations by completing the initial accommodation request through Accommodate. Accommodate can be accessed through your Easy Login in the OKTA portal. You will also need to submit documentation of your disability which can be completed within Accommodate. Once the application and documentation have been received, the student will meet with the Accessibility Coordinator to discuss their disability and associated limitations in the academic setting.

Your college does not provide diagnostic testing for disabilities. You can pursue testing by a qualified medical professional in your area. Students are responsible for all associated costs. The NH Bureau of Vocational Rehabilitation may be able to assist you with formal testing. You can learn more here NH Bureau of Vocational Rehabilitation.

To qualify for services, a student must provide documentation of disability as determined by a licensed physician and/or certified psychologist or other specialists (e.g., audiologist, optometrist, physician, etc.), who is skilled and qualified in diagnosing such a disability.

For a learning disability, a cognitive or developmental condition:

• If you recently graduated from high school, provide a copy of your most recent IEP or 504 plan AND your last 3-year evaluation (neuropsychological testing) done by your high school. If you do not have copies, you can request them from your high school. If your IEP provides evaluation results, you may not need to submit the evaluations separately.

OR

• If you are an adult student or were diagnosed after high school, you will need to provide the assessments used for diagnosis (usually referred to as neuropsychological or psychoeducational testing). This testing must be administered by qualified individual who has the training to assess and diagnose such disabilities. For example, clinical or educational psychologist, school psychologist, or Neuropsychologists.

Prior to having testing done, contact your home college Accessibility Coordinator to discuss documentation options.

For medical and mental health conditions:

• The Physical and Psychiatric Verification Form can be completed by your physician (if you have a medical/physical condition) or your licensed counselor/psychiatrist (for a mental health condition)

AND/OR

Letter from your licensed provider

The letter must include the following information:

• be on professional letterhead with name and title of practitioner, signature, and date.
• a clear statement of specific medical or DSM-5 diagnosis and whether it substantially limits one or more major life activities such as: walking, seeing, hearing, learning, or working, etc.
• a statement of impact and limitations on academic performance in a classroom
• recommendations for possible academic adjustments to support the student with the disability.

NOTE: Some conditions, due to their changing nature, may warrant additional updated documentation in the future.

Accommodations are academic adjustments that allow students access to their education. Accommodations are determined on an individual basis, based on the student’s disability, and associated limitations. Examples of accommodations may include:

• Reduced course load
• Extended testing time
• Separate reduced-distraction location for testing
• Use of recording devices
• Audio versions of textbooks
• Access to speech-to-text or text-to-speech software
• Closed captioning or transcripts

A LOA may include accommodations to make college activities, facilities, course participation, course content, and assessments accessible to the student. It is meant to provide access and equal opportunity for students, but do not alter course objectives or modify course content nor guarantee academic success. A LOA will not modify curriculum or course content but may outline accommodations in instruction and assessment methods and/or adaptive technology that can be used to help a student with a documented disability to learn, take tests, and participate in a course.

Students with a disability should contact the Accessibility Coordinator as soon as possible. If possible, start the process 4-6 weeks prior to the start of the semester to provide enough time to obtain the required supporting documentation. While this is the recommendation, students can submit a request for accommodations at any time during the semester.

You MUST request accessibility services with the college if you want accommodations. Having an IEP or 504 in high school is helpful for us to look at as part of your application for a Letter of Accommodations, but it does not guarantee services and other requirements considered.

Students should not assume that accommodations provided in high school will also be provided in college. In high school some IEP’s contained modifications as well as accommodations. The college provides reasonable accommodations but does not modify program requirements, course content, or objectives. Accommodations are provided to ensure equal access. Please review Students with Disabilities Preparing for Postsecondary Education for more information.

No, any qualified student with a disability is eligible for accommodations.

At the post-secondary level, students are considered adults with privacy and confidentiality protections. Disability documentation should only be given to the Accessibility Coordinator and that documentation is kept separate from other academic records at the college. Students registered with Accessibility Services can choose to complete a release of information, granting permission for the Accessibility Coordinator to speak with specific individuals inside and outside of the college. The only information provided to faculty is the specific accommodations that you are approved for outlined in the Letter of Accommodations. Any documentation and conversations regarding medical status are confidential between the student and the Accessibility Coordinator.

When a request is denied:

• • The College will explain the reasons for the denial, in writing, to the student;
  • The College will consider whether effective alternatives exist that would allow the individual with a disability to participate without lowering essential requirements or fundamentally altering the nature of the program; and
  • If the request is denied because the College deems the documentation that the student provided is deficient, the College will explain why it is deficient so that the student can resolve any such deficiencies.

Once you and the Accessibility Coordinator meet and draft your Letter of Accommodations, you will submit a semester request in Accommodate to release the Letter of Accommodations to your faculty. Your faculty will be responsible for reviewing the accommodations and working with you to implement them in the course.

If you feel that the accommodations provided does not adequately support your learning needs, you are responsible for reaching out to your college’s Accessibility Coordinator as soon as possible. Accommodations can be updated at any time due to a change in diagnosis or need for support as you progress through the semester.

Yes, Accessibility Services will work with you and your faculty to provide appropriate accommodations based on limitations from the injury. If a student has a temporary condition (e.g., stomach flu), faculty will work with students to make temporary accommodations.

Accommodations are not mandatory. Students with approved accommodations have the choice to use accommodations in one course and not in another, or for one type of assignment, but not for all. Accommodations are not retroactive. If a student does not choose to use an accommodation in one course, they cannot be retroactively implemented.

Yes, accommodations allow for equal access; they do not guarantee success. Students are responsible for their own academic achievement including utilizing accommodations and outside class supports.

Students that have questions about how their accommodations are being provided should reach out to the Accessibility Coordinator as soon as possible. The first step is to self-advocate and talk to your faculty and remind them of your accommodations on file. If you feel that you are unfairly denied accommodations or having difficulty advocating for yourself, please contact your college’s Accessibility Coordinator.