A Guide for Students with Disabilities at Harford Community College

DISABILITY SUPPORT SERVICES

443-412-2402 MD RELAY 7-1-1 www.harford.edu/dss

Dear Student, Whether you are a new or returning student, Disability Support Services (DSS) welcomes you to Harford Community College. It is our goal to help you access all of the educational opportunities and services offered by the College—from credit and continuing education courses to athletics, student activities, cultural events, registered student organizations, and much more. We encourage you to take advantage of these excellent opportunities for learning and personal growth.

The DSS Orientation is the beginning of our deliberative and collaborative process to determine accommodations that will provide effective access.

The DSS Student Development Specialist will engage in a structured exchange with you to explore previous educational experiences, past use of accommodations and what has been effective and ineffective in providing access. We will also help you learn about student services on campus. After your orientation, if you have questions about these services, please contact us by calling 443-412-2402 or visiting our office in the Student Center.

We are available to assist you. Have a great college experience— get involved, learn, and grow.

Disability Support Services Staff

OUR SERVICES While providing accommodations is the primary responsibility of our office, DSS Student Development Specialists can assist students with other services including: Academic Advising – We strive to provide accurate information about degree plans, program requirements and HCC policies and procedures.

Career Advising – We can assist you with our career planning

resources that help you clarify, develop, and plan your career pathway.

Transfer Advising – We can help you prepare to transfer from HCC to another institution.

DSS Sponsored Programs – DSS provides support of the

following programs:

DELTA ALPHA PI is an academic honor society for students with disabilities attending colleges and universities. Membership is open to students who present with a documented disability and work with one of the Student Development Specialists in DSS, demonstrate an interest in disability issues, have completed a minimum of 24 credits and earned an overall Quality Point Average of 3.10.

THE WORKFORCE RECRUITMENT PROGRAM is a recruitment and referral program that connects federal and private sector employers nationwide with our highly motivated college students with disabilities who are eager to prove their abilities in the workplace through summer or permanent jobs. To be eligible for the WRP, candidates must be current full-time undergraduate students with a disability, or have graduated within one year of the release of the database each December.

OUR MISSION: DSS is dedicated to providing students with documented disabilities equal access to all of the innovative, learner-centered educational opportunities offered by the College. We support graduation, transfer, individual goal attainment, and career and workforce development. DSS provides campus-wide leadership in promoting a collaborative network among the campus community by educating faculty and staff on disability, accessibility, ADA compliance, and Universal Design.

3

STANDARDS As a student with a disability, you must meet the academic, behavioral, and/or technical standards for admission or participation in the educational programs and activities of the college regardless of a disability.

Academically, colleges do not

change the curriculum. Students with disabilities must do the same work and meet the same academic standards and expectations as every other college student. Accommodations should not compromise this basic presumption.

Behaviorally, all students,

including students with disabilities are expected to exhibit and to practice professional behavior when participating in instructional settings, including field experiences, internships, athletic and cultural events, co-op assignments or any other related college endeavor (Code for Student Rights, Responsibilities, and Conduct: harford.edu/catalog/student_rights_ responsibilities.asp). Behaviorally, students must adhere to the college attendance policy, participate in class, communicate with instructors, and manage their behavior appropriately.

4

Technical Standards apply to certain programs of study; students must meet the technical standards of the program in which they are participating. Technical Standards refer to criteria that go beyond academic requirements for admission and/or participation in a program. These standards are established by individual programs and departments, and are based on a range of physical and mental skills and abilities needed to function competently in the profession.

THE LAW The ADAAA, Section 504, and the Family Educational Rights and Privacy Act (FERPA) protect you and every student with a disability who participates in higher learning.

ADAAA defines a person with a disability as anyone with a physical or mental impairment that substantially limits one or more major life activities.

An individual is considered to be a person with a disability if he or she has proper documentation of an identified disability from a qualified professional.

Section 504 states, “No otherwise qualified person with a disability . . . shall, solely on the basis of disability,

be denied the benefits of, be excluded from participation in, or be subjected to discrimination under any program or activity receiving federal financial assistance.�

FERPA is a federal law that provides all students with certain rights concerning their student education records and protects the privacy of such records.

ACCOMMODATIONS DSS will consider your disability, documentation, educational history, accommodation request and the unique characteristics of the course, program, or requirement in order to approve accommodations.

Examples of accommodations for equal access include but are not limited to: Assistive technology Books in alternate format Extended time for in-class assignments, quizzes, and exams Interpreters Notetaker Permission to record lectures Preferential seating 5

IDEA VS. SECTION 504/ADA Section 504 and the ADA, which apply to the postsecondary education, are very different form the Individuals with Disabilities Act (IDEA), which covers grades K-12. This means that colleges do not provide the same support and services as those provided by K-12 individuals.

6

IDEA

SECTION 504/ADA

Every child is entitled to a Free and Appropriate Public Education (FAPE) in the least restrictive environment possible.

Students compete for admission and must be “otherwise qualified” to enter college, without consideration of disability.

Focused on creation of an Individualized Education Plan (IEP) that will help the student participate in the general curriculum as much as possible.

No IEP or special education in college. Colleges do put in place accommodations.

Requires meetings of general education teachers, special education teachers, and auxiliary service personnel to discuss progress and set goals.

The student is responsible for meeting with disability services and with instructors to discuss needs and concerns.

Often involves significant modification of the curriculum and of assessments (e.g., special education students may learn only the major concepts of a unit, may be able to take shortened tests, or be exempt from certain assignments)

Instructors are not required to fundamentally alter the content or goals of their courses of the types of tests that are given. Students with disabilities are graded by the same standard as other students, regardless of the means through which their responses are provided (on tape, orally, typed rather than handwritten).

Classroom teachers receive copy of the IEP and should have a thorough understanding of the disability and the plan.

Instructors receive our “Accommodation Memo” which outlines the accommodations. Instructors are not given access to specific diagnostic data unless provided by the student.

TRANSITION Students who are successful in college make a smooth and positive transition from high school to college. To become a successful student, you must be aware of the differences between high school and college.

HIGH SCHOOL

COLLEGE

CLASSES

Most of your classes are arranged for you.

You arrange your own schedule in consultation with your advisor. Schedules tend to look lighter than they really are.

STUDY TIME

You will usually be told in class what you need to learn from assigned readings.

It is up to the student to read and understand the assigned material; lectures and assignments proceed from the assumption that students have already done so.

TESTS

Testing tends to be frequent and covers small amounts of material.

Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.

Testing is usually infrequent and may be cumulative, covering large amounts of material. The student, not the instructor, needs to organize the material to prepare for the test. Mastery is often seen as the ability to apply what was presented in a new situation or solve new kinds of problems.

GRADES

Effort counts. Courses are usually structured to reward a good faith effort.

Results count. Grades on tests, projects and papers usually provide most of the course grade.

TEACHERS

High school is a teaching environment in which you acquire facts and skills.

Teachers bear much of the responsibility for your learning.

College is a learning environment in which you take responsibility for thinking through and applying what you have learned. You bear the responsibility for your learning.

RESPONSIBILITIES

DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE

Students can count on parents and teachers to remind them of responsibilities and help them set priorities.

You are expected to take responsibility for what you do and don’t do, as well as for the consequences of your decisions.

7

PROCEDURE All students with disabilities have the responsibility to follow Disability Support Services (DSS) procedures.

1.

Complete the online intake form and submit documentation of a disability to our office.

Use our online intake form: Harford Accommodate (https:// harford-accommodate.symplicity. com/public_accommodation/).

Submit documentation by uploading it directly within Harford Accommodate or in-person delivery at the time of your DSS Orientation appointment.

Please note, once your intake form has been submitted, DSS will contact you to schedule your DSS Orientation with a DSS advisor.

2.

DSS will contact you regarding accommodations.

If approved, you will receive an email to your Harford Owlmail account instructing you how to request and secure your accommodations through Harford Accommodate:

Schedule and attend your DSS Orientation.

During the orientation you will:

Follow the link provided in the email.

Complete our registration forms and discuss the documentation you submitted.

Log into Harford Accommodate to make your semester request for accommodations.

Provide details about barriers you experience in your academics.

Once your Semester Request is approved, print your Accommodation Memos, submit a copy to your instructor and contact your instructor to discuss your accommodations (i.e. either through face-to-face meeting or electronically).

Discuss accommodations that would work best for you and how to set up those accommodations.

Please note, you are not considered fully registered with the office until you have completed your DSS Orientation, provided documentation, and been approved for accommodations.

8

3.

Please note, you can contact DSS at any time if you have questions or concerns about your accommodations.

TO DO LIST

BY THE END OF THE 1ST WEEK OF CLASS

Request your accommodation memos through Harford Accommodate by placing a Semester Request.

Schedule an appointment to checkout any equipment you need from DSS.

Implement Your Accommodations – Once your Semester Request

is approved, print your accommodation memos, submit a copy to your instructor and contact your instructors to discuss your accommodation memos, including how and where your accommodations will be utilized.

If an instructor denies the use of an accommodation, contact DSS immediately.

BY THE END OF THE 2ND WEEK OF CLASS

Schedule all Tests for the Semester with the Test Center If it is determined that you need a private room in the Test Center as an accommodation, schedule every test for the semester. A delay could limit your ability to use accommodations.

THROUGHOUT THE SEMESTER

END OF SEMESTER

Communicate

Register for Classes

Stay in contact with and make your instructor aware of any issues or problems with your accommodations.

If you have questions, concerns, or problems about receiving your accommodations, contact DSS as soon as possible.

Check your email frequently.

Your Harford OwlMail is the official mode of communication with you.

Utilize in-person or online advising for assistance registering for classes and to create a schedule that allows you to use your accommodations effectively. Request accommodations through Harford Accommodate as soon as possible after registering for classes.

Return Equipment Drop off equipment at the DSS front desk or meet with a DSS Student Development Specialist.

Stay in contact with your assigned advisor for all of your academic, career and transfer advising needs.

9

COMMUNICATION A major part of the interactive process is being able to effectively communicate with your instructors about your accommodations and academic strengths and abilities.

GUIDELINES FOR COMMUNICATING WITH YOUR INSTRUCTORS

Make an appointment with your instructor.

Be on time for the appointment.

Be calm and courteous.

Introduce yourself.

Tell the instructor the class and section in which you are enrolled.

Show an interest in the class.

Provide your instructor with the Accommodation Memo you obtained from DSS and discuss the accommodations that you need.

10

Be prepared.

Explain how your disability affects your learning. You may want to practice explaining your disability with your parents, a friend, your DSS Specialist, or someone else who understands your disability and can give you constructive feedback. Or, you may want to write down what you want to say to your instructor.

Be ready to problem solve with your instructor.

SELF-DETERMINATION Self-determination means: Making your own choices

Students who are self-determined:

Learning to effectively solve problems

Know themselves well

Setting attainable goals

Are clear about their goals

Taking control and responsibility for your life

Enact realistic plans that bring their hopes and desires into fruition

Understand their options

THINGS TO CONSIDER: Making Choices Know what time of day you are most alert and schedule classes during that time. Do not plan to work more than 15-20 hours per week if you are a full-time student. Allow ample time to devote to your studies.

Setting Realistic Attainable Goals Choose your program of study based in part on your academic strengths.

Select a program that is suited to you and your abilities. Set reasonable goals and expectations. Be aware of what frustrates you and how to cope.

Problem-solving Ask questions if you do not understand as assignment or new concept, attend your instructor’s office hours or make an appointment. Be ready to problem solve with your instructor. If any conflicts arise, devise potential solutions to propose to your instructor. Call upon college resources and services such as learning assistance for help.

Taking control Be familiar with the procedure to use your approved accommodations and request your accommodations in a timely manner each semester.

Responsibility Instructors have different policies for exams, due dates, and attendance.

It is your responsibility to study each instructor’s syllabus. Adhering to your instructor’s policies will benefit you.

11

RIGHTS Students with disabilities at HCC have the right to:

Harford Community College has the right to:

Equal access to courses, programs, services, jobs, activities, and facilities offered through the College.

Identify the academic standards of courses and evaluate students on this basis.

An equal opportunity to work, learn, and receive accommodations.

Request, through Disability Support Services, current documentation that supports requests for accommodations.

Confidentiality of all information regarding their disability, except as required or permitted by law.

Information reasonably available in accessible formats.

Deny a request if sufficient support for such accommodation is not provided in the documentation.

Select among equally effective accommodations.

Refuse an accommodation that imposes a fundamental alteration of a program or activity of the College or would result in an undue financial hardship.

12

RESPONSIBILITIES Students with disabilities at HCC have the responsibility to: Identify oneself as an individual with a disability when an accommodation is needed and to seek information, counsel, and assistance as necessary.

Meet qualifications and maintain essential institutional standards for courses, programs, services, jobs, activities, and facilities.

Provide sufficient documentation of their disability and how it affects their participation in courses, programs, services, jobs, activities, and facilities.

Harford Community College has the responsibility to: Provide information in accessible formats to students with disabilities.

Ensure that courses, programs, services, jobs, activities, and facilities, when viewed in their entirety, are available and usable in the most integrated and appropriate settings.

Evaluate students on their abilities and not their disabilities.

Provide or arrange for accommodations.

Maintain appropriate confidentiality of records and communication.

Initiate requests for accommodations by providing an Accommodation Memo to faculty within the first two weeks of the semester.

Provide a minimum of two weeks notice for all major accommodation requests (special accommodations may need more time).

13

EVACUATION Emergencies can happen anywhere. It is important to:

Be prepared.

Develop a plan for how to evacuate.

Practice your plan.

If you need assistance during an emergency situation, locate a safe refuge area and alert the Department of Public Safety and/or public emergency response personnel as to your location. The numbers for Public Safety (443-412-2272) and 911 should be programmed into your cell phone so that you can notify them of your location during an emergency.

Students may go out any exit of the one-story buildings on campus.

Below you will find the safe refuge areas for two-story buildings on campus.

ABERDEEN HALL

2nd and 3rd floor stairwell landing, stair landing of tower two

APGFCU ARENA

2nd floor stairwell landing—near main entrance.

BEL AIR HALL

2nd floor landing—rear stairwell

DARLINGTON HALL

2nd and 3rd floor stairwell—south and northeast side

EDGEWOOD HALL

2nd floor stair landings—both stairwells

FALLSTON HALL

2nd floor stairwell landing—Edgewood Hall side

LIBRARY

2nd and 3rd floor stairwell landing

STUDENT CENTER

2nd floor landing—rear stairwell

UNIVERSITY CENTER 2nd floor center stairwell OFF-SITE CLASSES

14

Students taking classes at off-site locations are responsible for identifying safe refuge areas in the buildings in which their classes are held.

If You Become Trapped: If a window is available, place an article of clothing outside the window as a marker for rescue crews. Stay near the floor and shout at regular intervals.

If there is no window, stay near the floor and shout at regular intervals.

Tips for Evacuation: Individuals with cognitive or certain mental health disabilities may wish to keep a clearly and simply written emergency plan with them.

Individuals with hearing or communication disorders may want to keep pen and paper with them at all times.

Individuals with mobility impairments may want to explore exits in buildings they frequent and familiarize themselves with lifting and carrying techniques that are most effective for them.

Individuals with visual impairments may want to familiarize themselves with emergency exits in buildings they frequent.

Individuals with medical concerns and conditions should carry cards or tags with emergency information and instructions about their needs.

15

GRIEVANCE Harford Community College supports you in your right to file a grievance when you believe you have been denied equal access in the form of reasonable accommodations, modifications, auxiliary aids, or effective communication, or suffered discrimination as described in Section 504 of the Rehabilitation Act of 1973 as amended (Section 504) and the Americans with Disabilities Act of 1990 as amended (ADAAA). Individuals with disabilities who request academic accommodations for courses must register with Disability Support Services (DSS) and must provide documentation of the disability for which they are seeking accommodations.

If you feel as though your rights have been violated, you may seek resolution of the complaint by first scheduling an appointment with the DSS Student Development Specialist who reviewed with you the accommodations for which you are eligible.

16

GETTING INVOLVED The Office of Student Activities offers programs and events that will help you make the most of your time at Harford Community College.

You can join a Registered Student Organization (RSO) that sparks your interest, develop leadership skills, make a difference in the community, or experience cultural and ethnic activities. Have fun and get involved!

To catch what’s going on for students on campus, the Student Activities tab on OwlNet has a full listing of events or like our Facebook page! Our goal is to make all materials and services accessible.

If you need accommodations to participate, please contact the Office of Student Activities at 443-412-2140 at least ten calendar days in advance.

DOWNLOAD THE HCC EVENTS APP TODAY! • ON ITUNES: Search for “Harford Community College Events”

• ON ANDROID: Search for

VISIT THE OFFICIAL WEBSITE OF HARFORD COMMUNITY COLLEGE ATHLETICS:

harfordathletics.com/

“Harford CC Events”

17

CAMPUS RESOURCES Numerous resources and supports are available on campus to help you be successful in your academic pursuits.

Familiarize yourself with these offices, their locations, and the services they offer.

A full list of hours and locations for Student Services is available in OwlNet, on the Academic Life tab, under Quick Links. Below is an overview:

DISABILITY SUPPORT SERVICES

443-412-2402

Assists with academic, career, and transfer services as well as academic accommodations Provides free learning assistance with reading, presentations, writing, and research papers

LEARNING CENTER

443-412-2429

E-LEARNING

443-412-2256

Supports online course delivery

TEST CENTER

443-412-2352

Prior arrangement with instructor needed for make up testing

Individual or group learning assistance available on a limited basis for those with academic need

Photo ID needed

OWLNET

443-412-2477

OWLMAIL

option 3

PUBLIC SAFETY

443-412-2047

Provides physical security, public safety education, first aid, and other assistance

FINANCIAL AID

443-412-2257

Provides assistance with grants, scholarships, loans, and student employment

443-412-2222

Provides assistance with registration, transcripts, enrollment verification, and maintains grading and academic records

RECORDS & REGISTRATION

18

Assistance with OwlNet and/or email accounts

ADDITIONAL RESOURCES

HARFORD TRANSIT Reduced rates available at cashier and Harford Transit link harfordcountymd.gov/213/Harford-Transit-LINK

HARFORD COUNTY COMMUNITY SERVICES RESOURCE GUIDE For information about community programs and services harfordcountymd.gov/414/Resource-Guide

DISABILITY TUITION WAIVER For more information contact DSS or Financial Aid harford.edu/student-services/paying-for-college/tuition-waivers.aspx

COMMUNITY SERVICE RESOURCES For basic needs, health care and family resources Call 2-1-1 or visit 211.org/

19

Our DSS staff is here to serve you!

For more information or to schedule an appointment, please contact Disability Support Services:

443-412-2402 MD RELAY 7-1-1 Additional information is also available online:

www.harford.edu/dss

401 Thomas Run Road Bel Air, MD 21015