Disability Services

This Federal law requires that colleges provide reasonable accommodations for students with disabilities, including testing accommodations. Colleges are not required to provide testing assessments for learning and thinking differences.

The Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 require colleges to provide equal access to postsecondary education for qualified students with disabilities through reasonable accommodations.

• Functions under the Individuals with Disabilities Education Act
• Under IDEA, children with disabilities are absolutely entitled to a “free and appropriate” education, without regard to the cost borne by the school.
• Students are qualified for public education and special education services based on the fact that they are of the appropriate age and have a disability
• Students receiving special education services have an IEP. The basic purpose of the IEP is to maximize the likelihood of academic and non-academic success in school for students with disabilities
• Parental involvement is required in the IEP process.
• The IEP may establish substantial modifications to the standard curriculum.
• Services and supports are typically given to students without their request.
• Public schools typically assume the responsibility and cost of evaluating students for disabilities.
• Student’s disability information is made public in their school records.
• All involved in instruction are aware of the student’s placement and educational plan. Each teacher has an idea of the students’ needs based on evaluation team reports prior to beginning classes.
• Physical, occupational and other services provided in school during school hours.

• Functions under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act
• Students are not entitled to a free, appropriate education. Rather students have civil rights and they must advocate for themselves in order to enjoy those rights.
• Students must meet all entrance and academic requirements whether they receive academic accommodations or not.
• There is no “IEP like” process in the postsecondary setting. Accommodations aim to create an opportunity for success, however success is not guaranteed.
• Students are adults who are assumed to manage their own lives. Federal privacy laws require the student’s written permission to allow academic and nonacademic information to be shared with parents.
• Post-secondary institutions are required to make accommodations available to level the playing field, however accommodations cannot alter the fundamental nature of the program or course.
• It is the civil right of a student to refuse accommodations that they do not wish to use, and if accommodations are not requested, it is assumed that the accommodation is not desired.
• The post-secondary institution does not assume the costs associated with obtaining a current and relevant documentation to support the requested accommodations. Oftentimes this cost is assumed by the student.
• Student disability information is maintained separate from the educational record. The student has the right to disclose their disability to whom they choose; however they must disclose their disability to the Office of Disability Services in order to receive academic accommodations and support.
• Disability Support Service offices typically do not contact an instructor without the express permission of the student. Each student must initiate an accommodation discussion with each instructor at the beginning of every semester.
• When hoping to use their accommodations, students must clearly indicate to the instructor that they are invoking an approved disability accommodation.
• Students are responsible for coordinating their own personal care and the services needed to meet medical and other needs.

Students must contact Disability Services and complete the Request for Services & Accommodations Form. 

Application for Services and Accommodations

Students will be asked to provide a completed Disability Verification Form based on the specific request. This must be completed by a licensed health care or mental health provider. Supporting documentation should be submitted as well. Please familiarize yourself with the documentation standards outlined in the Services for Students with Disabilities and Disability Discrimination Policy.

Disability Verification Form

Once Disability Services has received all of your paperwork, a meeting will be scheduled to engage in the interactive process. During this process, Disability Services will discuss your accommodation requests, what your healthcare provider has recommended, what’s worked in the past, and what the college can reasonably provide. The staff will also generally review policies, procedures, and next steps. During this meeting, you will complete the Verified Individual Services & Accommodations (VISA) Form, which lists granted accommodations.

You receive a Verified Individual Services & Accommodations (VISA) Form, which lists granted accommodations. You sign the VISA to give Disability Services staff permission to share confidential information regarding your accommodations with necessary College personnel. For students, ODS also provides an official Letter of Accommodation to share with faculty and a Communication Plan Form to help facilitate and document the conversation with faculty. 

Meet with faculty to discuss which accommodations you will utilize in class, and how you will communicate about utilizing the stated accommodations. Document this conversation utilizing the Communication Plan. Faculty implement accommodations as outlined in your Letter of Accommodation. Contact ODS promptly if issues arise or if your needs change. 

Communication Plan (Online Form)

Yes. In high school, schools must provide a Free Appropriate Public Education (FAPE)under laws such as the Individuals with Disabilities Education Act. In college, institutions are not required to provide FAPE but must provide reasonable accommodations to ensure equal access for qualified students with disabilities under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.

No. An IEP or 504 Plan from high school does not automatically transfer to college. Students must register with Disability Services and request accommodations. Accommodations are not retroactive, so requests for approval should be made as early as possible, preferably before the start of classes. Students must also provide appropriate documentation of their disability and the need for requested accommodations. Colleges may review prior IEPs or 504 Plans as supporting documentation, but they are not required to adopt or implement them in the postsecondary setting.

Not necessarily. Colleges do not automatically know if a student has a disability, and students are not required to disclose a disability to faculty or staff. Students must request accommodations through Disability Services. With the student’s permission, Disability Services will provide accommodation letters to faculty if accommodations are approved. Students are also expected to communicate with their instructors about implementing their accommodations. When students hope to use an approved accommodation, they must clearly explain that they are invoking an approved disability-related accommodation.

Students should review and be familiar with the Services for Students with Disabilities and Disability Discrimination Policy. This policy outlines definitions, responsibilities, processes, appeal and grievance procedures, and more. This policy governs the implementation of Disability Services at Terra State Community College. This policy may be updated at any point, and applies to all students on its effective date. For this reason, please be sure to regularly review the policy for the latest applicable information.

Accommodations are different from modifications. Modifications change the content or expectations of what is learned, while accommodations adjust how students access course materials or demonstrate learning without changing course content or academic standards. Accommodations may be approved after a student registers with Disability Services and provides appropriate documentation. Examples of accommodations include extended test time, reduced-distraction testing environments, access to class notes, permission to record lectures, note-taking software, or preferential seating.

It is the civil right of a student to refuse accommodations that they do not wish to use, and if accommodations are not requested, it is assumed that the accommodation is not desired. Therefore, communication is critical for everyone as it relates to the implementation of accommodations. For this reason, students must communicate with each faculty member each semester. The Office of Disability Services will provide a Communication Plan that students must fill out, review with faculty, and submit to Disability Services. The communication plan provides a guide for talking with faculty about accommodations. The plan outlines which accommodations a student intends to use, and how communication about such accommodations will take place. It also documents the conversation should issues with implementation arise at any point.

Communication Plan (Online Form)

Yes. Faculty are not aware of your medical records or diagnosis which warrant your approved accommodations. For this reason, they do not know if a missed assignment, course absence, or failure to meet course expectations is disability related or non-disability related. As a result, a student must invoke their accommodation. This simply means that if you need to utilize your accommodation, you must request use of the disability-related accommodation from the faculty member and let them know for which assignment, absence, or other course expectation. A communication plan should be developed prior to the start of the course with the faculty member so that all parties are on the same page about how communication invoking accommodations will occur for the course. Otherwise, the faculty member has discretion and may, but is not required to, apply something such as a deadline extension, make up assignment, or excused absence due to short-term illness that is not disability-related.

No. A faculty member cannot deny an approved accommodation. However, if an approved accommodation would create a fundamental alteration to a course, faculty do have the right to request an alternative accommodation with Disability Services. This is another reason why communication with faculty is critical. In such a case, Disability Services would engage the student and faculty member in an interactive process.

Yes. An accommodation is provided as the result of a disability. A disability is defined by the ADA as someone who has a physical or mental impairment that substantially limits one or more major life activities; Has a record of such an impairment; or Is regarded as having such an impairment. While a student with a disability may have approved accommodations, it is also possible the student may experience a non-disability related illness, injury, or occurrence. In this latter case, the accommodation may not be available, but other policies (attendance, excused absence, deadline extensions) may be available at the discretion of the faculty or staff member. For help navigating these instances, please talk with Disability Services. 

No. Accommodations are designed to provide equal access to course content and learning for students with documented disabilities. They do not cover issues unrelated to a disability, such as transportation problems, childcare responsibilities, forgetting assignments, failure to communicate with faculty, work obligations, or other similar personal or organizational challenges that are non-disability related. Accommodations may address disability-related barriers, such as extended test time, alternative formats, or flexibility for disability-related absences, but must be directly connected to the documented impact of the disability.

Yes. Accommodations help students access course content and demonstrate learning, but cannot change or waive essential course requirements. Accommodations may provide support—such as extended time, alternative formats, or assistive technology—but students are still expected to meet the fundamental learning objectives and technical skills of the course.

Students should notify Disability Services as soon as possible. Disability Services may request documentation of the situation, which should only be provided to Disability Services. Documentation may include medical or excuse notes. If the situation is verified, Disability Services may provide temporary accommodations and will notify faculty as needed. Please note that a disability related flare up is different than a non-disability related medical emergency. Faculty may have attendance policies, late work policies, or similar policies that address non-disability related matters.

Students (including dual-enrolled students on Section 504 plans or IEPs) and non-employees seeking accommodations are responsible for initiating and participating in the process to ensure access. Responsibilities include: 

• Requesting accommodations through the Office of Disability Services in a timely manner  

• Completing all required intake materials and participating in the registration process  

• Meeting with Disability Services staff to discuss disability-related barriers and accommodation needs  

• Providing appropriate documentation from a qualified professional in accordance with Documentation Standards (see below). 

• Engaging in the interactive process, as needed, to determine reasonable and effective accommodations  

• For students: 

  • Delivering the official Letter of Accommodation to faculty in a timely manner each term, accommodations are requested  

  • Communicating with faculty, when appropriate, to support the implementation of approved accommodations  

  • Distinguishing between requests for implementation of an approved disability-related accommodation vs. requests for flexibility, such as a deadline extension, due to short-term illness that is not related disability-related. 

• Notifying Disability Services promptly of any issues, concerns, or changes related to approved accommodations  

Faculty play a key role in implementing approved accommodations and supporting access in the classroom. Responsibilities include:

• Implementing approved accommodations in accordance with the official Letter of Accommodation issued by Disability Services  
• Consulting with students, as appropriate, to determine effective methods for implementing accommodations within the course structure
• Referring students who request accommodations (that have not yet been approved) to the Office of Disability Services
• Communicating with Disability Services regarding questions, concerns, or implementation challenges, including situations where faculty receive requests for accommodations before approval from the Office of Disability Services
• This collaborative process is grounded in the interactive model required under the ADA and Section 504 and is intended to ensure equal access while maintaining the integrity of academic programs. 

The Office of Disability Services is responsible for coordinating accommodations and ensuring compliance with applicable laws. Responsibilities include:

• Meeting with students and non-employees to review disability-related needs and accommodation requests
• Evaluating submitted documentation and requesting additional information, if necessary
• Facilitating an interactive process with the student/non-employee and, when appropriate, relevant college personnel to determine reasonable accommodations
• Making determinations regarding accommodations by issuing a Verified Individual Services & Accommodations (VISA) for any approved accommodations and by issuing written notice of any denial of a requested accommodation
• Providing clear guidance on the implementation of approved accommodations
• Issuing official Letters of Accommodation and the Communication Plan Template for students to share with faculty
• Providing annual training and ongoing support and consultation to students and the College community regarding accommodations, physical and digital accessibility, and disability discrimination, including harassment  

A combination of the following will be requested and considered when evaluating requests for services and accommodations. Documentation must be provided by a qualified, licensed, or certified physician, psychiatrist, or psychologist.  Please review the Services for Student with Disabilities and Disability Discrimination Policy.

1. Acceptable Documentation

   1. Application for Services and Accommodations 

   2. Disability Verification Form 

   3. Emotional Support Animal (ESA) Verification Form 

   4. Housing Accommodation Verification Form 

   5. Medical Records and/or Reports 

   6. Psycho-educational/Neuro-psychological reports 

   7. School Records (IEP or 504 Plans). 

      1. Note that the Section 504 and IDEA obligations of K-12 public school districts to provide a free and appropriate public education without regard to cost do not apply to postsecondary institutions such as the College.

   8. Letters of accommodation from previous higher education institutions 

2. Documentation must include

   1. Diagnosis Details: Name of your disability, date diagnosed, and date of your most recent evaluation.  

   2. Symptoms: Description of how your condition affects you and meets diagnostic criteria.  

   3. Assessment Information: Tests or evaluations used to determine your disability (include the full report).  

   4. Current Treatment: Medications, dosage, and frequency, if relevant.  

   5. Impact on Learning or other Major Life Activities: How your disability affects your ability to participate in classes, college housing, or other college activities.  

   6. Accommodation Recommendations: Suggestions for accommodations based on your needs, including a brief explanation of previous accommodations or why accommodations are needed now. 

All documentation submitted to the Office of Disability Services must accurately reflect a student’s current functional limitations to support the determination of accommodations. Students may also be asked to provide updated evaluations if their condition has changed significantly or if existing documentation is outdated or does not clearly describe current needs. 

1. Medical and general disabilities: Documentation should generally be no more than three years old.  

2. Psychological disabilities: Because these conditions can change over time, documentation should be no more than one year old. If the condition has not been stable for a full year, more recent documentation (within the past six months) may be required. 

No. Accommodations are applied only once a student has gone through of the process of applying for services with the Office of Disability Services, and has been granted approved accommodations. Accommodations may not be applied retroactively. For this reason, it is recommended that students apply for accommodations with the Office of Disability Services as early as possible, and before the start of classes.

Records are retained for a minimum of seven (7) years from the student’s last date of enrollment or the resolution of any related appeal, grievance, or investigation, whichever is later, and may be kept longer if required by law or institutional need. Records are retained to support accommodations, ensure compliance with federal and state disability and education laws, and maintain institutional accountability. At the end of the retention period, records are destroyed securely to preserve confidentiality. 

In general, there are four reasons when an accommodation might be denied. These reasons include:

1. Fundamental Alteration of the Program - A college is not obligated to approve an accommodation if doing so would fundamentally change the nature of an academic course, service, or program. An accommodation may be denied when it would alter the essential requirements, learning outcomes, or academic integrity of a course or program. A request to complete an exam at home may be inappropriate in a course specifically designed to assess a student’s ability to perform hands-on clinical skills or respond under real-time conditions, such as in nursing labs or flight simulation training. In this instance, a faculty member may request an alternative accommodation if one exists.
2. Undue Financial or Administrative Burden - A college may deny an accommodation request if providing it would create a substantial financial cost or administrative hardship when considered in relation to the institution’s overall resources and operating budget. Under the disability laws, this basis for denial does not apply in high school. An undue burden must involve significant difficulty or expense. This is a high legal standard and is less likely to apply to large, well-funded institutions, but it may be a valid consideration for smaller colleges with limited resources. A small community college may not be required to purchase highly specialized, experimental laboratory equipment costing several million dollars to accommodate a single student.
3. Direct Threat to Health or Safety - A college may lawfully deny an accommodation request if the accommodation would create a significant risk to the health or safety of the student or others within the campus community. The determination must be based on objective medical evidence and an individualized assessment, not assumptions or speculation. The risk must also be one that cannot be adequately reduced or eliminated through other reasonable accommodations or safety measures. For example, a student with severe, uncontrolled seizures that occur unpredictably may not be permitted to independently operate heavy welding equipment or work alone in a hazardous chemistry laboratory without required supervision and safety protocols.
4. Insufficient Documentation - A college may deny an accommodation request if the student does not provide adequate documentation of a qualifying disability or cannot demonstrate that the requested accommodation is directly related to limitations caused by the disability. There must be a clear connection between the diagnosed condition, the functional limitations resulting from that condition, and the accommodation being requested. For example, a student submits documentation for dyslexia but requests an exemption from physical education attendance requirements, or provides an outdated doctor’s note that lacks sufficient clinical information or supporting evaluation details-these would be reasons for denial.

Yes. Students who need specific housing accommodations must be registered with Disability Services. To request an accommodation, students must submit a Housing Accommodation Request form along with a Housing Accommodation Verification form and provide documentation supporting the need. Disability Services will review each request individually to determine an appropriate housing accommodation.

Yes. Licensed service animals are permitted on campus under federal law. Emotional Support Animals (ESAs) are not considered service animals under the ADA but are covered under the Fair Housing Act for residential accommodations. Students living at The Landings who wish to bring an ESA must be registered with Disability Services and submit an Assistance Animal Verification form for approval. Approval from Disability Services is required before the animal may be brought into campus housing.

If a student requests an accommodation, but the Office of Disability Services denies the accommodation, there is a process to appeal the denial. The student should complete the Disability Services Grievance Form and select “Accommodation Appeal” as the complaint type. The student should answer all questions as thoroughly as possible and attach any relevant documentation as an upload. The 504 Coordinator will review the evidence and respond with a final outcome.

The Office of Disability Services recommends the following steps to address concerns a student might have if they believe their accommodations are not being provided, or if they are experiencing discrimination due to a disability. Each step escalates the matter above the last. However, students are not required to step through these levels of dispute resolution; they may seek help from Disability Services, file an internal grievance, or seek external agency oversight at any point.

1. Talk to the faculty member - We recommend as a first step, that you start by talking with your faculty or staff member. Utilize the completed communication plan as a reference to what was previously agreed upon. Make sure that you invoke (request) your accommodation with the faculty member. Many times, these simple steps can resolve the issue quickly.
2. Seek help from Disability Services - If the first option doesn’t work, we recommend you escalate the matter with someone in Disability Services. In many instances, a staff member in Disability Services can act as an intermediary, address any concerns, provide guidance, and resolve the matter. Documentation or records of what actions (invoked accommodation, had a discussion, emailed, met after class, etc.) you have already taken with the staff member are important in helping Disability Services address the matter.
3. File an internal grievance – Lastly, if the first two steps are not effective, the college has an internal process for filing a grievance. This is essentially the final and formal step internally to address a complaint. This process will start an investigation into the matter. The College’s Section 504 Coordinator will review the matter, any documentation you can provide, and may interview involved parties. Finally, the 504 Coordinator will issue a decision to the complainant (party filing a grievance) and the respondent (accused party). Students may file a grievance by filling out the Disability Services Grievance Form and selecting “Grievance” as the complaint type. The student should answer all questions as thoroughly as possible and attach any relevant documentation as an upload. The 504 Coordinator will review the evidence and respond with a final outcome.
4. Government Agency Reporting – This is generally reserved as a last step, but a student maintains the right to file a report with a Government Agency at any time. Appropriate agencies would generally be:
   1. U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS
      https://www.ed.gov/about/ed-offices/ocr  
       
   2. OHIO CIVIL RIGHTS COMMISSION
      https://civ.ohio.gov/ 

The College is committed to addressing issues and concerns related to disability in an appropriate and timely manner. For this reason, the Office of Disability Services recommends that students follow the process, in order, of addressing a concern

1) first addressing their concern with the faculty member,

2) second, involving the Office of Disability Services,

3) third, filing a formal internal grievance, and,

4) fourth, filing a complaint with an appropriate government agency.

While this is our recommended process, it is important that students understand they may file a complaint with a government agency, or a formal internal grievance at any time. To file a complaint with a government agency, please visit the website of one of the following agencies:

1. U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS
   https://www.ed.gov/about/ed-offices/ocr  
    
2. OHIO CIVIL RIGHTS COMMISSION
   https://civ.ohio.gov/