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Carteret Community College is committed to creating an accessible learning community where individuals with disabilities have an equal opportunity to pursue their educational goals, limited only by their abilities, not their disabilities. We strive to empower students, foster independence, and promote achievement of the student’s career and educational goals. No academically qualified student with a disability will be denied access to or participation in the services, programs, and activities of the college.
Students who have a disability (i.e. physical, mental health, learning, vision, or hearing) are encouraged to contact Disability Support Services to arrange a confidential discussion. Individuals wishing to schedule an appointment are encouraged to call ahead at 252-222-6237 or email at disabilityservices@carteret.edu. Walk-in appointments are accepted as staff is available.
Step 1 | Submit a Request for Accommodations along with supporting documentation (see guidelines below).
Student Responsibilities
High School |
College |
Applicable Laws | |
IDEA (Individuals with Disabilities Education Act) | ADA (Americans with Disabilities Act of 1990) |
Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
IDEA ensures success; students entitled to services | ADA ensures equal access; protects from discrimination |
Required Documentation | |
IEP (Individualized Education Plan) and/or 504 Plan | Documentation guidelines specify information needed for each category (IEP/504 Plan alone is insufficient) |
School provides evaluation at no cost to student | Student must obtain evaluation at own expense |
School retests over time | Additional accommodations and/or a change in the impact of the disability may warrant additional documentation |
Self-Advocacy | |
Student is identified by the school and is supported by parents and teachers | Student must self-identify to the Support Services department |
Primary responsibility for arranging accommodations belongs to the school | Primary responsibility for self-advocacy and requesting accommodations belongs to the student |
Teachers approach the student if they believe assistance is needed | Professors are usually open and helpful, but most expect students to initiate contact if assistance is needed |
Parental Role | |
Parent has access to student records and can participate in the accommodations process | Parent does not have access to student records without student’s written consent |
Parent advocates for student | Student advocates for self |
Disability Service Provider Role | |
School seeks out students and reminds/creates/coordinates additional resources as needed | Support Services determines eligibility for reasonable accommodations under the ADA and Section 504 upon request from student |
Primary responsibility for accommodations belongs to the school | Support Services does not duplicate resources found elsewhere on campus; refers students to resources as students identify potential need |
Instructors | |
Teachers may modify curriculum and/or alter curriculum pace of assignments | Instructors are not required to modify design or alter assignment deadlines |
Teachers prompt students about grades assignments, and due dates | Student must monitor own progress and manage their time |
Student is expected to complete assignments that are then discussed and often re-taught in class | Student is responsible for substantial amounts of homework which may not be directly addressed in class |
Attendance is legally mandated | Attendance is the student’s responsibility; student accepts consequences of non-attendance |
Tests and Grades | |
IEP or 504 plan may include modifications to test format and/or grading | Grading and test format changes (i.e. multiple choice vs. essay) may not available; accommodations on HOW tests are given (extended time, test proctors) are available when supported by disability documentation |
Teachers often take time to remind students of assignments and due dates | Instructors expect students to read, save, and consult the course syllabus, which spells out exactly what is expected, when things are due, and how the student will be graded |
Carteret Community College provides reasonable accommodations for students with the documented disability of ADD/ADHD. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
Submit a current (within 5 years) neuropsychological, psychological, or ADHD testing report specifying a diagnosis of ADHD, signed and dated by the examiner.
OR
Submit responses to the following questions completed by a medical or psychological examiner and typed on letterhead. The letter must be signed, dated and include licensure/certification information. Do not submit handwritten documentation. The documentation must include:
Carteret Community College provides reasonable accommodations for students with documented autism spectrum disorder. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
The Slosson Intelligence Test and the Kaufman Brief Intelligence Test are primarily screening devices which are not comprehensive enough to provide the information necessary to make accommodation decisions.
The Wide Range Achievement Test is not a comprehensive measure of achievement and, therefore, is not useful as the sole measure of achievement.
Carteret Community College provides reasonable accommodations for students with a documented disability of deaf or hard of hearing. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
Local and national shortages of sign language interpreters make providing their services a critical concern for Disability Support Services (DSS).
Carteret Community College provides reasonable accommodations for students with documented learning disabilities. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
The following aptitude tests are considered appropriate in the substantiation of a learning disability:
The Slosson Intelligence Test and the Kaufman Brief Intelligence Test are primarily screening devices which are not comprehensive enough to provide the information necessary to make accommodation decisions.
The following achievement tests are considered appropriate in the substantiation of a learning disability:
The Wide Range Achievement Test is not a comprehensive measure of achievement and, therefore, is not useful as the sole measure of achievement.
Carteret Community College provides reasonable accommodations for students with documented disabilities related to medical, physical, or mobility issues. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
Carteret Community College provides reasonable accommodations for students with documented psychological/psychiatric disabilities. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
Carteret Community College provides reasonable accommodations for students with a documented visual impairment. Post-secondary students no longer have IEPs because the Individuals with Disabilities Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more comprehensive report. Carteret Community College students are governed under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, specifically subpart E.
Carteret Community College Disability Support Services will make the final determination of whether appropriate and reasonable accommodations are warranted and can be provided for the individual. Students with disabilities are expected to satisfy the academic standards required by the college and perform essential course functions without substantially altering the curriculum requirements.
At Carteret CC our Health Sciences programs provide the knowledge and skills for challenging and rewarding careers in hospitals, labs, physician practices, nursing homes, public service, and other health care settings. Each program has a specific selection process requiring the submission of a program application. To learn more about the health sciences programs at Carteret CC attend an info session and find out how to get started!
Medical Assisting
Date | February 21 & March 13
Time | 12 p.m. & 5 p.m.
Location | Wayne West 129B
Program Contact:
Vonda Godette
Phone: (252) 222-6168
Email: godettev@carteret.edu
Radiography
Date | No info sessions are scheduled at this time.
Time |
Location |
Program Contact:
Elaine Postawa
Phone: (252) 222-6165
Email: postawae@carteret.edu
Respiratory Therapy
Date | February 7, 2024
Time | 12:30 p.m.
Location | Wayne West 222
Program Contact:
Trisha Miller
Phone: (252) 222-6169
Email: millert@carteret.edu
Spa Services
Date | November 15 & December 6
Time | 5:30 – 6:30
Location |McGee 205
Program Contact:
Sharell Allen
Phone: (252) 222-6169
Email: allens@carteret.edu
Students interested in the Pharmacy Technician Pathway should contact a CCP Advisor for more information.
Contact for Carteret County Public School students:
Kathy Bernstein
kathy.bernstein@carteretk12.org
Contact for Homeschool/Private School students:
Caitlyn Rocci
252-222-6286
ccp@carteret.edu
Students interested in the Fire Academy should contact a CCP Advisor for more information.
Contact for Carteret County Public School students:
Kathy Bernstein
kathy.bernstein@carteretk12.org
Contact for Homeschool/Private School students:
Caitlyn Rocci
252-222-6286
ccp@carteret.edu
Date: March 13, 2023
Time: 11 a.m. – 2 p.m.
Location: Hospitality & Culinary Arts Center
Open to the Public
This form is currently closed for submissions.