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ACCOMMODATIONS & ACCESSIBILITY SERVICES

We’re here to help.

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.

Apply for Accommodations

Step 1 | Fill out the Request for Accommodation Form and submit to disabilityservices@carteret.edu along with supporting documentation (see guidelines below). 

Student Responsibilities

Student Responsibilities

  • Students must identify themselves as a disabled student to the Director of Counseling and Disability Services by completing the form Request for Accommodations for a Student with a Disability
  • Provide documentation of your disability from a qualified professional that reflects your current disability status, and how your disability affects your participation in courses, programs, services, and activities (in most cases, documentation should be no more than 5 years old). The Director of Counseling and Disability Services can assist you in what appropriate documentation is needed.
  • Maintain satisfactory academic progress. You will be held to the same standards of satisfactory academic progress as non-disabled students.
  • Take care of your college business, such as registration, drop/add, refund requests, etc.

Differences between High School & College for Students with Disabilities

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

Documentation Guidelines

ADHD/ADD Documentation Guidelines

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.  

Required Documentation

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:  

  1. Diagnostic code (DSM-IV, IV-R, V), date of diagnosis, and date of last visit. 
  2. Severity of condition: mild, moderate or severe. Please provide examples.
  3. How did you arrive at your diagnosis? Possible responses include: structured or unstructured interviews with the student or other persons, behavioral observations, developmental/medical history, educational history, or rating scales. 
  4. What medication(s) does the student take for ADHD? Do symptoms persist even with medication? 
  5. Describe in detail the present impact of AD/HD in two or more major areas of the student’s life. Accommodations will be determined based on this information.
  6. List ADHD symptoms which were present before the age of 7. 
  7. Please list and explain other medical conditions or psychiatric diagnoses that may affect the academic performance of this student.

Autism Spectrum Documentation Guidelines

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.  

Required Documentation

  1. The following professionals are considered qualified to assess and diagnose autism spectrum disorder: psychologists, psychiatrists, developmental pediatricians, neurologists, or an interdisciplinary team. All reports should be on letterhead, dated, signed, and include the name, title, and professional credentials of the evaluator. 
  2. A psychoeducational report including social-behavioral testing should be current within five years. Documentation should substantiate the need for service based on the student’s current functioning in an educational setting. If the student has been evaluated by an autism center such as TEACCH, please include the evaluation in the submitted documentation. Do not submit handwritten documents. 
  3. A clear diagnostic statement of the disorder, including DSM-IV, IV-R, or V diagnosis, and a summary of present symptoms must accompany the documentation. In addition, a summary of evaluation procedures, diagnostic tests used, and evaluation results should be included. A comprehensive report would include: 
    • Ability testing 
    • Achievement testing 
    • Specific cognitive processing evaluated for strengths and weaknesses, including visual-spatial processing 
    • Social-emotional status—formal assessment instruments and/or clinical interview are appropriate.

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.   

  1. The impact of the disability on the individual should be discussed with particular detail regarding academic and social requirements. If specific recommendations of accommodations are made, the rationale must relate the accommodation to the functional limitations imposed by the disability.

Deaf & Hard of Hearing Documentation Guidelines

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.  

Required Documentation

  1. An audiogram indicating the severity of the hearing impairment must be provided by a licensed audiologist. 
  2. If specific recommendations of accommodations are made, the rationale must relate each accommodation to the functional limitations imposed by the disability. 
  3. If other disabilities are present, please provide additional reports. 

Local and national shortages of sign language interpreters make providing their services a critical concern for Disability Support Services (DSS). 

Learning Disability Documentation Guidelines

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.  

 Required Documentation

  1. The following professionals are considered qualified to assess and diagnose learning disabilities: appropriately licensed/certified clinical psychologists, school psychologists, and neuropsychologists. The professional must have expertise in evaluating the impact of the learning disability on the student’s educational performance. All reports should be on letterhead, dated, signed, and include the name, title, and professional credentials of the evaluator.
  1. A psychoeducational report should be current within five years. Documentation should substantiate the need for service based on the student’s current functioning in an educational setting.
  1. A psychoeducational evaluation should include a clinical interview. The student’s developmental, academic, mental, and social history should be investigated and reported. This evaluation must include a comprehensive assessment battery including aptitude, achievement, and processing instruments. 

The following aptitude tests are considered appropriate in the substantiation of a learning disability:  

  • Wechsler Adult Intelligence Scale-IV (WAIS-IV); Wechsler Intelligence Scale for Children-IV (WISC-IV) 
  • Woodcock-Johnson Test Psychoeducational Battery-III: Test of Cognitive Ability 
  • Kaufman Adolescent and Adult Intelligence Test (KAIT) 

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:  

  • Woodcock-Johnson Psychoeducational Battery-III: Tests of Achievement 
  • Wechsler Individual Achievement Test-II (WIAT-III) 
  • Scholastic Abilities Test for Adults (SATA) 

The Wide Range Achievement Test is not a comprehensive measure of achievement and, therefore, is not useful as the sole measure of achievement.   

  1. The impact of the disability should be discussed with particular detail regarding academic requirements. If specific recommendations of accommodations are made, the rationale must relate the accommodation to the functional limitations imposed by the disability.

Medical/Physical/Mobility Documentation Guidelines

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.  

Required Documentation

  1. Documentation should be prepared by a licensed/clinical physician qualified to diagnosis the disability. All documentation must be submitted on the official letterhead of the professional describing the disability. The report should be dated, signed and include the name, title, and professional credentials of the evaluator. 
  2. A current diagnosis with date of diagnosis, date of last visit, and severity of the condition should be included, as well as treatment history and treatment plan. DSS reserves the right to request additional documentation if deemed necessary to provide reasonable and appropriate accommodations. 
  3. The impact of the condition on the individual should be discussed with particular detail regarding academic requirements. Documentation consisting only of a diagnosis, chart notes, and/or prescription pad notations is insufficient. Do not submit handwritten documentation. 
  4. If specific recommendations of accommodations are made, the rationale must relate the accommodation to the functional limitations imposed by the disability. 
  5. What medication(s) does the student take for medical support? Do symptoms persist even with medication? 
  6. In cases of head trauma or medical conditions which affect the brain, a current neuropsychological or psychological evaluation report may allow the student to be accommodated more thoroughly.

Psychological/Psychiatric Documentation Guidelines

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.

Required Documentation

  1. Documentation should be prepared by a licensed/clinical psychologist, psychiatrist, or other professional qualified to diagnosis emotional/mental health disabilities. All documentation must be submitted on the official letterhead of the professional describing the disability. The report should be dated, signed and include the name, title, and professional credentials of the evaluator. 
  2. A current diagnostic code (DSM-IV, IV-R, V), date of diagnosis, date of last visit, and severity of the condition should be included, as well as treatment history and treatment plan. DSS reserves the right to request additional documentation if deemed necessary to provide reasonable and appropriate accommodations. 
  3. The impact of the disorder on the individual should be discussed with particular detail regarding academic requirements. Documentation consisting only of a diagnosis, chart notes, and/or prescription pad notations is insufficient. Do not submit handwritten documentation.
  4. If specific recommendations of accommodations are made, the rationale must relate the accommodation to the functional limitations imposed by the disability. 
  5. What medication(s) does the student take for emotional/mental health support? Do symptoms persist even with medication? 
  6. A current neuropsychological or psychological evaluation report may allow the student to be accommodated more thoroughly.

Visual Impairment Documentation Guidelines

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. 

Required Documentation

  1. Documentation must be provided by an ophthalmologist, optometrist, or other licensed eye care professional. All documentation must be submitted on the official letterhead of the professional describing the disability. The report should be dated, signed and include the name, title, and professional credentials of the evaluator.
  1. Documentation should include a diagnosis and specify best corrected visual acuity and degrees of visual field in each eye. Include the date of diagnosis, date of last visit, and severity of the condition, as well as treatment history and treatment plan.
  1. Describe the impact the impairment has on the individual’s visual ability and the functional limitations it may impose. The impact should be discussed with particular detail regarding academic requirements. Documentation consisting only of a diagnosis, chart notes, and/or prescription pad notations is insufficient. Do not submit handwritten documentation.
  1. If specific recommendations of accommodations are made, the rationale must relate the accommodation to the functional limitations imposed by the disability.
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