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Center for Student Success

Accommodations Should:

  • Allow a student with a disability equal participation in and benefit from all programs and activities
  • Level the playing field to avoid penalizing for disability-related factors
  • Make it possible for an instructor to fairly evaluate the student's understanding of the material.

Accommodations Should Not:

  • Fundamentally alter the essential objectives of an academic program, curriculum or course, or lower the standards
  • Threaten the safety or health of self or others
  • Cause an undue financial hardship to the College
  • Cross the line between accommodations and personal devices or services

Policy Statement

Accommodations for Students with Disabilities

Process for acquiring accommodations

It is important to contact a CSS professional prior to the start of the semester in order to receive accommodations in a timely manner. While we will make every effort to coordinate accommodations in a timely manner, failure to self-identify prior to the start of the semester may delay notification to instructors and timeliness of acquiring accommodations. Accommodations do not automatically carry over to the next semester.

Step 1

Go through The New Student Checklist

Step 2

Drop off, mail, or fax a copy of your disability documentation
(doctor's note, 504 Plan, etc.) to the Center for Student Success

Step 3

Schedule a meeting with Monica Bouman, CSS Director

Step 4

Contact a CSS professional with
questions or concerns as they arise

How will accommodations be different from high school?


  • Applicable law is Americans with Disabilities Act (ADA) and Section 504 and 508 of the Rehabilitation Act
  • ADA is about access
  • No fundamental modifications are required, only accommodations (ex. assignments cannot be changed and deadlines cannot be extended)
  • Students must self-identify
  • The student must obtain evaluation at their own expense
  • Primary responsibility for self-advocacy and arranging accommodations belongs to the student
  • Parent does not have access to student educational records without signed student consent
  • Student advocates for themselves
  • Classes meet 1, 2, 3, or 4 times a week
  • Classes are held in different buildings/locations
  • Students must make arrangements for support services

High School

  • Applicable law is Individuals with Disabilities Act (IDEA)
  • IDEA is about success
  • Fundamental modifications of programs and curricula are required (ex. changing assignments or deadlines)
  • The school district is responsible for identifying a student's disability
  • The school provides free evaluations
  • Primary responsibility for arranging modifications belongs to the school
  • Parent has access to student records and can participate in the IEP process
  • Parent advocates for the student
  • Classes meet daily
  • Classes are generally held in the same building
  • Guidance counselors or other staff schedule support services for students

Helpful Resources for Students with Disabilities