ADA / Disability Services

Americans with Disabilities Act

The Americans with Disabilities Act of 1990 (ADA) is the civil rights guarantee for persons with disabilities in the United States. It provides protection from discrimination for individuals on the basis of disability. The ADA extends civil rights protections for people with disabilities to employment in the public and private sectors, transportation, public accommodations, services provided by state and local government, and telecommunication relay services.

Appropriate accommodations for students with disabilities are mandated for making modifications as needed in policies, practices, and procedures and for assuring accessibility of examinations and courses. This includes all aspects of academic and nonacademic activities including admissions and recruitment, admission to programs, academic adjustments, financial assistance, and counseling.

Any student wishing to be considered for classroom accommodations must see the Student Support Counselor in Student Services and submit the Student Disability Accommodations Request and Release.

Disability Guide

Differences Between High School and College Disability Services

There is no Special Education at the college level. Educational rights covered by IDEA (Individuals with Disabilities Act) do not apply to postsecondary education. Colleges must comply with ADA (Americans with Disabilities Act), Section 504 of the Rehabilitation Act and the civil Rights Restoration Act. College students have civil rights, but no “education” rights.

Postsecondary institutions are required to:

Make all programs and services physically
accessible to all students
Provide auxiliary aids, notetakers, and appropriate equipment to ensure the participation of students with disabilities in college classes and activities
Accommodate the academic participation of qualified students with disabilities in college classes and activities

Postsecondary institutions are not required to:

Provide specific auxiliary aids as long as the college provides a method of assistance that allows equal opportunity
Provide academic modifications if these modifications would fundamentally alter the nature of the course or program or place undue burden on the institution
Lower admission criteria for applicants with disabilities
Diagnose a disability or conduct testing and assessment of learning difficulties, physical, or mental impairments
Provide personal attendants
Provide personal or private tutors
Prepare “Individualized Education Programs” (IEP’s)

Differences in Policies and Procedures

High School	College
The school is responsible for identifying students with disabilities	The student must self-identify or disclose his/her disability
The school must provide the assessment of disability, classify disability, and involve parents	The student must provide documentation of his/her disability to the designated office
School staff will discuss academic progress with parents or legal guardians	The student is considered an adult with privacy and confidentiality protections. Staff cannot talk with parents or legal guardians about the student’s academic progress
The school must develop an Individualized Educational Program (IEP)	The student must request specific accommodations and provide supporting evidence through documentation
The school must provide a free and appropriate education including modified program and appropriate related services	The student must act as independent adults to activate and obtain accommodations and structure weekly schedules
The school must coordinate the provision of all services, monitor progress, and evaluate results	The college must provide reasonable accommodations for students who qualify

Differences in Courses

High School	College
Class attendance is mandatory and monitored carefully	Students are expected to follow the instructors attendance policy as stated in the syllabus
Teachers will usually approach students who are having academic difficulties	Students are responsible to ask the instructor for help
Teachers remind students of assignment due dates	Students are responsible for keeping track of their projects, assignments, and tests dates
Teachers will provide students with missed information when they are absent	Students must approach their instructors for information they missed when absent
Teachers many times will provide extra credit assignments to help students raise their grades	Extra credit assignments are not usually given
Make up tests are usually available	Make up tests may not be an option
Teachers present information to help the student understand the textbook	Instructors may not follow the textbook, but lectures enhance the topic

Differences in Accommodations

High School	College
Services include individually designed instruction, modifications, and accommodations based on the IEP	Reasonable accommodations may be made to provide equal access and participation
Modifications that change course outcomes may be offered based on the IEP	The college is not required to lower or effect substantial modifications to essential requirements.
Appropriate accommodations are determined by the student’s Individualized Educational Plan (IEP)	Appropriate accommodations must be determined based on the student’s disability documentation, and individual need

Differences in Parent’s or Legal Guardian’s Role

High School	College
Legal guidance is provided by IDEA	Legal guidance is provided by Section 504 and ADA
Parents must ensure that their child attends school until the age of 16	Parents are not required to send child to college
Periodic progress reports are given to parents	No progress reports will be given to parents
Teachers are free to approach parents without consent from student to discuss student’s progress	Without a release of information signed by the student (FERPA) the teacher legally cannot include the parents in any part of the educational process
The parent is the student’s legal guardian	In college the student is considered to be his/her own legal guardian unless there is a court order to the contrary
he parent is expected to advocate for the student	The student is expected to advocate on his/her own behalf and self-disclose to the office of disabilities

+
Student Disability Accommodations Request & Release
First Name(Required)

Last Name(Required)

ECC Student ID Number(Required)

Email(Required)
Due to the confidential nature of information within this form, only use your school email address.
Enter Email Confirm Email

Street Address(Required)

City(Required)

State(Required)
Zip Code(Required)

Phone Number(Required)

Program of Study(Required)
Other Program of Study

Basis for Request(Required)
Select all that apply.
Learning Disability
Blindness/Visual Impairment
Deafness/Hearing Impairment
Attention Deficit/Hyperactivity Disorder(s)
Chronic Health
Mobility
Psychological Disorder(s)
Autism Spectrum Disorder
Other
Food Allergy
Please explain the nature of your impairment.(Required)
This is to specify what your disability actually is (i.e. its name) You will describe how it is impacting your life in another section of this form.
Academic Impact and Limitations(Required)
In as much detail as possible, please describe how your impairment currently impacts and substantially limits your ability in the academic or campus setting.
Life Effect(Required)
In as much detail as possible, please describe how your impairment has affected your life outside of school in the past.
Past Accommodations(Required)
Please list any accommodations you may have received in the past.
Accommodations Request(Required)
Please list the accommodations you are requesting at Edgecombe Community College.
Acknowledgement of terms(Required)
I understand that any accommodations provided will be appropriate, provided on an individualized basis, and will be determined by the college. These terms are outlined in the Guide for Students with Disabilities. If you do not have a copy and would like one, please come by the disability office and one will be provided for you. I authorize the Disability Services Office to disclose information regarding my disability and need for accommodations to Edgecombe Community College faculty and/or staff members.
Documentation(Required)
I understand that it is my responsibility to provide current documentation of my disability to the Student Support Counselor. Documentation has two main purposes: to establish that individuals have a disability and to describe and document the functional impact of the disability for use in establishing the need for and design of accommodations. A school plan such as an Individualized Educational Plan (IEP) or a 504 Plan is insufficient documentation. Documentation is used to evaluate requests for reasonable accommodations and/or auxiliary aids. The evaluation process includes the impact of the documentation on the goals and standards of the program, course, and/or activity. The use or release of this information is limited to purposes directly connected with my educational program.
Contact(Required)
I understand that if I have questions regarding proper documentation of my request for accommodations, I should contact the Student Support Counselor at (252) 618-6527. I understand that once documentation is received and reviewed, a determination regarding my request for accommodations will be made.
CAPTCHA
+
Contact
Teresa Bottoms
Student Services Counselor
Office 172, McIntyre Building, Tarboro campus
bottomst@edgecombe.edu
(252) 618-6527

Current Students Student Support