Welcome to Jefferson State Community College (JSCC) and the Americans with Disabilities Accommodations Office (ADA Office). The ADA Office staff looks forward to working with you and providing the assistance that will help make your academic career at JSCC more successful and satisfying.
A Disability as Defined by the ADAAA
An individual who:
Adherence to the following procedures insures the best possible service the institution can provide.
The Director of the ADA Office meets individually with a student to discuss accommodations. The student completes a Student Request for ADA Accommodations Application and a Student Responsibility Form. The Director determines reasonable academic accommodation for a student, taking into consideration recommendations from the physician, psychologist or other professional who diagnosed the student’s disability. Accommodations previously used in educational settings with the student will be taken into consideration. Although some students may have similar diagnoses, each student is treated as an individual because accommodations must be tailored to individual needs.
The ADA Office recommends reasonable accommodations by preparing an Accommodation Letter addressed to the instructor of each class for which the student requests accommodations.
An instructor is not obliged to provide accommodations to a student with a disability until he/she receives the ADA Office accommodation letter from the student. In addition, it is the student’s responsibility to discuss scheduling and details of the requested accommodations with his/her instructor(s). If a student delivers an accommodation letter to an instructor within a few days of an assignment or exam, the instructor may not be able to provide the optimal accommodation requested.
Responsibility of the Student
Receiving academic accommodations at Jefferson State is a 4-step procedure:
Students with disabilities must maintain the same responsibility for their education as students who do not have disabilities. This includes maintaining the same academic levels, maintaining appropriate behavior and giving timely notification of any specific needs. As a student with a disability, learn not to be ashamed or embarrassed about having a disability. Asking for assistance is not a sign of weakness or dependence, and use accommodations available to you.
The Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990 (ADA) state that qualified students with disabilities who meet the technical and academic standards at Alabama College System institutions are entitled to reasonable accommodations. Under these laws a disability is defined as any physical or mental impairment which substantially limits a major life activity, a history of such impairment, or the perception of such impairment. Alabama College System institutions do NOT provide disability documentation for students. It is the student’s responsibility to provide appropriate documentation to the college office responsible for handling the request and to request accommodations.
Appropriate documentation is defined as that which meets the following criteria:
Health Condition, Mobility, Hearing, Speech, or Visual Impairment
A letter or report from treating physician, orthopedic specialist, audiologist, speech pathologist, or ophthalmologist (as appropriate), including:
Psychological Disorder
A letter or report from a mental health professional (psychologist, neuropsychologist, psychiatrist, licensed professional counselor) including:
Traumatic Brain Injury (TBI)
A comprehensive evaluation report by a rehabilitation counselor, speech-language pathologist, orthopedic specialist, and/or nueropsychologist (or other specialist as appropriate), including:
Learning Disability (LD)
A comprehensive psychological evaluation report from a clinical psychologist, psychiatrist, neuropsychologist, school psychologist, learning disability specialist, or diagnostician that should include:
Note: High School IEP, 504 Plan, and/or a letter from a physician or other professional are usually not sufficient to document a learning disability.
Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)
A comprehension psychological evaluation report from a physician, psychiatrist, clinical psychologist, neurologist, or nueropsychologist that should include:
Note: High School IEP, 504 Plan, and/or letter from a physician or other professional are usually not sufficient to document ADD or ADHD. Medication cannot be used to imply a diagnosis.
Questions and concerns regarding accommodations and services for students who have a disability should be directed initially to the ADA Office.
At the beginning of each semester, students should give a copy of their Accommodation Letter to the instructor of each class where accommodations need to be made. Students and instructors will discuss the requested accommodations and sign the letter. The student will then return the signed letter to the ADA Office and the instructor will keep a copy. If an agreement cannot be reached, the student should consult with the ADA Office for assistance.
Steps in Conflict Resolution
The College will make every reasonable effort to address a student’s concerns promptly to minimize the effect on course participation.
During the conflict resolution process, the student is entitled to receive all accommodations recommended by the ADA Accommodations Office. It is important that concerns are addressed promptly so that the student’s participation in courses is not affected.
The procedures above refer only to resolving conflicts regarding ADA accommodations. For information regarding other forms of complaints and/or appeals, please refer to the college's Complaint/Appeal Process.
Area | High School | College |
Applicable Laws |
I.D.E.A (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973
Section 504, Rehabilitation Act of 1973, ADA (Americans with Disabilities Act of 1990, Title 11) ADAAA (American with Disabilities Act Amendment Act of 2008)
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I.D.E.A (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973
Section 504, Rehabilitation Act of 1973, ADA (Americans with Disabilities Act of 1990, Title 11) ADAAA (American with Disabilities Act Amendment Act of 2008)
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Required Documentation | I.E.P. (Individual Education Plan); 504 Plan;School provides evaluation at no cost to student. School conducts evaluations at prescribed intervals | Varies depending on the disability; high school I.E.P. and 504 are not sufficient; must include the testing on which the accommodations are based. Student must get evaluation at own expense and student must provide approved documentation, no more than three (3) years old. |
Identification of Disability | Student is identified by the school and is supported by parents and teachers. Primary responsibility for arranging accommodations belongs to the school | Student must self-identify to the office responsible for Disability Services. Primary responsibility for self advocacy and arranging accommodations belongs to the student |
Parental Role | Parent has access to student records and can participate in the accommodation process. Parent advocates for the student. | Parent does not have access to student records without student’s written consent; student must initiate and complete. Student advocates for self and must have frequent contact with their counselor. |
Instruction | Teachers may modify curriculum and/or alter pace of assignments. Frequent use of multi-sensory tools. Weekly testing, mid-term, final, and graded assignments and homework. Attendance taken and reported | Professors are not required to modify curriculum design. Tends to be lecture style; may or may not use multi-sensory approach; labs required for some courses. Testing and assignment frequency varies. Attendance is taken and absences are limited to a specific number of hours; if you exceed this number of hours, you may receive a lower grade. |
Grades and Test | Grades may be modified based on curriculum. | Grades reflect the quality of work submitted; student must request testing accommodations at the beginning of the semester. |
Transportation | School provides transportation at no cost. | Student must arrange transportation. Special transportation service is available through the City of Birmingham. |
Conduct | Disruptive conduct may be accepted. | Disruptive behavior and inability to abide by the institution’s code of conduct are deemed “not qualified” and can be dismissed. |
Most Important Difference | I.D.E.A. is about Success. High School is mandatory and free. | A.D.A. is about Equal Access. Postsecondary is voluntary and the student is responsible for the cost. |
ADAPTIVE EQUIPMENT AVAILABLE
For students who qualify the following equipment/services are available:
ADA Accommodations Office
Computer Adaptive Devices - Jefferson Campus
Learning Success Center
Learning Resource Center-
Computer Adaptive Devices - Shelby Campus
Learning Success Center
Learning Resource Center
Computer Adaptive Devices - Pell City Campus
Learning Success Center
Learning Resource Center
Computer Adaptive Devices - Clanton Campus
Learning Success Center
Learning Resource Center
TTY/TDD
**The College is not required to provide services of a personal nature, including assistance with eating, toileting, or mobility.
Personal Care Assistant Policy
In compliance with the Americans with Disabilities Act of 1990 as amended in 2008 (ADA/ADAAA), Jefferson State Community College recognizes that Personal Care Attendants (PCAs) may be necessary to address the personal needs of a student with a disability for that student to fully participate at the College. Students who require personal care attendant services who wish to have the same independent experience as all other college students are encouraged to hire an impartial PCA. Students who require such services must contact and register with Jefferson State’s ADA Accommodations Office. Jefferson State is committed to reviewing all requests for reasonable accommodations on a case-by-case basis.
The College does not provide personal care assistants to assist with eating, toileting, or dressing, nor does it assume coordination or financial responsibilities for personal attendant services. An otherwise qualified student with a disability who requires personal attendant services is responsible for making arrangements to provide for his/her own personal care attendant service. Individuals who serve as a personal care assistant must abide by Jefferson State’s Code of Student Conduct.
Definitions
Audio Taping of Class Lecture Agreement
The ADA Office, where appropriate, and subject to the approval of the Dean of the student’s School or College, may recommend that a student with a qualifying disability be permitted to audiotape class lectures as a form of academic accommodation. Use of the accommodation of audio taping class lectures is subject to the following conditions: