Information for Students

Specific Services Available - How to use:

What is The Accessibility Office Mission Statement?

Our mission is to assist in securing access to an equal education at Bucks for students with disabilities that impact on their learning; to encourage an environment of acceptance by removing barriers and addressing attitudes.

The Accessibility Office (TAO) is located in the Student Services Office in the Rollins Building. Below, you will find the contact information for TAO.

The Accessibility Office
Newtown Campus
275 Swamp Road
Rollins Building • Room 001
Newtown, PA 18940
Phone: (215) 968-8182
Fax: (215) 968-8383
E-mail: accessibility@bucks.edu

For appointments at the Lower Bucks and Upper Bucks Campuses, a TAO staff member will be more than happy to schedule an appointment to meet with a student or faculty member. Students or faculty members will want to schedule an appointment to have a TAO representative meet them at a preferred time, in advance, by calling (215) 968-8182 or emailing accessibility@bucks.edu.

Legal Definitions Regarding "Person with a Disability"

The Americans with Disabilities Act (ADA)

An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered (U.S. Department of Justice, 2009).

Section 504 of the Rehabilitation Act of 1973 (Section 504)

Section 504 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service (U.S. Department of Justice, 2009).

Section 508 of the Rehabilitation Act of 1973 (Section 508)

Section 508 establishes requirements for electronic and information technology developed, maintained, procured, or used by the Federal government. Section 508 requires Federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public (U.S. Department of Justice, 2009).

Additional Information

Bucks County Community College recognizes that anyone with a documented physical or mental impairment that substantially limits one or more major life activities qualifies for services as supported by the Accessibility Office. Major life activities include examples as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Some of the most common areas of documented disabilities are vision impairments, hearing impairments, ADD/ADHD, specific learning disabilities, physical disabilities, psychological disabilities, mobility impairments, and neurological impairments. A person is considered to be a person with a disability if they have a disability, has a record of a disability, or is regarded as having a disability.

Reference: U.S. Department of Justice. (2009, July). A Guide to Disability Rights Laws. In Civil Rights Division: Disability Rights Section. Retrieved September 29, 2016, from https://www.ada.gov/cguide.htm

A "person with a disability" is anyone with a physical or mental impairment that substantially limits one or more major life activities, such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.

In addition to those people who have visible disabilities-persons who are blind, deaf, or use a wheelchair - the definition includes people with a range of invisible disabilities. These include psychological, learning, and other neurological disabilities, as well as chronic health impairments such as epilepsy, diabetes, arthritis, cancer, cardiac conditions, HIV/AIDS, and more. (Documentation of the disability may be required.)

A person is considered to be a person with a disability if he/she has a disability, has a record of a disability, or is regarded as having a disability.

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Differences Between High School and College Accommodations for Students with Disabilities

Applicable Laws
High SchoolCollege
I.D.E.A. (Individuals with Disabilities Education Act) A.D.A. (Americans with Disabilities Act of 1990)
Section 504, Rehabilitation Act of 1973 Section 504, Rehabilitation Act of 1973
I.D.E.A. is about SUCCESS A.D.A. is about ACCESS
Required Documentation
High SchoolCollege
I.E.P. (Individualized Education Plan and/or 504 Plan High School I.E.P. and 504 are not sufficient. Documentation guidelines specify information needed for each category of disability.
School provides evaluation at no cost to student Student must get evaluation at own expense
Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations
Self-Advocacy
High SchoolCollege
Student is identified by the school and is supported by parents and teachers Student must self-identify to the Office of Disability Services
Primary responsibility for arranging accommodations belongs to the school Primary responsibility for self-advocacy and arranging accommodations belongs to the student
Teachers approach you if they believe you need assistance Professors are usually open and helpful, but most expect you to initiate contact if you need assistance
Parental Role
High SchoolCollege
Parent has access to student records and can participate in the accommodation process Parent does not have access to student records without student’s written consent
Parent advocates for student Student advocates for self
Instruction
High SchoolCollege
Teachers may modify curriculum and/or alter pace of assignments Professors are not required to modify curriculum design or alter assignment deadlines
You are expected to read short assignments that are then discussed, and often re-taught, in class You are assigned substantial amounts of reading and writing which may not be directly addressed in class
You seldom need to read anything more than once, and sometimes listening in class is enough You need to review class notes and text material regularly
Grades and Tests
High SchoolCollege
I.E.P. or 504 plan may include modifications to test format and/or grading Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when supported by disability documentation.
Testing is frequent and covers small amounts of material Testing is usually infrequent and may be cumulative, covering large amounts of material
Makeup tests are often available Makeup tests are seldom an option; if they are, you need to request them
Teachers often take time to remind you of assignments and due dates Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded
Study Responsibilities
High SchoolCollege
Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan Tutoring DOES NOT fall under Disability Services. Students with disabilities must seek out tutoring resources as they are available to all students.
Your time and assignments are structured by others You manage your own time and complete assignments independently
You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation You need to study at least 2 to 3 hours outside of class for each hour in class

Differences Between High School and College Accommodations for Students
Reference:
West Chester University. (2016). Differences Between High School and College Accommodations for Students with Disabilities. In Vice Provost Home. Retrieved October 3, 2016, from https://www.wcupa.edu/viceProvost/ussss/ossd/documents/Differences_Between_HS_and_College_for_Students_with_Disabilities.pdf

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What Documentation of Disability do I need to provide?

Documentation of a student’s disability may be required to determine if a student is eligible for services including accommodations. Appropriate documentation must have the following components:

  • An Evaluation or Reevaluation Report (ER or RR), including diagnostic and testing information from the student’s school district.
  • An Individualized Education Plan (IEP) or 504 Plan, including a history of accommodations provided by the school district to the student. Please note that not all existing accommodations or modifications from K-12 education settings may not apply to the higher education setting.
  • A Neuro-psychoeducational Evaluation or Psychoeducation Evaluation Report from a licensed Psychiatrist.
  • A letter provided by a licensed and credentialed professional, unrelated to the student on the practitioner’s letterhead describing the disability, diagnosis, and state license number. The letter provided by the licensed professional must explain the ways the disability affects the students functioning in a learning environment and include recommendations for possible accommodations.
  • A complete Bucks County Community College Verification Form completed by a licensed and credentialed professional, unrelated to the student.

Questions about documentation are invited and should be directed to the TAO staff. Staff may be able to provide referral to sources outside the College for appropriate evaluations. These entities have no affiliation with the college.

Students should be prepared to provide appropriate documentation in order to determine eligibility for services through TAO. Specific documentation guidelines are available here:

Attention Deficit Disorder (ADD) or Attention Deficit • Hyperactivity Disorder (AD•HD)

  1. A clinical history of ADD or AD•HD
  2. Symptoms of inattentiveness and/or impulsivity and hyperactivity determined through the administration of objective measurements of attention and/or ADD or AD•HD Rating Scales or Checklists
  3. Functional impairment in one or more settings, including educational
  4. Functional limitations affecting some important life skills, including academic functioning
  5. Exclusion of alternative diagnoses and
  6. Summary and recommendations

ADD-ADHD Verification Form

Autism Spectrum Disorder (ADS)

  1. A clinical history of ASD
  2. Symptoms involving social interaction and nonverbal communication, sensitivity to sensory input, fixated interests, and/or repetitive behaviors and adherence to routines determined through the administration of autism-specific behavioral evaluations
  3. Functional limitations affecting an important life skill (academic, social, or occupational)
  4. Assessment of global intellectual functioning and current academic functioning as measured by aptitude and achievement tests respectively
  5. Exclusion of alternative diagnoses and
  6. Summary and recommendations

ASD Verification Form

Deaf and Hard of Hearing Impairments

  1. Evidence of current deaf and hard of hearing impairment
  2. Functional impairment affecting an important life skill, including academic functioning
  3. History of use of hearing devices or assistive technology related to deaf and hard of hearing impairment
  4. Summary and recommendations

Deaf & Hard of Hearing Verification Form

Specific Learning Disabilities

  1. Persistent learning difficulties and academic performance below expectations as measured by objective and statistically sound assessments of aptitude and achievement
  2. Educational history of learning difficulties
  3. Functional limitations affecting an important life skill, including academic functioning
  4. Exclusion of alternative diagnoses or attributing factors
  5. Summary and recommendations

Learning Disability Verification Form

Mobility and Upper Extremity Impairments

  1. Evidence of current mobility or upper extremity impairment
  2. Functional impairment affecting an important life skill, including academic functioning
  3. History relevant to current mobility or upper extremity impairment, including use of assistive or adaptive technology
  4. Summary and recommendations

Mobility & Upper Extremity Verification Form

Neurological Disorders

    1. Evidence of current neurological impairment
    2. Functional impairment affecting an important life skill, including academic functioning
    3. Symptoms and functional impairment attributed to neurological disorder determined through the administration of a neurological diagnostic test and/or a neuropsychological evaluation
    4. Exclusion of alternative diagnoses
    5. History relevant to current neurological impairment
    6. Summary and recommendations

Neurological Disorders Verification Form

Physical Health Disorders

      1. Evidence of current physical health impairment
      2. Functional impairment affecting an important life skill, including academic functioning
      3. Exclusion of alternative diagnoses
      4. History relevant to current physical health impairment
      5. Summary and recommendations

Physical Health Disorders Verification Form

Psychological Disorders

      1. Evidence of current psychological disorder
      2. Exclusion of alternative diagnoses
      3. Functional limitations affecting an important life skill, including academic functioning
      4. History relevant to current psychological disorder
      5. Summary and recommendations

Psychological Disorders Verification Form

Vision Impairments

      1. Evidence of current vision impairment
      2. Functional impairment affecting an important life skill, including academic functioning
      3. History of use of visual aids or assistive technology related to vision impairment
      4. Summary and recommendations

Vision Impairments Verification Form

Verification of Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) or hospital discharge forms are not considered appropriate documentation to receive accommodations for credit and noncredit courses at Bucks County Community College. Students are encouraged to consult with TAO staff if there are any questions regarding this documentation.

All documentation is kept confidential in the Accessibility Office and will not be shown to anyone without the student's written permission. A Request for Academic Accommodations is available at each campus, at the link below, and from any TAO staff person.

Request for Academic Adjustments

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Academic Adjustments that may be available depending on eligibility through TAO

All accommodations at Bucks County Community College are available on a case by case basis. Accommodations are provided to students based on individual needs, diagnosis, conditions and documentation provided to TAO staff. It is the responsibility of the student to make the request for accommodations.

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How Do I Request Academic Adjustments?

The student is required to make the initial contact and request accommodations with the Accessibility Office. In order to make an intake appointment to receive accommodations at Bucks County Community College, the student is encouraged to call (215) 968-8182, email accessibility@bucks.edu or stop by the Accessibility Office in the Student Services Center, on the first floor of the Rollins Center. TAO staff members work as a team and will help all students as requested. For a student to receive accommodations at Bucks County Community College, the student is required to register with TAO, provide documentation of their disability(s) and have accommodations approved by a TAO staff member. Faculty are not required to provide accommodations upon student request without a Faculty Memo from TAO staff.

Students need to follow these steps after their intake appointment:

  1. The student will speak with and provide appropriate documentation of diagnosed disability and need for Accommodations to a Learning Disability Specialist in the Accessibility Office.
  2. The student will complete the Request for Academic Accommodations after they register for classes or at least two weeks before classes begin.
    1. Late requests will be handled as they are received.
    2. TAO staff will tell you if your request is accepted or denied and the reason why.
  3. Faculty Memos will be provided to the student by TAO, via the student’s Bucks email address, stating the Accommodations for which you are eligible and how to provide them.
  4. Students should meet with their instructors during the first week of classes and
    1. Give the Instructor the Faculty Memo via their Bucks email to ensure that the professor has received an official communication from the students
    2. Discuss the Accommodations on the form with the Instructor
    3. Accommodations do not go into effect until the faculty memo is provided to the instructor
    4. Accommodations are not retroactive
      1. Accommodations are provided to the students in classes once the instructor is provided with a copy of the faculty memo.
      2. It is the responsibility of the student to communicate with the professor as soon as possible about their accommodations and provide them with the faculty memo.
  5. Students are urged to contact TAO Staff at any time, especially if Accommodations are not being provided.
  6. You are required to complete the Request for Academic Adjustments every semester. Requests do not automatically carry over to the next semester.

Accommodations work best when planned well in advance. While all requests will be considered as received by the TAO staff, please note that late requests may result in delayed processing of accommodations. We strongly encourage students to follow this time line:

Incoming Students

For Fall Incoming Students:

  • Complete Intake Interview with TAO by the middle of May
  • Complete and submit the Request for Accommodations by the middle of July

For Spring Incoming Students:

  • Complete Intake Interview with TAO by the middle of October
  • Complete and submit the Request for Accommodations by the middle of December

For Summer Incoming Students:

  • Complete Intake Interview with TAO by the middle of March
  • Complete and submit the Request for Accommodations by the middle of April

Request for Academic Adjustments

Returning Students

For Fall Returning Students:

  • Complete and submit the Request for Accommodations via Bucks email by the middle of July

For Spring Returning Students:

  • Complete and submit the Request for Accommodations via Bucks email by the middle of December

For Summer Returning Students:

  • Complete and submit the Request for Accommodations via Bucks email by the middle of April

Request for Academic Adjustments

Important Reminders:

  • Instructors are required to comply with college policies regarding accommodating students who follow this process.
  • Instructors are not required to make accommodations without a Memo from TAO.
  • Communicating with your instructor regularly often helps to create a positive relationship for working together.
  • Consider contacting your professors even before the semester starts.
  • Contact TAO if there are any questions or concerns during the semester.
  • The TAO staff will not discuss a student’s disability with an instructor unless the student provides us with permission.

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I am a Guest Student-How Do I Receive Academic Adjustments?

As a guest student, Bucks County Community College will honor the accommodations that have been put into place and approved by the student’s home school (institution of higher education).  The student is required to make the initial contact and request accommodations with the Accessibility Office.  In order to make an intake appointment to receive accommodations at Bucks County Community College as a guest student, the student is encouraged to call (215) 968-8182, email accessibility@bucks.edu or stop by the Accessibility Office in the Student Services Center, on the first floor of the Rollins Center.  TAO staff members work as a team and will help all students as requested.  For a student to receive accommodations at Bucks County Community College, the student is required to register with TAO, provide a copy of their current classroom accommodations to be confirmed and approved by a TAO staff member.  Faculty are not required to provide accommodations upon student request without a Faculty Memo from TAO staff.

Students need to follow these steps after their intake appointment:

    1. The student will speak with and provide a copy of their faculty memo from the student’s home school to a Learning Disability Specialist in the Accessibility Office during an intake appointment.
    2. The student will complete the Request for Academic Accommodations after they register for classes or at least two weeks before classes begin.
      1. Late requests will be handled as they are received.
      2. TAO staff will tell you if your request is accepted or denied and the reason why.
    3. Faculty Memos will be provided to the student by TAO, via the student’s Bucks email address, stating the Accommodations for which you are eligible and how to provide them.
    4. Students should meet with their instructors during the first week of classes and
      1. Give the Instructor the Faculty Memo via their Bucks email to ensure that the professor has received an official communication from the students
      2. Discuss the Accommodations on the form with the Instructor
      3. Accommodations do not go into effect until the faculty memo is provided to the instructor
      4. Accommodations are not retroactive
        1. Accommodations are provided to the students in classes once the instructor is provided with a copy of the faculty memo. 
        2. It is the responsibility of the student to communicate with the professor as soon as possible about their accommodations and provide them with the faculty memo.
      5. Students are urged to contact TAO Staff at any time, especially if Accommodations are not being provided.
      6. You are required to complete the Request for Academic Adjustments Requests do not automatically carry over from the student’s home school.

Request for Academic Adjustments

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How and When do I Appeal for Academic Adjustments?

At Bucks County Community College, the Accessibility Office (TAO) is responsible for determining student’s eligibility for accommodations and recommending reasonable accommodations based on a student’s specific diagnosis, provided documentation, legal guidelines.  Students who are denied an accommodation by TAO or do not receive a TAO approved accommodation from an instructor may be eligible to appeal.  The student may appeal to TAO or to the instructor if TAO had previously approved the requested accommodations.  This appeal process is available to every student after a written request for academic adjustments is denied by TAO staff or by the Instructor.  You can download the steps and Academic Adjustment Appeal Form here.

Appeal for Denial of Academic Accommodations

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Students Rights and Responsibilities:

Students have the Right to:

  • Students at Bucks County Community College have the right to a full and equal access to courses, programs, services, activities, and facilities offered through the college.
  • Students at Bucks County Community College have the right to an equal opportunity to learn.
  • Students at Bucks County Community College have the right to receive reasonable academic adjustments, auxiliary aids, and/or services to ensure equal access related to their specific documented disability.
  • Students at Bucks County Community College have the right to confidentiality of all information regarding the student’s documented disability, except as disclosures are required or permitted by law will not be shared outside of the Accessibility Office at Bucks County Community College.
  • Students at Bucks County Community College have the right to all information in accessible formats.
  • Students at Bucks County Community College have the right to file a grievance if accommodations are not provided or approved.

 The Student is Responsible for:

  • The student needs to meet qualifications and maintain essential institutional standards for courses, programs, services, jobs, activities, and facilities where they participate under the requirements set forth by Bucks County Community College.
  • The student must willingly, self-identify as an individual with a disability when an academic accommodation, auxiliary aids and/or service is needed for participation in courses, programs, services, jobs, activities, and facilities at Bucks County Community College.
  • The student must willingly, register with the Accessibility Office and work with a TAO staff member to obtain accommodations for participation in courses, programs, services, jobs, activities, and facilities at Bucks County Community College.
  • It is the responsibility of the student to seek information and assistance as necessary in a timely manner as a delay in seeking assistance may result in a delay of accommodations being provided.
  • It is the responsibility of the student to provide documentation, from an appropriate medical professional, detailing how the documented disability limits the student’s participation in courses, programs, services, jobs, activities, and facilities at Bucks County Community College.
  • It is the responsibility of the student to inquire about and follow the documented accessibility procedures for obtaining reasonable academic adjustments, auxiliary aids, and/or services at Bucks County Community College.
  • It is the responsibility of the student to meet with a Learning Specialist in the Accessibility Office to request or change accommodations.
  • It is the responsibility of the student to submit a Request for Academic Accommodations or other appropriate request forms to the Accessibility Office every semester so that appropriate academic adjustments, auxiliary aids, and/or services can be made in a timely manner.
  • It is the responsibility of the student to notify the Accessibility Office if accommodations are not being provided after communicating with the instructor or if there are any specific problems with auxiliary aids and/or service is needed for participation in courses, programs, services, jobs, activities, and facilities at Bucks County Community College.

 Bucks County Community College has the Right to:

  • Bucks County Community College has the right to enact standards for courses, programs, services, establish essential functions, abilities, skills, knowledge and activities or facilities and to evaluate individuals with disabilities on this basis.
  • Bucks County Community College has the right to determine the appropriate standards in developing, constructing, remodeling and maintaining facilities.
  • Bucks County Community College has the right to request and receive, through the Accessibility Office, current documentation that confirms documented disability status and supports requests for academic adjustments; auxiliary aids, and/or services requested by any individual student.
  • Bucks County Community College has the right to deny a request for academic adjustments, auxiliary aids and/or services if the documentation demonstrates that the request is not warranted, or if the individual fails to provide appropriate documentation.
  • Bucks County Community College has the right to select among and provide equally effective academic adjustments, auxiliary aids, and/or services.
  • Bucks County Community College has the right to refuse unreasonable academic adjustments, auxiliary aids, and/or services that impose a fundamental alteration to a program or activity of the college.

 Bucks County Community College is Responsible for:

  • Bucks County Community College is responsible for providing information to students with disabilities in accessible formats upon request.
  • Bucks County Community College is responsible to ensure that courses, programs, services, jobs, activities, and facilities, when viewed in their entirety, are available and usable in the most integrated and appropriate settings.
  • Bucks County Community College is responsible provide or arrange reasonable academic adjustments, auxiliary aids, and/or services for students with documented disabilities in courses.
  • Bucks County Community College is responsible respond to requests in a timely manner.
  • Bucks County Community College is responsible maintain appropriate confidentiality of records and communications and disclose only when permitted by law or by appropriate written request.

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Financial Aid & Scholarships:

Financial Aid

For information about federal and state financial aid, based on income eligibility,  or questions regarding your financial aid status, contact the Financial Aid Department. You can find information at their website or by calling 215.968.8200. The offices are located on the first floor of the Linksz Pavillion. All questions about Financial Aid should be directed to them.

Scholarship Information

There is money “out there”, scholarships, grants, and other forms of assistance, just waiting for you to apply.  While there are sources that are specifically for those with disabilities, check on-line those that are also based on a student’s program of study, future goals, cultural factors, etc.

About scholarships, know that they are always changing, new ones created and old ones go away. It  is a challenge to keep up with what is current but it can be very worth your time. Below is a list of sites and sources of which the Accessibility Office Office is most familiar.  Go ahead and Google “college scholarships/financial aid”, then “college scholarships for students with disabilities”. Read the applications and qualifications to see if you might be eligible.  

 Remember to check the Bucks Foundation Website for many scholarships including at least three disability-related ones, offered in Jun/July annually. The same web site also lists Legacy scholarships, some with a disability focus, others open to anyone, in the spring each year.. Explore them all!

We wish you well in your search!

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How to request  accessible alternative texts

The Accessibility Office acquires accessible alternative texts in different ways. Most texts are acquired through the Alternative Media Access Center (AMAC). Here is the process for requesting your textbooks in alternative formats:

  1. Speak to a TAO staff who can approve that you are eligible for this service.
  2. Go to the bookstore page link. Search for your courses and section and find your text book information. Here is the link: Bookstore
    Note: If the bookstore does not have the information on their page yet contact the academic department that offers each of your courses. They will be glad to provide you with the same information.
  3. Be sure to get all of the following information: Title, Author, Edition, ISBN #, Publisher (this is not on the bookstore page; please Google the book for publisher information), and Course Instructor
    Note: If the bookstore page link is not current contact the academic department that offers your course(s).
  4. Complete the Request-Agreement Alternative Text Format
    1. Include all books on one form if possible. Remember to enter the 7-Digit Course Number on the form (for example, BIOL115), and enter the 2- or 3-Digit Section Number (for example, E59 or ND). Incomplete forms slow the process.
    2. Return form to Penny.Gray@bucks.edu, or fax to 215-968-8033(fax).
  5. Read carefully and complete by initialing and signing the AMAC Student Participation Agreement.
    1. You can initial it by typing in your initials and your name at the end.
  6. Purchase the hard copy of your texts and provide a copy of the receipt to TAO Office at Bucks County Community College.
    1. The text must be purchased by the beginning of the semester and is a requirement of publishers and e-text resources in order to acquire the alternative format.

More resources for users of alternative format books

The Accessibility Office is happy to share information about other resources for accessible books, needed for study or pleasure, that can be accessed directly by the user. Resources are changing frequently. It is recommended that users try all resources available. Please note that this short list is not meant to include all options.

Learning Ally, previously known as Recordings For the Blind & Dyslexic

Learning Ally also produces textbooks in audio format  They describe themselves as having "the world’s largest digital library of accessible audio textbooks narrated by real people – not computers".  Narrators include professionals in the content field: people who can explain every picture, diagram and chart. Learning Ally e-books can be used on a wide range of devices, from PCs to portable devices, such as the iPod touch, iPhone, and iPad.

Membership is $99 per year, and includes unlimited access to the full library. www.learningally.org  

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Interpreter Services

Interpreter Services may be provided when a student follows the instructions listed for Requesting Academic Adjustments in a timely fashion.

  • Students who need interpreter services are urged to register as early as possible, with the help of Accessibility Office if needed, in order for Accessibility Office to secure the interpreter(s) needed;
  • Late requests will be honored as soon as possible and will depend on availability of staff to respond at that time;
  • Note that finding interpreters depends on their availability; schedules are often set over a month in advance;
  • Students who use interpreters must follow the Accessibility Office guidelines regarding a student's responsibility in using interpreters. A copy of these guidelines will be provided to every deaf student. If you have not received one, request one immediately.
  • Services may be canceled if a student does not follow the guidelines and communicate with Accessibility Office.

NOTE: Accessibility Office makes an effort to respond to students' requests for specific interpreters but cannot guarantee such requests will be fulfilled. Interpreter availability depends on many factors. We encourage students to discuss this with us.

The Consequences of misuse and abuse of Interpreting Services:

  • Interpreter services may be discontinued if a student has excessive absences from class, calls to cancel services frequently, or otherwise misuses the services.  Accessibility Office will attempt to meet with such students before deciding to end services.
  • The interpreter will be re-assigned to another class if a student is more than 10 minutes late. The interpreter will leave class and may be sent to another assignment. If a student is late, contact Accessibility Office and the Interpreter.

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Did you find this information to be helpful? 

We'd like to know what you think. If you have any thoughts or suggestions--please e-mail the Accessibility Office