This document summarizes the disability support services provided by the Houston Community College System. It outlines services available to students with disabilities including assistance with admissions, financial aid, orientation, note-taking, adaptive technology, and non-discrimination policies. Accommodations are available for standardized tests, classes, and specific disabilities such as learning disabilities, ADHD, visual and hearing impairments. Students must register with the Disability Support Services Office to receive accommodations and services.
This document provides an overview of accommodations for students with disabilities at Houston Community College. It discusses the relevant laws like the Americans with Disabilities Act and examples of common accommodations. The process for students to obtain accommodation letters is described. It notes that students must provide accommodation letters to instructors and that letters are specific to each semester. It addresses accommodations for distance education courses and provides reminders and answers frequently asked questions for instructors regarding working with students who need accommodations.
The document is a student handbook for Houston Community College's Ability Services that provides services and accommodations for students with disabilities. It summarizes the following key points:
1) Ability Services offers various services to assist students with disabilities including accommodations for placement tests, notetakers, adaptive technology, and ensuring non-discrimination.
2) It outlines services available for different types of disabilities including learning disabilities, visual impairments, and deaf/hard of hearing students.
3) The handbook provides guidance on financial aid, orientation, evacuation procedures, and maintaining confidentiality for students with disabilities.
The document summarizes the policies and procedures of the Disability Services Office at Rollins College. It provides information on how to apply for accommodations, student and faculty rights and responsibilities, the accommodation process, common accommodations provided like note-takers, testing accommodations, and contact information for the office.
Federal regulations require Houston Community College to monitor the academic progress of all students receiving financial aid. Students must maintain a minimum 2.0 GPA, complete 67% of attempted credit hours, and complete their degree within 150% of the required credit hours. Students who do not meet these standards will be placed on financial aid warning or suspension and risk losing their eligibility for aid. Appeals for reinstatement of aid are allowed only for mitigating circumstances and require an academic plan.
This document summarizes the key protections and responsibilities around disability services in postsecondary education under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It notes that both laws prohibit discrimination based on disability and require schools to provide reasonable accommodations. However, students must self-disclose their disability, provide documentation, and request accommodations to receive services. Schools are not obligated to provide accommodations that constitute a fundamental alteration or undue burden. The document provides examples of common accommodations and distinguishes these from services schools are not required to provide.
The document is a handbook from the Disability Resource Center (DRC) at Utah State University that provides information about the services and policies of the DRC. It outlines the purpose, mission, and goals of the DRC which are to ensure qualified students with disabilities have equal access to university programs and activities as required by law. It describes the process for students to register with the DRC including completing an application, providing disability documentation, and determining eligibility and reasonable accommodations. The handbook provides answers to frequently asked questions and an index of topics covered.
What can teacher education itself do to encourage inclusion? Scottish Teacher...GTC Scotland
The document discusses issues around inclusion of students with disabilities in initial teacher education (ITE) programs in Scotland. It notes that universities have varying levels of expertise in supporting students with disabilities and there is sometimes a lack of communication between universities and partner schools about students' needs. It also found problems with disclosure of disabilities, risk assessments, funding support assistants, and attitudes. Stakeholders agree it is important to promote ITE programs to applicants with disabilities and provide clearer guidance around reasonable adjustments and notifying schools of students' needs.
Presentation asking if viewers have seen classism in education, especially in recommendations of a postsecondary educational pathway. Also what can be done about it?
This document provides an overview of accommodations for students with disabilities at Houston Community College. It discusses the relevant laws like the Americans with Disabilities Act and examples of common accommodations. The process for students to obtain accommodation letters is described. It notes that students must provide accommodation letters to instructors and that letters are specific to each semester. It addresses accommodations for distance education courses and provides reminders and answers frequently asked questions for instructors regarding working with students who need accommodations.
The document is a student handbook for Houston Community College's Ability Services that provides services and accommodations for students with disabilities. It summarizes the following key points:
1) Ability Services offers various services to assist students with disabilities including accommodations for placement tests, notetakers, adaptive technology, and ensuring non-discrimination.
2) It outlines services available for different types of disabilities including learning disabilities, visual impairments, and deaf/hard of hearing students.
3) The handbook provides guidance on financial aid, orientation, evacuation procedures, and maintaining confidentiality for students with disabilities.
The document summarizes the policies and procedures of the Disability Services Office at Rollins College. It provides information on how to apply for accommodations, student and faculty rights and responsibilities, the accommodation process, common accommodations provided like note-takers, testing accommodations, and contact information for the office.
Federal regulations require Houston Community College to monitor the academic progress of all students receiving financial aid. Students must maintain a minimum 2.0 GPA, complete 67% of attempted credit hours, and complete their degree within 150% of the required credit hours. Students who do not meet these standards will be placed on financial aid warning or suspension and risk losing their eligibility for aid. Appeals for reinstatement of aid are allowed only for mitigating circumstances and require an academic plan.
This document summarizes the key protections and responsibilities around disability services in postsecondary education under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It notes that both laws prohibit discrimination based on disability and require schools to provide reasonable accommodations. However, students must self-disclose their disability, provide documentation, and request accommodations to receive services. Schools are not obligated to provide accommodations that constitute a fundamental alteration or undue burden. The document provides examples of common accommodations and distinguishes these from services schools are not required to provide.
The document is a handbook from the Disability Resource Center (DRC) at Utah State University that provides information about the services and policies of the DRC. It outlines the purpose, mission, and goals of the DRC which are to ensure qualified students with disabilities have equal access to university programs and activities as required by law. It describes the process for students to register with the DRC including completing an application, providing disability documentation, and determining eligibility and reasonable accommodations. The handbook provides answers to frequently asked questions and an index of topics covered.
What can teacher education itself do to encourage inclusion? Scottish Teacher...GTC Scotland
The document discusses issues around inclusion of students with disabilities in initial teacher education (ITE) programs in Scotland. It notes that universities have varying levels of expertise in supporting students with disabilities and there is sometimes a lack of communication between universities and partner schools about students' needs. It also found problems with disclosure of disabilities, risk assessments, funding support assistants, and attitudes. Stakeholders agree it is important to promote ITE programs to applicants with disabilities and provide clearer guidance around reasonable adjustments and notifying schools of students' needs.
Presentation asking if viewers have seen classism in education, especially in recommendations of a postsecondary educational pathway. Also what can be done about it?
The document summarizes Rio Salado College's distance learning program for incarcerated students. The program provides paper-based certificate and degree programs to students housed in correctional facilities. The mission is to reduce recidivism by providing education and job skills to students before their release. Students can earn certificates in areas like business, workforce development, and substance abuse counseling, which also fulfill credits toward an associate degree. The document outlines admission criteria, program requirements and costs, funding sources, and forms needed for enrollment.
The document discusses the barriers faced by first-generation students in higher education, such as academic, cultural, social, and financial challenges. It also outlines best practices for TRIO programs in helping overcome these obstacles, including ensuring social integration, intensive holistic support, and forming relationships between students and faculty. The document recommends improving TRIO practices by streamlining eligibility requirements based on Pell grant status, encouraging collaboration between programs, and incentivizing coordination across institutions to create unified pathways for students.
Section 504 is a federal law that prohibits discrimination against individuals with disabilities. It requires schools to provide reasonable accommodations to students with disabilities so they are not denied the opportunity to participate fully in school programs. The number of students qualifying under Section 504 has increased due to changes made by the ADA that expanded the definition of disability. Schools must evaluate students if there is reason to suspect a disability, and for eligible students they must create a services plan outlining appropriate accommodations to meet their needs. Section 504 plans provide protections and accommodations to ensure students with disabilities have equal access to educational opportunities.
2016 nso perimeter_orientationpres_pdf_novideoPam Joseph
This new student orientation module from Perimeter College at Georgia State University provides an overview of resources for new students. It discusses Georgia State University and Perimeter College leadership and facts, sexual misconduct policies, the student handbook, student affairs services, advising and tutoring resources, financial aid, registering for classes online, accessing student email and the PAWS portal, and obtaining a student ID card. Upon completing a brief questionnaire, students can proceed to advisement and registration.
Section 504 aims to prohibit discrimination against students with disabilities and provide them equal access to educational programs and services. To qualify for a 504 plan, a student must have a physical or mental impairment that substantially limits a major life activity compared to most people. If found eligible, a student receives accommodations and protections from discrimination through a 504 plan developed by a committee including parents and teachers. Teachers are responsible for implementing 504 plans with fidelity to ensure compliance with the law.
1) Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Amendments Act of 2008 prohibit discrimination against students with disabilities.
2) To be eligible for protections and accommodations under Section 504, a student must have a mental or physical impairment that substantially limits a major life activity such as learning.
3) The effects of mitigating measures like medication cannot be considered when determining if a student has a disability. A Section 504 plan outlines appropriate accommodations to ensure equal access to education for students with disabilities.
This document provides an overview of Section 504 including its history, purpose, eligibility criteria, and implementation in Jefferson County Schools. Section 504 originated from the Rehabilitation Act of 1973 and prohibits discrimination against individuals with disabilities. It requires schools to provide appropriate accommodations and services to eligible students so they have equal access to the school's programs and activities. The document reviews key aspects of Section 504 such as comparisons to IDEA, eligibility determination, appropriate services and placements, and the roles and responsibilities of teachers.
This document is a course syllabus for SLWK 603: Social Work and Social Justice at Virginia Commonwealth University. The syllabus provides information about the course including its description, learning units, competencies, instructor contact information, and university policies. The course examines social work's commitment to social justice and serving oppressed groups. It covers concepts like diversity, oppression, power and privilege. Students will learn strategies for empowerment and advocacy.
SUNY Broome is approved by the Department of Veterans Affairs as a training facility for veterans and other eligible students. The Office of Veterans Affairs at SUNY Broome provides veterans attending classes and receiving benefits with tutorial assistance, referrals for counseling, information about work study jobs, and resources available at the college. Veterans can apply for VA education benefits through the GI Bill under programs such as the Montgomery GI Bill, Post-9/11 GI Bill, and Dependents Educational Assistance Program.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973 and the implementing regulations from the U.S. Department of Education. It discusses topics such as child find, evaluations, determining if a student is disabled, determining if a student needs accommodations, developing an accommodation plan, notice of procedural safeguards, and disciplining students with disabilities. The presentation was given by Kathy Perrico of the Massillon City School District to provide information on Section 504.
NACCHO 2018 National Conference – Investing in What WorksNACCHOpresentations
The document discusses strategies to increase Aboriginal and Torres Strait Islander representation in the Australian health workforce. It outlines national and state frameworks and strategies, as well as barriers to training such as remoteness, cultural issues, and lack of support. Central Queensland University's programs for Aboriginal health qualifications are summarized, including tailored delivery methods, partnerships with Indigenous organizations, and plans for articulation to further studies. The university aims to address issues of access, cultural safety, and community engagement.
This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
The document summarizes strategies used by Open Universities Australia to engage and support online students. OUA offers over 1700 online units and serves over 250,000 students across Australia. OUA students are typically non-traditional, being older, employed, and often first in their family to attend university. To help these students succeed, OUA implements preparatory units, online tutoring, counseling services, outreach programs, and partnerships with local libraries. Evaluation shows these strategies improve student grades, retention, and satisfaction by helping students transition online and feel engaged and supported throughout their studies.
Part 4 the asquith group case study eleven themesasalarsson
Education disengagement
There are children and young people either not regularly attending or disengaging altogether from school, and this group includes cohorts who are younger than the school leaving age of 17.
Gadsden State Community College Faculty and Adjunct Orientationjwardgadsdenstate
This orientation document for new faculty and adjuncts at Gadsden State Community College provides an overview of the college and resources for teaching. It includes information about the college, teaching at the college both in-person and online, an introduction to the learning management system, and details on the evaluation process and employee policies and procedures. The goal is to help new instructors transition smoothly into their roles and provide high-quality instruction to students at Gadsden State.
Educational programs in juvenile corrections face many challenges, including high student mobility and turnover rates among teachers. They must provide individualized education plans tailored to each student's needs and abilities. Providing special education and related services like counseling is difficult due to shortages of qualified professionals. Transition services to help students reintegrate into their communities after release are also lacking. Promising programs incorporate vocational training, technology, and social and cultural education.
Take online early education courses offered at the Pacific Oaks College. For more information visit http://www.pacificoaks.edu/Schools_Programs/Bachelors-Completion_Programs/BA_Early_Childhood_Education_Dual_Credential#online
Although relatively new on the scene, social media has become a powerful force –
growing fast in scope, audience and influence. There are the classic social networking
sites, such as Facebook, Twitter, MySpace and Bebo. There are product/service
review sites, such as Yahoo! Travel, HotelShark.com, CNET.com and others. There
are media sharing sites, such as YouTube, Flickr and Picasa. And sites that publish
consumer-generated content, such as HotelChatter, Review Centre, Los Angeles
Times online (latimes.com), The New York Times online (nytimes.com) and
many others. Learn more at: www.nafcu.org/sas
Sarana Multigriya Financial adalah perusahaan keuangan milik pemerintah Indonesia yang bergerak di bidang pembiayaan perumahan. Perusahaan ini dimiliki sepenuhnya oleh pemerintah Indonesia dan memiliki sejumlah obligasi yang beredar.
The document provides a summary of operating statements for Houston Community College System and Houston Community College Public Facility Corporation for the period of September 1, 2013 through November 30, 2013. It includes a discussion of revenues and expenditures, highlights that state appropriations were down 3.7% and ad valorem tax collections were down 5% compared to the prior year. Total revenues were $85.8 million year-to-date while expenses totaled $76.1 million, including a 3.3% increase in salaries and a 31.7% increase in benefits costs. The unaudited fund balances across all funds as of November 30, 2013 are provided.
This document summarizes a presentation given at the International Builders Show on January 14, 2011 in Orlando, Florida. The presentation covered various topics related to marketing, sales, and public relations best practices for home builders, with a focus on the 50+ demographic. Speakers discussed trends in home size, style, and location preferences among baby boomers and how builders can adapt. The importance of public relations for building a good reputation was emphasized.
The document summarizes Rio Salado College's distance learning program for incarcerated students. The program provides paper-based certificate and degree programs to students housed in correctional facilities. The mission is to reduce recidivism by providing education and job skills to students before their release. Students can earn certificates in areas like business, workforce development, and substance abuse counseling, which also fulfill credits toward an associate degree. The document outlines admission criteria, program requirements and costs, funding sources, and forms needed for enrollment.
The document discusses the barriers faced by first-generation students in higher education, such as academic, cultural, social, and financial challenges. It also outlines best practices for TRIO programs in helping overcome these obstacles, including ensuring social integration, intensive holistic support, and forming relationships between students and faculty. The document recommends improving TRIO practices by streamlining eligibility requirements based on Pell grant status, encouraging collaboration between programs, and incentivizing coordination across institutions to create unified pathways for students.
Section 504 is a federal law that prohibits discrimination against individuals with disabilities. It requires schools to provide reasonable accommodations to students with disabilities so they are not denied the opportunity to participate fully in school programs. The number of students qualifying under Section 504 has increased due to changes made by the ADA that expanded the definition of disability. Schools must evaluate students if there is reason to suspect a disability, and for eligible students they must create a services plan outlining appropriate accommodations to meet their needs. Section 504 plans provide protections and accommodations to ensure students with disabilities have equal access to educational opportunities.
2016 nso perimeter_orientationpres_pdf_novideoPam Joseph
This new student orientation module from Perimeter College at Georgia State University provides an overview of resources for new students. It discusses Georgia State University and Perimeter College leadership and facts, sexual misconduct policies, the student handbook, student affairs services, advising and tutoring resources, financial aid, registering for classes online, accessing student email and the PAWS portal, and obtaining a student ID card. Upon completing a brief questionnaire, students can proceed to advisement and registration.
Section 504 aims to prohibit discrimination against students with disabilities and provide them equal access to educational programs and services. To qualify for a 504 plan, a student must have a physical or mental impairment that substantially limits a major life activity compared to most people. If found eligible, a student receives accommodations and protections from discrimination through a 504 plan developed by a committee including parents and teachers. Teachers are responsible for implementing 504 plans with fidelity to ensure compliance with the law.
1) Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Amendments Act of 2008 prohibit discrimination against students with disabilities.
2) To be eligible for protections and accommodations under Section 504, a student must have a mental or physical impairment that substantially limits a major life activity such as learning.
3) The effects of mitigating measures like medication cannot be considered when determining if a student has a disability. A Section 504 plan outlines appropriate accommodations to ensure equal access to education for students with disabilities.
This document provides an overview of Section 504 including its history, purpose, eligibility criteria, and implementation in Jefferson County Schools. Section 504 originated from the Rehabilitation Act of 1973 and prohibits discrimination against individuals with disabilities. It requires schools to provide appropriate accommodations and services to eligible students so they have equal access to the school's programs and activities. The document reviews key aspects of Section 504 such as comparisons to IDEA, eligibility determination, appropriate services and placements, and the roles and responsibilities of teachers.
This document is a course syllabus for SLWK 603: Social Work and Social Justice at Virginia Commonwealth University. The syllabus provides information about the course including its description, learning units, competencies, instructor contact information, and university policies. The course examines social work's commitment to social justice and serving oppressed groups. It covers concepts like diversity, oppression, power and privilege. Students will learn strategies for empowerment and advocacy.
SUNY Broome is approved by the Department of Veterans Affairs as a training facility for veterans and other eligible students. The Office of Veterans Affairs at SUNY Broome provides veterans attending classes and receiving benefits with tutorial assistance, referrals for counseling, information about work study jobs, and resources available at the college. Veterans can apply for VA education benefits through the GI Bill under programs such as the Montgomery GI Bill, Post-9/11 GI Bill, and Dependents Educational Assistance Program.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973 and the implementing regulations from the U.S. Department of Education. It discusses topics such as child find, evaluations, determining if a student is disabled, determining if a student needs accommodations, developing an accommodation plan, notice of procedural safeguards, and disciplining students with disabilities. The presentation was given by Kathy Perrico of the Massillon City School District to provide information on Section 504.
NACCHO 2018 National Conference – Investing in What WorksNACCHOpresentations
The document discusses strategies to increase Aboriginal and Torres Strait Islander representation in the Australian health workforce. It outlines national and state frameworks and strategies, as well as barriers to training such as remoteness, cultural issues, and lack of support. Central Queensland University's programs for Aboriginal health qualifications are summarized, including tailored delivery methods, partnerships with Indigenous organizations, and plans for articulation to further studies. The university aims to address issues of access, cultural safety, and community engagement.
This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
The document summarizes strategies used by Open Universities Australia to engage and support online students. OUA offers over 1700 online units and serves over 250,000 students across Australia. OUA students are typically non-traditional, being older, employed, and often first in their family to attend university. To help these students succeed, OUA implements preparatory units, online tutoring, counseling services, outreach programs, and partnerships with local libraries. Evaluation shows these strategies improve student grades, retention, and satisfaction by helping students transition online and feel engaged and supported throughout their studies.
Part 4 the asquith group case study eleven themesasalarsson
Education disengagement
There are children and young people either not regularly attending or disengaging altogether from school, and this group includes cohorts who are younger than the school leaving age of 17.
Gadsden State Community College Faculty and Adjunct Orientationjwardgadsdenstate
This orientation document for new faculty and adjuncts at Gadsden State Community College provides an overview of the college and resources for teaching. It includes information about the college, teaching at the college both in-person and online, an introduction to the learning management system, and details on the evaluation process and employee policies and procedures. The goal is to help new instructors transition smoothly into their roles and provide high-quality instruction to students at Gadsden State.
Educational programs in juvenile corrections face many challenges, including high student mobility and turnover rates among teachers. They must provide individualized education plans tailored to each student's needs and abilities. Providing special education and related services like counseling is difficult due to shortages of qualified professionals. Transition services to help students reintegrate into their communities after release are also lacking. Promising programs incorporate vocational training, technology, and social and cultural education.
Take online early education courses offered at the Pacific Oaks College. For more information visit http://www.pacificoaks.edu/Schools_Programs/Bachelors-Completion_Programs/BA_Early_Childhood_Education_Dual_Credential#online
Although relatively new on the scene, social media has become a powerful force –
growing fast in scope, audience and influence. There are the classic social networking
sites, such as Facebook, Twitter, MySpace and Bebo. There are product/service
review sites, such as Yahoo! Travel, HotelShark.com, CNET.com and others. There
are media sharing sites, such as YouTube, Flickr and Picasa. And sites that publish
consumer-generated content, such as HotelChatter, Review Centre, Los Angeles
Times online (latimes.com), The New York Times online (nytimes.com) and
many others. Learn more at: www.nafcu.org/sas
Sarana Multigriya Financial adalah perusahaan keuangan milik pemerintah Indonesia yang bergerak di bidang pembiayaan perumahan. Perusahaan ini dimiliki sepenuhnya oleh pemerintah Indonesia dan memiliki sejumlah obligasi yang beredar.
The document provides a summary of operating statements for Houston Community College System and Houston Community College Public Facility Corporation for the period of September 1, 2013 through November 30, 2013. It includes a discussion of revenues and expenditures, highlights that state appropriations were down 3.7% and ad valorem tax collections were down 5% compared to the prior year. Total revenues were $85.8 million year-to-date while expenses totaled $76.1 million, including a 3.3% increase in salaries and a 31.7% increase in benefits costs. The unaudited fund balances across all funds as of November 30, 2013 are provided.
This document summarizes a presentation given at the International Builders Show on January 14, 2011 in Orlando, Florida. The presentation covered various topics related to marketing, sales, and public relations best practices for home builders, with a focus on the 50+ demographic. Speakers discussed trends in home size, style, and location preferences among baby boomers and how builders can adapt. The importance of public relations for building a good reputation was emphasized.
- Buana Finance Tbk is an Indonesian publicly traded finance company based in Jakarta.
- Its main shareholders are PT Sari Dasa Karsa (67.6% ownership) and PT Asuransi Bina Dana Arta Tbk (8.05% ownership).
- For fiscal year 2009, Buana Finance reported total assets of IDR 1.37 trillion, total equity of IDR 873.37 billion, and net income of IDR 41.16 billion.
The document is a student handbook for Houston Community College's Ability Services that provides services and accommodations for students with disabilities. It summarizes the following key points:
1) Ability Services offers various services to assist students with disabilities including accommodations for placement tests, notetaking assistance, adaptive technology, and helping negotiate disability barriers.
2) It outlines federal and state laws prohibiting discrimination against individuals with disabilities.
3) Accommodations and services are available for various types of disabilities including physical, visual, hearing, learning, ADHD, and acquired brain injuries. Services may include readers, note-takers, sign language interpreters, assistive technology and equipment loans.
The document is a handbook from the Disability Resource Center (DRC) at Utah State University that provides information about the services and policies of the DRC. It outlines the purpose, mission, and goals of the DRC which are to ensure qualified students with disabilities have equal access to university programs and activities as required by law. It describes the process for students to register with the DRC including completing an application, providing disability documentation, and determining eligibility and reasonable accommodations. The handbook provides answers to frequently asked questions and an index of topics covered.
Providing Students with Appropriate Instructional TimeACEWebmaster
Before transferring Francis to a facility that cannot provide the placement specified in his IEP, the following steps must be taken:
1. An IEP meeting must be held to determine if the proposed change in placement is appropriate for Francis and how his needs will be met.
2. If the IEP team determines the new placement cannot implement Francis' IEP as written, the IEP must be revised with parental consent to specify the services and supports that will be provided.
3. Francis cannot be transferred until these IEP procedures are followed, as a change in placement that denies him the educational services in his IEP would be a violation of IDEA.
Moving Francis without ensuring his IEP can still be properly implemented
The document discusses differences between secondary and post-secondary disability services and steps for obtaining services at the college level. Key differences include laws, required documentation, self-advocacy, parental roles, instruction, and grades/tests. The steps to gain services at ICC are outlined, including documentation, intake forms, and approved accommodations. Tips are provided for students to prepare, register, study, and maintain GPA. ICC resources like tutoring and testing spaces are also noted.
Accommodating Students with Disabilities and Ensuring Compliancebigdave1
This document covers accommodating students with disabilities and ensuring ADA compliance at NMSU Alamogordo. It discusses laws protecting students with disabilities, defines individuals with disabilities, and outlines reasonable accommodations. It describes student and faculty rights and responsibilities, including providing accommodations, testing services, and maintaining confidentiality. The document also discusses service animals, personal mobility devices, and interacting respectfully with people with disabilities.
The document provides information on creating a learner-centered syllabus. It discusses the importance of setting the right tone on the first day of class and using encouraging rather than punishing language in the syllabus. Examples of punishing and encouraging wording around late assignments are given. The document also outlines what must be included in a Georgia State University syllabus and provides optional statements around topics like campus carry, sexual harassment, student basic needs, and technology policies. It defines a learner-centered syllabus as focusing on student needs and learning processes and lists benefits such as establishing connections between students and instructors and describing effective study habits.
This document provides guidance for faculty at Houston Community College on complying with disability laws and assisting students with disabilities. It discusses the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, defining disability, the college's responsibilities to provide reasonable accommodations, and the process for students to receive accommodations through the college's Ability Services offices. Faculty are instructed on referring students to Ability Services, not validating medical documentation, including information in syllabi, and providing approved accommodations to students who present accommodation letters.
Understanding Conditional Acceptance: Meeting Requirements for Final Enrollmenthussanisoyat
Conditional acceptance is a term frequently encountered in the university admissions process. It refers to a situation in which a student is offered provisional admission to a university pending the fulfillment of specific requirements or conditions.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
This document provides an overview of compliance, accreditation, and completion guidelines for new faculty at Stanbridge University. It discusses the key regulatory bodies that oversee the university, including state regulators like the Bureau for Private Postsecondary Education and program-specific licensing boards, as well as national and regional accreditors. It outlines federal regulations around topics like ADA, FERPA, and Title IX. It also covers institutional policies on issues like program hours, uniforms, cheating, and the student code of conduct. The document emphasizes the importance of compliance, completion, and customer service to the university's mission and success.
Transferring Schools in Dubai: Admission Requirements and Procedures for Exis...anwarkhan45314
Transferring schools can be a significant milestone for students and their families, whether it's due to a change in residence, seeking a different educational environment, or pursuing specialized programs.
Student and College Rights & ResponsibilitiesAccess3
The presentation lists both the rights and responsibilities for college students and well as the rights and responsibilities of the College themselves too.
This document outlines the legal protections and services provided for students with disabilities at post-secondary educational institutions. Section 504 and the ADA prohibit discrimination against students with disabilities and require schools to provide reasonable accommodations. Schools must also make programs and facilities accessible. Students must self-identify their disability to the school's ACCESS office and provide documentation
Navigating the School Admission Process: A Comprehensive Guidemoeenali5423
Securing admission to the right school is a crucial step in a student's educational journey. Whether it's choosing a preschool for a young child or applying to college or university, the admission process can be complex and daunting for both students and parents.
Summary of identification and assessment of student with disabilities by shee...Edi sa puso mo :">
The document discusses the identification and assessment of students with disabilities. There are two main purposes of identification and assessment: to determine if a student is eligible for special education services, and to decide what those services will be. A student must meet at least one of the thirteen disability criteria under IDEA and require special education services to access an appropriate education. While some students are eligible but do not need services, others need services but may not meet eligibility criteria. Classification focuses on both medical and social models of disability, with more clearly medical disabilities identified early by physicians. The current classification system has benefits but alternatives focus more on dimensions of performance and the knowledge base for effective interventions.
Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
The document contains 5 motions put forward by the Toronto Catholic District School Board (TCDSB) regarding policies around special education students.
Motion 1 calls for TCDSB to establish a comprehensive policy for refusing admission of special education students that includes guidelines, timelines, and an appeal process.
Motion 2 calls for TCDSB to create an emergency plan to accommodate special education students who are excused from regular school hours.
Motion 3 calls for TCDSB to establish advocacy positions to assist parents of special education students navigate the school system.
Motion 4 calls for TCDSB to conduct an accessibility audit of gym and playground equipment and to adopt an accessibility policy for new equipment.
Motion 5 calls
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
The Houston Community College Small Business Development Program has made improvements to expand opportunities for certified small businesses. The program certification accepts additional certifications from the City of Houston and now includes minority, women, disabled, and disadvantaged owned businesses. The evaluation process for small businesses has also improved to maximize their chance of competing for and winning contracts. Certified small businesses can now receive up to 15 points based on their status and level of subcontracting with other certified small businesses.
This document is the procurement operations procedures manual for HCC. It provides definitions for over 75 procurement-related terms used throughout the manual. The table of contents shows that the manual contains articles on general provisions, sources of supplies and services, procurement methods, competitive sealed bidding, competitive sealed proposals, construction procurement, contract administration and close out. The document establishes standard procedures and guidelines for HCC's procurement processes.
This document provides information about Houston Community College (HCC) for the Common Data Set. It includes contact information for HCC's Office of Institutional Research and general information about HCC such as its status as a public community college with an open enrollment policy. Enrollment numbers from 2020-2021 are provided for full-time and part-time students by gender and race/ethnicity. Graduation and retention rates cannot be provided since HCC is a two-year institution. Application information is given showing total freshman applicants and admits for 2020. Admission requirements are not listed since HCC has an open enrollment policy.
This document contains the bylaws of the Board of Trustees of Houston Community College. It establishes ethics policies for trustees and senior staff, including a code of conduct. It has been amended over 30 times since its initial adoption in 2010 to update various sections. The bylaws cover topics like the board's powers and authority, committees, meetings, and operations. It aims to ensure high ethical standards and proper governance of the college.
This document outlines Houston Community College's regulation regarding ensuring equal access to technology resources for individuals with disabilities. It establishes guidelines for making the college's websites and digital content compliant with Web Content Accessibility Guidelines 2.0 Level AA. It defines key terms and roles, such as designating the ADA/Section 504 Coordinator as responsible for handling requests regarding inaccessible online content. The regulation applies to all college employees and users of technology resources, and states that inaccessible content must be made available in an equally effective alternative format upon request.
This document summarizes the bylaws of the Board of Trustees of Houston Community College. It outlines ethics policies for board members and senior staff, including standards of conduct, prohibited communications during the bid process, and requirements for disclosing conflicts of interest. The bylaws establish that board members must act in the best interests of the college, maintain confidentiality, and avoid undue external influence. Board members and senior staff are prohibited from certain communications with bidders during the bid period and from accepting related political contributions.
1. The document is a memorandum from the Chancellor of Houston Community College to the Board of Trustees regarding new reporting requirements under Texas law for incidents of sexual harassment, assault, dating violence or stalking.
2. It provides details on the requirements of Texas Education Code Section 51.253(c) which mandates that the Chancellor submit a report to the Board and post publicly on incidents reported and their dispositions.
3. Attached is the first report submitted by the Chancellor to the Board as required, providing summary data on 4 reports received under the relevant section of the Code and 1 report regarding failure to report from January to March 2020. The 3 investigations were still ongoing.
1) The document outlines Houston Community College's policy prohibiting discrimination, harassment, sexual harassment, sexual assault, dating violence, stalking, and retaliation.
2) It defines key terms like employee, sex or gender, and sexual harassment. It also defines prohibited conduct covered by the policy.
3) The policy establishes reporting procedures, including mandatory reporting requirements for employees, and designates the Title IX Coordinator to handle reports of sex discrimination.
This document outlines Houston Community College's policy on sex and gender discrimination, including sexual harassment and retaliation. It defines discrimination and prohibited conduct, and establishes procedures for reporting, investigating, and resolving complaints. It designates the Title IX Coordinator and states that any employee receiving a report must notify them. It also provides examples of corrective actions that may be taken following investigations.
This document outlines the bylaws of the Board of Trustees of Houston Community College. It was originally adopted on January 1, 2010 and has been amended numerous times, with the most recent amendment on February 5, 2020. The bylaws cover topics such as ethics and standards of conduct for trustees and staff, the powers and responsibilities of the board, elections, meetings, committees, and board operations. The purpose is to provide internal governance and management for the board and its activities in accordance with applicable laws.
The Houston Community College System's (HCC) total assets decreased by $5.4 million from fiscal year 2018 primarily due to spending $19.4 million to complete capital improvement projects, reducing restricted cash and investments. Total liabilities increased by $76.4 million mainly due to changes in pension and other post-employment benefit assumptions. HCC's net position increased by $3 million to $393 million for fiscal year 2019 despite higher pension and other post-employment benefit expenses. Non-operating revenues increased by $8 million.
This document is Houston Community College's 2019 Annual Clery Security Report, which provides crime statistics and safety policies for the college as required by law. It summarizes crime data for 2018, including reports of crimes such as burglary, assault, and dating violence. It also outlines the college's policies for reporting crimes, making timely warnings, and preparing the annual disclosure. The report provides definitions of Clery-defined crimes and lists contact information for campus safety authorities.
The document is Houston Community College's updated 2019 procurement plan listing 63 anticipated solicitations for goods and services projected to be sourced during the year, grouped by month. It notes that additional needs may be added and that official solicitation notices will be posted on the procurement website. It also outlines prohibited communication policies for proposers during the "blackout period" between advertisement and contract execution or cancellation.
This document provides information about Houston Community College for a Common Data Set. It includes contact information for the college, basic facts such as the types of degrees offered and academic calendar, enrollment numbers broken down by gender and race/ethnicity, persistence and graduation rates, and retention rates. Houston Community College is a public, coeducational institution located in Houston, Texas that offers associate degrees and certificates on a semester system with an undergraduate enrollment of over 57,000 students as of fall 2018.
The document provides tips on how to recognize email scams by learning to spot suspicious elements like generic salutations, alarmist messages, grammatical errors, requests for personal information, and emails that do not come from official college domains. Examples are given of phishing emails disguising themselves as being from Houston Community College but with email addresses from outlook.com, gmail.com, and foreign domains, as well as links that do not match the displayed text. Readers are advised to be wary of these types of suspicious emails.
The document summarizes construction spending to date totaling $342,687,622 on capital improvement projects. Of the total spending, $126,116,612 or 37% went to small, women, minority, disadvantaged, or historically underutilized businesses. The largest portions of protected spending went to small businesses at $107,526,338 or 31% of total spending and women-owned businesses at $22,593,825 or 7% of total spending. The document then lists individual subcontractors and the amounts they were paid in relation to their protected business classifications.
The document summarizes spending to date on a Capital Improvement Program construction project totaling $325.7 million. Of the total spending, $116.4 million or 36% went to small, women, minority, disadvantaged, or historically underutilized businesses. The top categories were: total SBE spending of $98.7 million (30% of total), total MBE spending of $36.7 million (11% of total), and total WBE spending of $17.2 million (5% of total). The document also lists individual subcontractors or vendors that worked on the project, indicating if they were certified in various business categories.
The document summarizes construction spending to date totaling $337,398,887 on a capital improvement program. It shows that 37% of total spending, or $123,246,981, went to small/women/minority/disadvantaged businesses. Specifically, 31% ($104,701,271) went to small businesses, 6% ($21,156,816) to women-owned businesses, and 13% ($42,320,345) to minority-owned businesses. The document also provides a breakdown of individual subcontractor payments by business type.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Table of Contents
I.
Introduction
II.
Federal and state laws
III.
Services for Students with Disabilities
• Admissions
• Reasonable Accommodations for Standardized
Placement tests
• Financial Aid
• New Student Orientation
• Faculty Liaison
• Peer Notetakers
• Adaptive Technology
• Discrimination
IV.
Services for Learning Disabilities, Attention Deficit
Hyperactivity Disorder & Acquired Brain Injury
V.
Services for Visual Impairments
VI.
Services for Deaf and Hard of Hearing
VII.
Fire and Emergency Evacuations
VIII. Confidentiality
2
3. Introduction
A.
Accessibility and Equal Opportunity
1. Student Employment
2. Support Services
B.
Coordination of Programs and Services for Students
With Disabilities
Responsibilities of Students with Disabilities
Reasonable Accommodations
DSSO Student Intake Process
Student Support Services
Adaptive Equipment
C.
D.
E.
F.
G.
Registration
Students wishing to receive services must register with the
Disability Support Services Office (DSSO). Forms can be filled out in
the DSSO.
I.
Introduction
The following statements summarize policies and procedures
specifically related to students with disabilities. The official “Policy
and Procedure” should be consulted for detailed information.
Equality of access Houston Community College ensures that no
qualified person shall due to disability is denied access to,
participation in, or the benefits of, any program or activity operated
by Houston Community College. Each qualified person shall receive
appropriate accommodations to ensure equal access to educational
opportunities, programs and activities in the most integrated
setting appropriate.
II.
Federal and state laws
This policy is consistent with Section 504 of the Rehabilitation Act of
1973, which states that no recipient of federal financial assistance
may discriminate against a qualified handicapped individual solely
because of handicap. This policy is also consistent with the
Americans with Disabilities Act of 1990 and the Texas Handicappers'
Civil Rights Act (as amended). The policies and procedures that
follow are the means by which faculty, staff, and students of the
Houston Community College endorse and will apply the conditions
of Section 504 and the Americans with Disabilities Act to students.
3
4. III.
Services for Students with Disabilities
The DSSO offers selected student services that are not provided by
other college offices or outside organizations. Staffs in the DSSO
assist students in negotiating disability-related barriers to the
pursuit of their education. They strive to improve access to
programs, activities, and facilities. They promote increased
awareness of disability issues on campus. Services from the DSSO
are free of charge.
The decision to use services is a matter of individual choice. Our
experience has been that students achieve higher levels of
academic and personal success when they demonstrate initiative
and assertiveness.
Admissions
Applicants should remember they are working with a process that
involves several offices and many people. Prospective students
should begin the application process early in their senior year or the
spring before they plan to enroll at Houston Community College.
Transfer applicants are also welcome.
The Admissions Office staff considers the applicant with a disability
in much the same manner as any other applicant. Taking COMPASS
or other standardized placement test under accommodated
conditions will not negatively affect the admissions decision.
To apply for admission to Houston Community College, go to
www.hccs.edu to complete online application.
Reasonable accommodations for standardized placement
tests
If special accommodation (such as extra time, cassette version,
Braille copy, etc.) is needed to take the COMPASS or other
nationally standardized tests, applicants should contact the DSSO,
at the college where they plan to test, to request accommodations.
Documentation of the qualifying disability will be required and
accommodations will be determined on a case-by-case basis.
4
5. Financial Aid
An important consideration in applying for financial aid is time.
Begin early! If you submit the paper work before the deadlines, you
will be better able to work out any problems that occur.
If you plan to request financial assistance from the Division of
Assistive and Rehabilitative Services (DARS), it is especially
important that you complete this application process early. These
agencies are a resource used in addition to funds that the student,
parent or other sources could provide. Applications for financial aid
(particularly the Pell Grant) must be made before the Division of
Assistive and Rehabilitative Services (DARS) or Division of Blind
Services (DBS) can determine the nature and type of aid they will
provide.
Some students with disabilities will be eligible to take a reduced
course load without losing their financial aid. Contact your financial
aid counselor or a DSS staff member to see if you are eligible.
Keep in mind that Houston Community College, DARS, or
tuition waiver for deaf/hard of hearing and blind students
will not take care of the financial aid process. You have the
major responsibility to meet deadlines and be aware of the policies
and procedures governing your financial assistance. For specific
information about financial aid or assistance filling out forms,
contact the Office of Financial Aid at your local campus or go to
www.fafsa.ed.gov/.
New Student Orientation
Accommodations are made upon request to meet specific needs
during orientation. This includes placement testing. Call the
Disability Counselor at the Disability Support Service Office in
advance in order to make arrangements. Because the ultimate
responsibility for selecting the proper courses and completing
degree requirements lies with the student, all students should read
and understand the information in the HCC Catalog and Time
Schedule. In addition, the following suggestions are made:
Students with disabilities should begin planning their schedules well
before registration. Students with visual impairments may need
time to become oriented to a new building or to order taped
textbooks. Deaf/Hard of Hearing Students is strongly encouraged to
meet with instructors to acquaint them with interpreting, and
5
6. general communication techniques. Students' particular concerns
will depend on their individual needs and the type of course.
Faculty Liaison
Students should speak with the instructor before or during the first
week of class regarding any special needs. You must have a letter
from the DSSO in order to receive reasonable accommodation. The
letter verifies your disability and requests accommodations to meet
your specific needs. If an instructor is unwilling to make a
reasonable accommodation requested in your accommodation
letter, contact DSS for assistance as soon as possible.
Faculty are encouraged to modify, rather than waive, course or
degree requirements. Requests for curriculum modifications should
be brought to the attention of the Lead Counselor for DSS. We
strongly encourage not to lower academic standards for students
with disabilities nor is it required.
Peer Notetakers
Some students with disabilities will tape lectures for reviewing later.
Other students will ask for a volunteer in the class to use carbon or
NCR (no-carbon-required) paper or photocopying in order to get a
duplicate set of notes.
Notetakers will:
•
Write down all relevant information including lecture
notes, test and quiz dates, assignments, and important
vocabulary.
•
Attend all classes, be on time, and be prepared to take
notes. (A notetaker who is unable to attend a class
should inform the instructor and/or the student as
appropriate.)
•
Wait for the student outside the classroom, if the
student requests this.
Students will:
•
Also, take notes for themselves, unless Deaf or Hard of
hearing or physically incapable of doing so.
•
Use the notetakers’ notes to fill in your own notes.
•
Supply paper for their notetakers.
6
7. •
•
•
Arrive in class early enough to supply the notetaker
with any materials he or she might need and find a seat
with good visibility.
Read their notes over to check for assignments and
dates.
Ask the notetaker about anything in the notes, which is
not clear.
Adaptive Technology
Disability Support Services Office provides adaptive equipment for
use on campus. Equipment includes large print monitors, CCTV’s,
Comtek units, Jaws, and a variety of software packages. Limited
training is provided by DSSO. For more information, contact your
DSS office well in advance of the start of the semester.
Discrimination
The Affirmative Action Office coordinates the college's compliance
with Sections 503 and 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act. The college does not discriminate
against students with disabilities in recruitment, admission, or
treatment after admission. In addition, the college makes
reasonable adjustments to permit students with disabilities to fulfill
academic requirements and provides auxiliary aids to ensure that
they are not excluded from programs because of their disabilities.
Students who believe that the college may not be meeting these
responsibilities or who believe that they have been otherwise
discriminated against based upon their disability may contact the
ADA Counselor at the Disability Support Services Office.
IV.
Students with Learning Disabilities (LD), Attention Deficit
Hyperactivity Disorder (ADHD) and Acquired Brain Injury
(ABI)
The purpose of this section is to provide a description of the
services available at Houston Community College and allow you to
compare them to the services available at other campuses. All of
the services described here are available for students with a LD,
ADHD, or an ABI. However, eligibility for specific accommodations
and/or services is always based on the strengths and weaknesses
that are reported in the psycho-educational assessment or any
other documentation that a student supplies to the DSS office.
7
8. Taped Textbooks
We have services available through Recordings for the Blind and
Dyslexic (RFB & D). The address to contact is :
Recordings for the Blind and Dyslexic (RFB & D)
20 Rozel Rd.,
Princeton, NJ 08540,
(800) 22l- 4792.
Equipment Loan
The DSSO office loans out some equipment including handheld
cassette recorders and Comtek units. To request equipment; see
your assigned DSS counselor.
V.
Students with Visual Impairments
Students with a visual disability must plan their schedules well in
advance of each term because support services such as textbooks
on tape, special equipment or readers must be arranged before the
term begins. Students should consult their instructors in advance
about classroom accommodations, teaching techniques, and testing
procedures.
Orientation and Mobility
Depending on the individual, it may be necessary for some students
to receive orientation and mobility training. This is done through
the Division of Blind Services or Lighthouse.
Division of Blind Services
A state-federal program, which provides financial and other
assistance to eligible blind or visually, impaired students while they
are in school. To be eligible for services, students must meet DBS
requirements for certification as “legally blind.”
Readers
Reader services will be available for Testing ONLY. Please contact
your DSS counselor for further information.
8
10. VI.
Services for Deaf and Hard of Hearing
We provide interpreter services and Computer-Aided Real time
Captioning (CART). Contact the Interpreter Services Supervisor at
(713) 718 6333.
Assistive Listening Devices
Each semester the DSS office will lend FM amplification systems for
students to use in the classroom and other school related functions.
Contact the Disability Support Services office.
If you plan to use a FM system on a long-term basis, it is suggested
that you purchase your own FM system or ask your rehabilitation
counselor to purchase one for you.
VII.
Fire and Emergency Evacuations
The issue of safe evacuation in case of a fire or other emergency is
an important concern on campus. The major problem is that, during
an emergency, most elevators cease to operate for reasons related
to smoke and electrical fires. Therefore, the best method for your
evacuation in a particular situation becomes most important. You
should consider the following guidelines when you are making an
evacuation plan or are evacuating:
•
•
•
•
•
•
If you have an attendant, the two of you should discuss
emergency evacuation plans in advance.
If you are unable to use the stairways independently, it
may sometimes be advisable to remain near an elevator
or major stairway to allow fire department or security
personnel to locate you quickly.
Keep as many closed doors as possible between you
and the fire. Seal off the cracks with clothing.
Call 911 to alert the fire department of your location.
If you have a window to the outside, make sure the
door is closed, then open the window slightly and signal
the fire fighters.
Do not use elevators; as indicated above, they may be
hazardous during fires. Only trained firefighters are
qualified to judge the safety of using an elevator in a
particular fire emergency.
10
11. These guidelines are offered as general suggestions and not an
official plan of action. Your safety depends on your judgment and
knowledge of general safety precautions.
VIII. Confidentiality
Disability Support Services professional staff is very sensitive to and
respectful of both your rights to privacy and confidentiality.
However, you may also want to remind your instructors of your
right to confidentiality.
A.
Accessibility and Equal Opportunity
1. Student Employment
Post-secondary programs that employ students may not
discriminate based on disability.
2. Support Services
•
•
•
•
•
•
•
Accessible parking
Referral to appropriate on- or off-campus resources, services,
or agencies
Reader services
Peer note-taker services
Assistance with arranging testing accommodations
Interpreter services for the deaf, including arranging DARS
funded interpreters
Arrangements for auxiliary aids, and FM amplification
systems
In order to ensure sufficient time to make provisions for appropriate
auxiliary aids, it is the responsibility of the student to request the
necessary accommodation or auxiliary aid in a timely manner. If a
request is submitted after the relevant deadline, Disability Support
Services Office will make every reasonable effort to accommodate
the request but cannot guarantee that such a request can be met.
Untimely requests may result in delay, substitution, or denial of
accommodation.
B.
Coordination of Programs and Disabilities Support Services
Disabilities Support Services office (DSSO) is responsible for the
coordination of programs and services for qualified applicants for
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12. admission and enrolled students with disabilities. Such coordination
relates solely to students' disabilities.
The DSS office requires verification of the student's disability in
order to determine appropriate accommodations.
Confidentiality
The DSS office protects each student's right to privacy, except as
permitted by the student expressly for providing support services to
that student.
C.
Responsibilities of Students with Disabilities
Documentation of Disability
All students seeking assistance from DSS must disclose the
presence of a specific disability to the DSS office. Before receiving
requested accommodations, the student may be required to submit
medical or other diagnostic documentation of disability and/or
limitations.
Interpreter Requests
Requests for interpreter or real time captioning services must be
made at least thirty (30) days before the start of classes.
Untimely requests may result in delay, substitution, or denial of
accommodation. If a request is submitted late, the DSS staff will
make every reasonable effort to accommodate the request.
Services can be suspended after 3 absences. At this time, the
student will be required to meet with their DSSO Counselor.
How to File Appeals
Questions or concerns related to reasonable accommodations not
resolved with individual DSS staff shall first be discussed informally
with the Director of Disability Support Services and are subject to
informal consultation with the Associate Dean of Students. The
student may formally present matters not resolved informally to the
ADA Coordinator, in the Affirmative Action Office, and/or the Dean
of Students Office. Formal appeals include a written statement
regarding the nature of the complaint, results of the informal
meetings, and requested resolution. All formal appeals will be
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13. promptly investigated and a decision will be rendered within 30
working days of the date of receipt.
All materials relating to individual cases shall be held and
maintained in confidence. These materials shall not be maintained
any longer than three years after the date of creation.
D.
Reasonable Accommodations
1. Academic Requirements
Reasonable accommodations will be modified, as necessary,
to ensure that they do not discriminate against qualified
applicants or currently enrolled students with disabilities. At
the student’s request, DSS staff recommends academic
adjustments in compliance with state and federal mandates.
Academic requirements that are essential to programs of
instruction are not considered discriminatory.
2. Testing Accommodations
It is the student's responsibility to request test
accommodations according to the procedures outlined by this
policy. Testing accommodation may include but need not be
limited to:
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E.
Extended time
Enlarged materials or alternate type size
Reader and/or scribe
Environment free of distractions
Word processor
Spell checker/calculator
DSS Student Intake Process
1.
Obtain a copy of your Comprehensive Individual
Assessment or Full and Individual Evaluation from high
school. Click on documentation.
2.
Obtain a copy of your last ARD meeting.
3.
Obtain required documents from a licensed professional of
the healing arts (example: M.D., Psychologist, LPT, LPC,
LMFT, LMSW-ACP), which indicate your current disability and
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14. how it may impact your educational process. Documentation
of your disability consists of a comprehensive Medical or
Physical Evaluation and/or Psychological Evaluation.
This is required before accommodations can be provided.
4.
Obtain an official copy of your Transcript of Records from
previous school(s) you attended. The easiest way to do this is
to have it sent to your home, and bring the unopened copy
with you when you visit your ADA counselor. Your ADA
counselor will break the seal and it will become your official
transcript.
5.
Schedule an appointment with an ADA counselor at the
campus you plan to attend. ADA counselor contact
information may be found below these steps.
6.
Bring your Comprehensive Individual Assessment, ARD,
and/or Comprehensive Medical/Psychological
evaluation with you to your scheduled appointment.
7.
Your ADA counselor will review your documentation and
determine which placement test is appropriate for you.
Please bring two forms of ID (drivers license/picture ID and
Social Security card, Insurance card, etc.).
8.
Bring your test results back to the DSS office and schedule
another appointment.
9.
Come to your scheduled appointment and we will help you
develop your class schedule and write an accommodations
letter for you.
Accommodations are granted on a semester-by-semester basis.
You must visit with an ADA counselor each semester to obtain a
current accommodation letter.
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15. F.
Student Support Services
Students will be provided accommodations based on their disability.
DSSO does not provide personal attendant care.
G.
Adaptive Equipment
Additional Adaptive Equipment can be checked out per request.
Adaptive equipment available for loan from DSS includes:
• Personal FM system
• Tape recorders
• Comtek
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