Services for Students with Disabilities - Student Handbook

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Acknowledgements/Non-Discrimination Statements/Section 504/ADA Coordinator Information
I. Philosophy & Purpose
II. DMACC Policy regarding Services for Students with Disabilities
III. Rights and Responsibilities
IV. Application Process for Reasonable Accommodation
V. Auxiliary Aids and Services
VI. Course Substitutions
VII. Parking
VIII. Voter Registration
IX. Emergency Procedures
Appendix A Sample Instructor Memo
Appendix B Request for Taped Textbooks

Acknowledgements

DMACC would like to gratefully acknowledge the contributions of the following resources and entities in the development of our Student Handbook.

ADA Compliance Guide, Thompson Publishing Group, Washington, D.C., 1998, Tab 800, p. 213.

Association on Higher Education And Disability, Guidelines for Documentation of a Learning Disability in Adolescents and Adults, Association on Higher Education And Disability, Columbus, OH, 1997.

Disability Resource Center, Working with Student with Disabilities, Drake University, Des Moines, IA.

Educational Testing Service, Guidelines for Documentation of Psychiatric Disabilities in Adolescents and Adults, Office of Disability Policy, Educational Testing Service, Princeton, NJ, 2001.

Educational Testing Service, Policy Statement for Documentation of Attention-Deficit/Hyperactivity Disorder in Adolescents and Adults, Office of Disability Policy, Educational Testing Service, Princeton, NJ, 2001.

Office of Disability Services, Policies & Procedures for Students with Disabilities, Iowa Western Community College, Council Bluffs, IA.

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I. Philosophy and Purpose

It is the mission of the Des Moines Area Community College (DMACC) to offer quality programs and courses to meet the different community interests, student abilities and personal objectives of citizens of all ages and levels of education, for the purpose of improving the quality of life, the economic conditions, and the public welfare of our state.

It is the policy of DMACC to comply with the access provisions of the state and federal civil rights legislation for persons with disabilities. DMACC is committed to providing an accessible environment that supports students with disabilities in reaching their full potential. Support services are available for students with disabilities to ensure equal access to educational opportunities.

College policy calls for reasonable accommodation to be granted to students with disabilities. Reasonable accommodation is granted in the form of auxiliary aids and services. DMACC employs a special needs coordinator to review and grant requests for reasonable accommodation.

The special needs coordinator, who coordinates services for students with disabilities on the Ankeny campus, grants accommodations for students district-wide. Boone, Carroll, Newton, Urban, and West campuses employ a counselor or advisor to coordinate services for students with disabilities.

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II. DMACC Policy on Services for Students with Disabilities

DES MOINES AREA COMMUNITY COLLEGE
EDUCATIONAL SERVICES PROCEDURES

Section: STUDENT RIGHTS, APPEALS, AND FERPA
Subject: Reasonable Accommodation for Students with Disabilities
Effective Date: August 1, 2003
Number: ES 4610


I. Institutional Regulations

The College shall provide reasonable accommodation to the known physical, mental, or learning disabilities of students unless the accommodation would pose an undue hardship on the institution.

II. Procedure

A. Definitions

1. Educational opportunities will not be denied to otherwise qualified applicants for admission or students with disabilities because of the need, when requested by an otherwise qualified applicant for admission or student with a disability, to make reasonable accommodation for known physical, mental, or learning disabilities as defined by law.
   
2. The procedures contained herein are not exclusive of other education?related inquiries that the College, in its discretion, may make as permitted or required by local, state, or federal law and in conformance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
   
3. "Educational Opportunities" include:
   a. Enabling applicants for admission or students with disabilities to meet the academic and technical standards required for admission or participation in education programs, activities, and services.
   b. Enabling applicants for admission or students with disabilities to enjoy equal benefits and privileges of education as are enjoyed by other similarly situated applicants for admission or students without disabilities.
   
4. "Applicant for Admission or Student with a Disability" is a person who:
   a. has a physical or mental impairment which substantially limits one or more major life activities;
   b. has a record of such an impairment; or
   c. is regarded as having such impairment.
   
5. "Physical or Mental Impairment' is any physiological disorder, disfigurement, or anatomical loss or limitation or any mental or psychological disorder acquired as a result of illness, accident, or birth.
   
6. "Major Life Activity" is caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working.
   
7. "Otherwise Qualified Applicant for Admission or Student with a Disability" is a person who is qualified for receipt of educational opportunities, public adult educational services or other services, in that he or she satisfies, with or without reasonable accommodation, all of the academic and technical standards, essential eligibility requirements and other applicable educational?related selection criteria.
   
8. "Student Accommodation Officer" is the Director of Academic Support Services or his or her designee.
   
9. Reasonable accommodation means modifying or adjusting, in response to a request by an otherwise qualified applicant for admission or student with a disability, the admissions testing, registration process, or educational environment to enable such applicant for admission or student with a disability:
   a. to be considered for admission to the program, course, activity, or service he or she desires,
   b. to meet academic and technical standards required in an educational program or activity,
   c. to meet the essential eligibility requirements for the receipt of other services, and
   d. to enjoy equal benefits and privileges of education as are enjoyed by other similarly situated applicants for admission or students without disabilities.
   
10. Reasonable accommodation may include:
    a. making existing academic facilities used by applicants for admission, students and the public readily accessible to and useable by individuals with disabilities,
    b. altering when and how academic or technical requirements are met or performed,
    c. adjusting or modifying admission and performance tests, educational materials or policies,
    d. allowing readmission upon review and evaluation,
    e. providing readers, interpreters or scribes,
    f. adapting or modifying the manner and method of instruction and testing,
    g. allowing applicants for admission or students with disabilities to provide equipment or devices that the College is not required to provide, and
    h. other similar accommodations.
    
11. Requests for reasonable accommodation will be evaluated on a case?by?case basis, with due regard for granting comparable accommodations to applicants for admission or students with comparable disabilities, based on the following factors:
    a. the academic and technical standards required for admission or participation in an educational program or service,
    b. the purpose and nature of the program, course, and/or services,
    c. the precise educational?related abilities and functional limitations of the applicant for admission or student with a disability and how those limitations could be addressed with reasonable accommodation,
    d. the nature and cost of the accommodation(s) required in relation to the College's financial resources,
    e. the consequences of such accommodation(s) upon the operation and educational mission of the College, course, program, service and/or activity, and
    f. other federal, state, and local regulatory requirements.
    
12. An otherwise qualified applicant for admission or student with a disability who requires attendant care services must make arrangements to provide for his or her own attendant care service; the College does not assume coordination or financial responsibilities for attendant care services, individually prescribed devices, readers for personal use, tutors, or other devices or services of a personal nature.
    
13. The College is not required to offer or provide an accommodation to admit or to continue to admit an individual with a disability to any particular program, course, service, and/or activity or to provide educational opportunities and other services when:
    a. the requested accommodation(s) would substantially alter the educational standards or mission of the College,
    b. the requested accommodation(s) would fundamentally alter the nature of the program, course, service, and/or activity,
    c. the applicant for admission or student with a disability is not otherwise qualified to meet the academic and technical standards required for admission or participation in an educational program, course, service, and/or activity,
    d. the requested accommodation(s) would cause an undue financial hardship on the College, or
    e. the applicant for admission or student with a disability, with the requested accommodation(s), would pose a direct threat to the health or safety of himself/herself or others.
    
14. A requested accommodation is not reasonable if it negates:
    a. requirements for successful completion of a program, course, service and/or activity, or
    b. adherence to commonly accepted standards of behavior or safety or College requirements for student conduct, or
    c. adherence to reasonable administrative and faculty directions and instructions.
    
15. If the academic, technical or other standards required for admission or participation in an educational program, course, service and/or activity are changed, the conditions and procedures herein shall apply to:
    a. any evaluation of the ability to perform the changed requirements of an applicant for admission or student with a disability, and
    b. the College's determination of whether it is reasonable to grant accommodation(s) requested as a consequence of such changed requirements.
    
16. Application for Accommodation:
    a. To request accommodation(s), a student must submit an Application for Accommodation (Form ES4610) to the Student Accommodation Officer:
    1. specifying the nature of the claimed physical or mental disability,
    2. specifying his/her functional limitations with respect to the claimed disability,
    3. specifying the nature of the requested accommodation(s), and
    4. submitting current professional evidence documenting the disability; such documentation must verify the applicant's need for the specific accommodation(s) requested.
    b. If the applicant for admission or student with a disability requires secretarial or other assistance in preparing the application form due to his/her disability, this will be provided upon request to the Student Accommodation Officer.
    c. A specific plan for accommodation(s) can not be implemented until the student has supplied all information and documentation specified immediately above; the Application for Accommodation should be completed before the beginning of the semester, or as early in the semester as possible, to allow sufficient time to develop and implement an accommodation plan which will be useful to the applicant for admission or student with a disability; the later in the semester the application process begins, the less likely an accommodation plan can be fully implemented to accommodate the student's needs within that semester; accommodation(s) will not be retroactive within a semester.
    
17. Decisions on Applications for Accommodation:
    a. Upon receipt of a completed application with full documentation, the Student Accommodation Officer, individually or in consultation with appropriate deans, instructors, and medical or other personnel retained by the College, and after consultation with the applicant for admission or student with a disability as well as the Disability Education and Awareness Committee (DEAC) to the extent deemed necessary or appropriate by the Student Accommodation Officer, shall make a determination regarding the requested accommodation(s).
    b. Said determination shall be made within ten (10) working days.
    c. The decision will be communicated in writing or some other form appropriate to the applicant for admission or student with a disability.
    d. If accommodation(s) are denied, said decision shall first be reviewed by the College’s Affirmative Action Officer before the applicant for admission or student with a disability is notified.
    e. If accommodation(s) are granted, the Student Accommodation Officer, individually or in concert with other affected College personnel, shall develop and maintain in a confidential file a written accommodation plan.
    f. The applicant for admission or student with a disability shall be obligated to share a copy of this plan with appropriate college personnel who must necessarily be involved in implementation of the plan.
    g. If an otherwise qualified applicant for admission or student with a disability rejects an accommodation plan or fails to use an accommodation plan that is necessary to enable him/her to perform or meet the academic, technical, or other standards requisite for admission to or participation in the educational program, course, activity or service in question, the applicant for admission or student with a disability will not be considered a qualified individual with a disability, and admission to or current enrollment in the program, course, activity, or service in question may be denied, withdrawn, or modified as deemed appropriate by the College.
    
18. Appeals:
    a. An applicant for admission or student with a disability who objects to the denial of accommodation(s) or who objects to an accommodation plan shall first, within ten (10) working days of notice of the decision, request a meeting with the Student Accommodation Officer to attempt in good faith to resolve the objection; upon receiving such a request, the Student Accommodation Officer shall arrange for the presence at the meeting of such deans, instructors, administrators or other College personnel as the Student Accommodation Officer believes may be helpful in resolving the objection.
    b. Within two (2) working days of the meeting, the Student Accommodation Officer shall inform the applicant for admission or student with a disability of his or her final decision.
    c. Within fifteen (15) working days of notice of the Student Accommodation Officer’s final decision, the applicant for admission or student with a disability may file a written appeal to the College Affirmative Action Officer.
    d. If the applicant for admission or student with a disability requires secretarial or other assistance in preparing the appeal form due to his/her disability, this will be provided upon request to the Student Accommodation Officer.
    e. Within ten (10) working days of receiving the notice of appeal, the College Affirmative Action Officer shall notify the applicant for admission or student with a disability of his or her decision, which shall be final.

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III. Responsibilities

A. Student Responsibilities

To receive reasonable accommodation in the form of auxiliary aids and services, students with disabilities have the responsibility to:

1. Self-identify their disability status by completing an Application for Accommodation.
2. Provide documentation that validates the disability and request for auxiliary aids and services.
3. Request necessary auxiliary aids and services in a timely manner.
4. Communicate with the instructor in a timely manner regarding their granted aids and services.
5. Immediately report any problems or concerns associated with the granted accommodations.
6. Provide updated information to the special needs coordinator, counselor, or advisor should their needs change.

B. Defining the Roles

1. The role of the special needs coordinator is to
   a. Review the application and documentation, to validate the disability, and ensure that the student qualifies for services as a student with a disability.
   b. Grant the request for reasonable accommodation in the form of auxiliary aids and services that are supported by the student’s documentation.
   
2. The role of the special needs coordinator, counselor, and advisor is to coordinate the granted accommodations.
   
3. The role of the student is to communicate his/her needs to the instructor(s) in a timely manner and inform the special needs coordinator, counselor, or advisor promptly if approved academic accommodations are not provided.
   
4. The role of the instructor is to provide the granted accommodations and communicate with the special needs coordinator, counselor, or advisor should any concerns arise or for assistance in granting the accommodations.

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IV. Application Process for Reasonable Accommodation

A. Requesting an Application for Accommodation

To request an application in alternative format or for assistance in completing the application contact the special needs coordinator at (515) 964-6850.

1. Ankeny campus. On the Ankeny campus, the application is available in Building 1, at the information desk; in the special needs office in Building 6, room 10b; or through any of the academic advisors or counselors.
   
2. Carroll, Boone, Newton, Urban, or West campus. The application is available through the educational advisors/counselors.
   
3. The student may request that an application be sent through the mail by calling (515) 964-6850 or (515) 964-6200.

B. How to Complete the Application for Accommodation

The application should be completed before the beginning of the semester or as early in the semester as possible to allow sufficient time to coordinate and implement the necessary auxiliary aids and services. Aids and services are granted after the application and documentation are received and processed by the special needs coordinator. Auxiliary aids and services will only be offered for present and future needs. The granting of reasonable accommodation will not apply to testing, classes, etc., that occurred prior to the development of the accommodation plan.

1. General Information

a. Provide the requested information about yourself.
b. Campus refers to the campus where you plan to attend classes: Ankeny, Boone, Carroll, Newton, Urban, or West.
c. Date Entering Program refers to when you started taking classes or will start taking classes at DMACC.

2. Please explain….

a. Describe the nature of your disability: Specify whether you have a learning disability, cognitive disability, physical disability, mental health disability, etc.
b. Specify your functional limitations: What does your disability prevent you from doing? For example: can’t concentrate in a noisy classroom or takes longer to read test questions.
c. Specify the nature of the requested accommodation: What type of equipment, auxiliary aid, or service do you require based on your disability? For example: sit in the front of the class nearest the instructor, someone to assist in obtaining class notes, and/or longer time to take exams.
d. Signature: The student requesting the accommodation needs to sign the application. The application will not be considered complete until signed.

3. Submission of professional documentation…

a. Documentation refers to written professional evaluation that specifically identifies the student’s disability.

4. General Information Regarding Documentation

a. The special needs coordinator will consider an application complete when all the areas are addressed. An incomplete application will be returned to the student for completion.
b. Applications without accompanying documentation will not be processed until the documentation is received.
c. Once the application is completed and documentation is received, the application process will be completed within ten (10) working days.
d. The student will be notified in writing or alternate means by the special needs coordinator regarding the outcome of his/her request.
e. The College specifies a grievance procedure to be followed to appeal decisions made regarding the Application for Accommodation (page 5).

C. Documentation

1. Documentation Requirement

a. When requesting reasonable accommodation, documentation is required to validate the student’s disability and need for services. Accommodations cannot be granted until the application is completed and accompanied by supporting documentation.

2. Documentation Defined

a. Documentation refers to written professional evaluation that identifies a mental health, medical, physical, or learning disability for the expressed outcome of determining appropriate auxiliary aids and services for students with disabilities.
b. Documentation is required from a professional such as a licensed medical doctor, school psychologist, educator, psychologist, or psychiatrist.
c. The documentation should clearly specify the disability or the student’s status as an entitled individual.
d. The documentation should indicate the impact of the disability and the academic problems the student might experience due to his/her disability.
e. The documentation should recommend the types of aids and services the student needs.
f. The documentation should be current.
g. If the documentation is inadequate in scope or content or does not address the student’s current level of functioning and need for accommodations, the special needs coordinator may require further evaluation. Other significant changes in the student’s functioning level related to medication changes, etc., may warrant an updated evaluation.

3. Where to Obtain Documentation

a. The student may obtain documentation from his/her physician or request a referral to another professional from his/her physician.
b. If the student received special education services or used a 504 plan while attending high school, either the teacher, AEA representative, or the high school’s secretary might obtain past documents for the student or provide information on how to obtain documents.
c. The student may contact the Department of Vocational Rehabilitation, office of Disability Determination Services (515) 281-4474 for assistance or Vocational Rehabilitation at (515) 281-4211.

4. The Use of an IEP or a 504 Plan as Professional Documentation

a. An Individualized Education Plan (IEP) or 504 Plan validates that the student is an entitled individual and would qualify as professional documentation but may not provide enough information regarding the specific disability to ensure that the proper modifications, auxiliary aids, or services are granted. Providing evaluation information from the school psychologist or another source, along with the IEP or 504 Plan, will be helpful to the student. If the student does not supply other documentation, the college is limited to granting aids or services mentioned in the IEP.

If a student has tested out of the Special Education program and is no longer receiving services upon graduation, the IEP may not suffice as current, valid documentation.

5. Confidentiality

a. Student information will be kept in a secured file in the office of the special needs coordinator. Information regarding granted accommodations will be shared with the student’s instructor(s). All other information in the student’s file especially disability documentation will be held in confidence and will not be released without the student’s informed and written consent as per the Family Education Rights and Privacy Act or FERPA

As a community college, DMACC is bound by the FERPA. The act ensures privacy for students. DMACC staff and faculty are not allowed to release information regarding grades or academic standing to parents or others without the consent of the student.

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V. Auxiliary Aids and Services

The following list of auxiliary aids and services is not meant to be an all-inclusive or exhaustive list of possible options. Instead, the list represents common or frequent auxiliary aids and services used by students with disabilities at DMACC. All decisions regarding auxiliary aids and services are made on a case-by-case basis.

A. General Guidelines for Receiving Auxiliary Aids and Services

1. Once reasonable accommodation has been granted in the form of auxiliary aids and services, the special needs coordinator on the Ankeny campus or the counselor/advisor on the Boone, Carroll, Newton, Urban, or West campus will draft a memo for the student’s instructor(s). The memo(s) will inform the instructor(s) of the granted accommodations (see Appendix A).
   
2. The special needs coordinator, counselor, or advisor will provide the memo(s) to the student. Unless other arrangements are made with the special needs coordinator, counselor, or advisor, the student is responsible for obtaining the memo(s) from the special needs coordinator, counselor, or advisor.
   
3. Unless other arrangements are made with the special needs coordinator, counselor, or advisor, the student is responsible for meeting with the instructor and providing him/her with the memo.
   
4. The best practice would be for the student to make an initial contact with the instructor at the first class and set up a time to discuss the accommodations. Accommodations will commence once the student delivers the memo to the instructor(s) unless the student makes other arrangements.
   
5. The special needs coordinator, counselor, or advisor will make arrangements for taped textbooks, readers and scribes, software, sign language interpreters, tape recorders, adaptive listening devises, and tours. The instructor will coordinate all in-classroom accommodations, such as notetakers and testing accommodations.

B. Types of Auxiliary Aids and Services

1. Taped/Scanned Textbooks – Taped/scanned textbooks will be provided when the student’s documentation validates the need for taped/scanned textbooks. The student will need to follow the steps below to arrange for the taping/scanning of his/her college textbooks.

a. Provide the special needs coordinator on the Ankeny campus or the counselor/advisor on the Boone, Carroll, Newton, Urban, or West campus with the course syllabus or outline and the textbook. Complete the Request for Taped/Scanned Textbooks form (see Appendix B.)
b. Generally five (5) working days are required to initiate the process and provide the first tape/disk/CD. After the process is started, the tapes will be supplied to the student in a timely manner.
c. For students submitting an application late in the semester, the tapes/disk/CD will be supplied for dates after the accommodation is granted.
d. Students are required to return the tapes/disk/CD by the end of the semester.
e. All tapes/disks/CDs must be returned to the special needs coordinator before taping of textbooks will be granted for the next semester unless extenuating circumstances are discussed with the special needs coordinator.
f. Students are not allowed to copy or distribute any of the material supplied by the College.

2. Testing Accommodations - Students should make every effort to contact the instructor well in advance of the day of the test to make arrangements for these accommodations.

a. Extended time for tests. The amount of extra time offered for testing will be determined by the student’s documentation. Undefined or unlimited time will not be granted.
b. Testing in a quiet environment outside the normal classroom. Tests may be taken in the Testing Center of the Academic Achievement Center or arrangements may be made to complete the exam in an area designated by the special needs coordinator, counselor, advisor, or instructor.
c. Use of spellers or the computer during exams. If the documentation supports the need for these aids, arrangements will be made with the instructor for use of spellers or a computer during exams.
d. Use of a calculator. If the student’s documentation validates the need for a calculator and if computational skills are not an essential part of the exam, the use of a calculator during exams will be granted.

3. Readers and Scribes

a. If indicated by the student’s documentation, the special needs coordinator, counselor, or advisor will arrange for a qualified person to read exams to the student, read an exam onto tape, or scribe student answers.
b. The reader will read the information directly from the exam. The reader will not be allowed to paraphrase the questions, define terms, explain the question, or offer any other type of assistance unless otherwise directed by the instructor.
c. The scribe will write verbatim the information presented by the student. The scribe will not be allowed to read questions or offer any type of assistance unless otherwise directed by the instructor.
d. If the student’s documentation validates the need for both a reader and a scribe, unless otherwise indicated by the student’s documentation, one person will be allotted both tasks.
e. When needing a reader, taped exam, or scribe, the student is responsible for notifying the special needs coordinator, counselor, or advisor of his or her testing date/time at least three days prior to the exam to ensure that the tape, reader, or scribe is scheduled or available.

4. Software - Software is provided to ensure accessibility to computer classes.

a. Voice Recognition Software – The software allows access to the computer without the keyboard. Students will need to attend an initial training session and plan to spend time teaching the software to recognize his/her voice. Accuracy of the software improves with each vocabulary session the student completes. Students requesting the software should contact the special needs coordinator, counselor, or advisor 30 days prior to the semester to allow ample time to learn how to use the commands and for the software to develop competent voice recognition.
b. Screen Readers – The software reads the information on the screen. Tutorials are available through the Department for the Blind. The special needs coordinator, counselor, or advisor will assist the student in obtaining the tutorials. Students requesting the software should contact the special needs coordinator, counselor, or advisor 30 days prior to the semester to allow ample time to learn how to use the software prior to starting the class.
c. Page Enlargers – The software enlarges the font. Students requesting the software should contact the special needs coordinator, counselor, or advisor 30 days prior to the semester to allow ample time to learn how to use the software prior to starting the class.

5. Lab Assistants

a. Lab assistants are provided to ensure access to materials, etc., in the classroom. For example, a student who is blind might need a lab assistant in a chemistry or computer lab.
b. Students requesting a lab assistant should contact the special needs coordinator, counselor, or advisor 30 days prior to the semester to allow time to find and schedule a lab assistant.

6. Sign Language Interpreters

a. Sign language interpreters are available for students who are deaf or hard of hearing. Students requesting an interpreter should contact the special needs coordinator, counselor, or advisor at least 30 days prior to the semester to allow ample time to schedule an interpreter.

7. Alternative Formats (Braille, Large Print, Closed Captioning)

a. Students requesting alternative formats for exams, syllabi, films, class handouts, etc., should contact the special needs coordinator, counselor, or advisor 30 days prior to the beginning of the semester to allow ample time to create the alternative formats.

8. Notetakers

a. DMACC utilizes volunteer, student notetakers. The instructor will ask a student in the class to provide class notes. The special needs coordinator, counselor, advisor, or their designee will provide training to the student notetaker.
b. Unless the absence is related to the documented disability, and prior arrangements are made with the special needs coordinator, counselor, or advisor, notes will be provided only for the classes attended by the student.
c. NCR paper is available for use by the notetaker.

9. Tape Recorders and Adaptive Listening Devises

a. Both tape recorders and adaptive listening devices are available for use. The devices are for campus use only unless they are needed for classroom related, off-campus activities.

10. Service Animals

a. Service animals are welcome on the DMACC campus. A service animal is any guide dog, service dog, or other animal that is specially trained to perform tasks for the benefit of an individual with a disability.

11. Campus Tour

a. Upon request, the special needs coordinator, counselor, or advisor will provide a campus tour for a student who needs to evaluate/determine his/her route of travel prior to classes starting.

C. Services not Qualifying as Auxiliary Aids or Services Under the ADA

1. Tutoring (either in-class or outside class) – Tutoring is offered as a service to all DMACC students based on the availability of tutors. Students may use up to three hours of tutoring, per course, per week. Tutoring in the classroom is not offered. If a student with a disability wants to provide his/her own personal tutor in the classroom, and the request is supported by their documentation, the personal tutor may accompany the student in the classroom without paying tuition.
   
2. Personal attendants – A student who requires attendant care services must make arrangements to provide for his/her own attendant care service; the College does not assume coordination or financial responsibilities for attendant care services.
   
3. Readers or sign language interpreters for personal study/use.
   
4. Equipment such as wheelchairs or hearing aids or other personally prescribed devices.
   
5. Procurement of documentation for the student.
   
6. Taped textbooks for personal use.
   

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VI. Course Substitutions

Students with disabilities need to meet the qualification requirements to participate in DMACC’s academic programs with or without reasonable accommodation. Therefore, students with disabilities are not excused from course prerequisites, GPA requirements, or degree requirements. In some limited circumstances, however, a substitution of course requirements may be appropriate. Such an accommodation is made only when (1) the student’s documentation clearly indicates that the student’s disability makes completion of the requirement impossible and (2) that such an accommodation does not fundamentally alter the nature of the academic program.

Consideration of a substitution is done on a case-by-case basis and the final decision rests with the dean of the student’s program. Documentation must be supplied by the student that specifically indicates the need for the course substitution. Course adaptation or accommodation will be considered before a substitution is granted.

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VII. Parking 

Students must display a current DMACC parking permit and a valid state
disability access placard in order to park in a handicapped accessible parking
space. A campus map with information about handicapped accessible parking is
available on-line at www.dmacc.edu. Should you require additional parking
accommodations, contact the special needs coordinator, counselor, or advisor on
the appropriate campus. If you have an emergency situation or need immediate
assistance, call security at the numbers listed below.

Ankeny: (515) 964-6500
Boone: (515) 432-5052
Carroll: (712) 792-8312 (report problems to the provost)
Newton: (641) 791-1795
Urban: (515) 248-7200
West: (515) 663-2400

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VIII. Voter Registration

All students with disabilities who inquire about or request services through the special needs coordinator shall be offered information about voter registration.

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IX. Emergency Procedures

A. Each building with occupants should have a fire safety/disaster plan for evacuation during an emergency. For classrooms, the instructor is responsible for students during the class session. Students should familiarize themselves with the important parts of each building in which they take classes, including exits, stairways, tornado safety areas, and phone location. Students are encouraged to discuss emergency procedures with their instructors at the beginning of the semester.

B. Students with health issues may request that written emergency procedures be supplied to the instructor. In response to the student’s request, the special needs coordinator, counselor, or advisor will supply the instructor with the following information:

1. Whom to notify in the event of an emergency.
2. Under what circumstances 911 should be called.
3. How to respond to the medical emergency, such as a seizure.

C. The student should meet with the special needs coordinator, counselor, or advisor prior to the beginning of the semester to discuss his/her needs in this area.

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