Mayland Community College is committed to providing equal access and support for persons with disabilities. The College adheres to the standards and guidelines set forth in the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. The MCC Counseling and Disability Services Office and the SOAR Program both coordinate accommodations and support services to students with documented disabilities. In college, it is the responsibility of the student to notify the college if accommodations are needed. Students must provide documentation of their disabilities and provide 6 weeks advance notice for accommodations involving interpreters or special equipment.
Visit the Counseling and Disability Services Office if you:
- have specific questions concerning ADA; or
- have comments or suggestions for ensuring that students with disabilities have equal access to MCC services, programs or activities; or
- wish to take advantage of MCC services for students with disabilities.
To receive services, students are required to provide documentation of disability to the Counseling and Disability Services Office or SOAR Program. Documentation must be current and signed by a qualified professional who has diagnosed the disability. All information about the disability is kept confidential and will not be released to anyone without the student’s written permission.
Distance learners with disabilities follow the same procedures for requesting accommodations as other students. Begin by contacting the Counseling and Disability Services Office (see below.)
Counseling and Disability Services Office
Room 113, Gwaltney Hall (near front receptionist)
Phone: (828) 766-1256
Fax: (828) 765-0728
For SOAR students only – click here for more information on the SOAR Program
Room 224, SOAR Hallway, Gwaltney Building (across from Math Lab)
Phone: (828) 766-1260
Fax: (828) 765-0728
Student Rights and Responsibilities
- Equal access to courses, programs, services, jobs and activities offered by the college.
- Equal opportunity to work, learn, and receive accommodations.
- Confidentiality of information regarding their disability as applicable laws allow.
- Information available in accessible formats.
- Self-identify disability status in a reasonable and timely manner.
- Meet qualifications and maintain essential institutional standards for the programs, courses, services, and activities.
- Provide disability documentation from a qualified professional that reflects the student’s current disability status, and how their disability limits participation in courses, programs, services, and activities.
- Follow procedures for obtaining academic adjustments, and/or auxiliary aids and services.
- Notify disability counselors about the need for accommodations at the beginning of each semester.
- Notify instructors and counselors when tests are scheduled so arrangements for accommodations can be made ahead of time.
- Remember that accommodations cannot be requested after a test or assignment is due, unless there are extenuating circumstances.
Suggestions for Students:
- Some accommodations require extra time so it is imperative to self-identify and request accommodations as soon as possible.
- Attend classes and follow instructions provided in the class syllabus concerning absences, emergency needs, or other information specific to class.
- Contact other outside agencies for possible eligibility for additional services.
- Students with disabilities should process their own college business (i.e., registration, drop/add, refunds, etc.).
Major Differences Between
High School and College Disability Services
(Taken from the NC Community College Disability Services Resource Guide)
|Applicable Laws||I.D.E.A. Section 504, Rehabilitation Act||A.D.A. Section 504 Rehabilitation Act|
|Required Documentation||I.E.P.School provides evaluations at no cost to student.
School Retests over time.
|Varies depending on the disability and must include testing documentation.Student obtains evaluation at own expense.
Student obtains retesting.
|Student Role||Student is identified by school.School sets up accommodations.||Student self-identifies to Disability Services Office.Student is responsible for securing accommodations.|
|Parental Role||Access to student records.Participation in accommodations.
|No access to student records without the student’s written consent.Student requests accommodations.
|Instructors||Modification of curriculum.Use of multi-sensory approach.
Weekly testing, mid-term, final, and graded assignments.
Attendance taken and reported.
|Not required to modify curriculum.Not required. Lecture is predominant.
May test once or twice with few assignments.
Attendance policy is up to the individual instructor.
|Grades||Grades modified based on curriculum.||Grades reflect the quality of work submitted.|
|Conduct||Disruptive conduct may be accepted.||Students who disrupt the learning environment may be dismissed.|
|Most Important Differences in Summary||I.D.E.A. is about SuccessHigh School is mandatory and free.||A.D.A. is about Access.Postsecondary is voluntary and has tuition.|
Disability Services Web Resources
Additude Magazine: an e-newsletter and webinars for students with ADD/ADHD
AHEAD: Association on Higher Education and Disability