Students with Disabilities

This section continues the information from the 21 Days to Holistic Student Support designed by the I-HOPE Welty Gran Team (see the first page in this section for more details). 

Information regarding disability diagnosis is considered private and protected. Disability Access Services staff cannot disclose disability diagnosis to faculty, staff, or other constituents as it is strictly confidential. All hard copies of medical records are kept in locked file cabinets in the DAS office. Do NOT discuss the student’s accommodations, disability, access needs, or other DAS services in front of other students or staff. If you need to meet with the student to discuss coordination of accommodations, consider scheduling a private meeting in order to keep information private and confidential.

For more details about SCC’s students with disabilities population, see SCC Disabilities Data by Category (2013-2019) Links to an external site., and please consider including a statement about Disability Access Services in your course syllabus. Links to an external site.

 

FAQ: "A student has disclosed a disability to me. How should I proceed to best support this student?"

SCC Disability Access Services (DAS) Referral Process:

  • If a student discloses disability status, faculty may refer students to the DAS office for an intake appointment. During the appointment, an Intake Specialist will chat with the student about the classroom environment and how that impacts the student with a disability. If the student has medical documentation of their disability, DAS will request that they bring it to the appointment. DAS staff will review documentation and discuss the classroom environment and how it impacts the student in order to determine accommodations that may provide equal access to programs. If the student does not have documentation, they may still meet with DAS staff to discuss their situation.
  • If the student does not disclose disability, do not assume the student has a disability, and do not suggest they connect with DAS based on observation alone. This could be viewed as disability discrimination. Instead, it is recommended to provide the student with multiple campus resources and include DAS services on the list.

Example:

Hello Student,

I noticed you’re behind on coursework, and I am reaching out to be sure you’re aware of various campus resources. Here is a list of services on campus that may be helpful:

(Provide links or contact information for the following resources)

          • Tutoring

          • Academic Advising

          • Disability Support Services

          • Center for Inclusion and Diversity

          • eLearning

          • Counseling

          • Student Health Clinic

Once DAS accommodations are approved, a Letter of Accommodation (LOA) will be sent to all instructors, outlining the student’s approved accommodations under the ADA. The accommodations process is interactive and may require communication between instructor and student. However, a student is NOT required to discuss their disability and/or accommodations with their instructor unless coordination of accommodations warrants a discussion.

Additionally, PACE (People Accessing Careers and Education) Links to an external site.is another resource on campus that provides programs for individuals with cognitive or mental disabilities that lead to barriers to college and/or employment. 

Feel free to contact DAS with any questions or concerns.

Website: https://scc.spokane.edu/Disability-Support-Services Links to an external site.

Location: Bldg. 15, Suite 113

Operational Hours: M-F 7:30am to 4:00pm

Drop-in Hours (physical office is open to staff and students): M-Th 8am to 4pm, Friday 8am to 12pm

Office Phone: 509-533-7169

Front Desk Email: DSS@scc.spokane.edu

 

Student Case Study: "A student shares that the reason they have not been engaged in class is because they are having a difficult time keeping up. They also disclose that they had an IEP in high school."

We spoke with SCC Counseling Faculty for guidance on how best to support this student:

  • First, I would help the student connect with Disability Access Services Links to an external site. to see if the accommodations they received through their IEP in high school might be able to assist with the challenges they’re experiencing in the course (and any other classes too).
  • I’d also help the student connect with SCC Counseling Links to an external site. to discuss study skills or time management strategies that might assist.
  • I’d help the student connect with Tutoring Support Links to an external site. to assist with any challenges with the content as well. Tutoring is available in-person and online in a wide variety of subjects, and tutors are also available to come to your classroom to provide more information on their services to students.
  • Lastly, if it's an online class, the E-Learning Student Success Coaches help.

 

** Please remember that if you're ever unsure of where to turn for support for a struggling student, the Early Alert team on campus is also available to help. The Early Alert team is made up of staff from student services departments across the campus. Faculty can submit online Early Alert Referrals Links to an external site. for student concerns ranging from class participation/attendance, assignment completion, mental health services, food and/or housing insecurity, and more. Once you submit a referral, a member of the team will reach out to the student within about 24 hours to check in on them and provide options for interventions or services. The team encourages you to "refer early and support often!"