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Under the Americans with Disabilities Act (ADA) a disability is defined as a physical or mental impairment that substantially limits one or more major life activities. This includes, but is not limited to:

• Physical impairments: vision, hearing, mobility, speech, or dexterity
• Mental impairments: cognitive, emotional, or psychiatric conditions
• Other impairments: Chronic illnesses or health conditions

No. While there may be some commonalities in the accommodations approved for specific disability types, determination of reasonable accommodations is always individualized based on the student’s experience and needs.

Yes. If symptoms of the mental health diagnosis are impacting engagement in classes and academic performance, then a student is eligible to receive academic accommodations

To receive accommodations, students need to meet with Disability Support Services for a new student intake appointment. Student can contact us to make an appointment or fill out our optional , and we will contact you.

No, students must go through the accommodations request process at each school they attend.

Typically, no. Accommodations are active once the accommodation letter is emailed to the student and instructors with rare exceptions.

No. Students with both 504 plans and IEPs are eligible to receive accommodations at FRCC. High schools should not switch students from an IEP to a 504 plan unless it makes sense for them for their high school needs.

No, students must go through the new student intake process to receive accommodations in college.

Yes. Students do not have to have had an IEP or 504 plan in high school to qualify for accommodations in college.

No, student information is protected under FERPA (Family Education Rights and Privacy Act). This requires students to provide permission for release of their grades or other information. Students can complete the ‘Student Consent to Release Confidential Information’ form to allow the institution to speak to individuals named on the form without the student being present. However, even if a student has completed this form, DSS prefers to student to be present when discussing academic accommodations and supports.

Yes, if the student would like to bring a family member or advocate, they may do so. However, the student is the focus of the meeting and is in the ‘driver’s seat’, so questions and conversation will primarily be directed to the student.

No, typically accommodations become active when the instructor receives the accommodation letter email. There are rare cases in which an accommodation may be retroactive, but DSS staff will communicate with instructors when this is the case.

Because instructors are not supposed to make unilateral decisions about accommodations in class, they will need to review the fundamental alteration process (link) and contact DSS to discuss their concerns. In some cases, DSS staff will request that they complete the fundamental alteration form (link) to go through the process to determine if an accommodation creates a fundamental alteration for their course.

No, DSS is responsible for obtaining documentation and verifying the need for accommodations. Once accommodations have been approved, instructors should not request additional documentation from students.

An animal (dog or miniature horse) that has been trained to perform tasks for a person with a disability.

The main difference between a service animal and an emotional support animal (ESA) is that the service animal is trained to perform tasks for a person with a disability, while an ESA provides companionship and/or comfort.

No, service animals are a right under the Title II of the Americans with Disabilities Act and therefore do not need to be approved as an accommodation.