Accessibility Services provides reasonable and appropriate accommodations for students with disabilities.
Information for Students
Student Rights & Responsibilities
Every student registered with Accessibility Services has the responsibility to meet the same academic and student conduct standards as other students and ask for assistance and accommodations in an appropriate manner.
Every student registered with Accessibility Services has the right to:
Be free from discrimination on the grounds of having a disability and free from retaliatory discrimination.
Be assured that information about a disability is held confidential. It will not be shared with anyone unless permitted by the student in writing, except as required by law.
Choose to whom the disclosure of disability is made except as required by law.
Equal opportunity and access to educational programs, services, activities, and facilities available at all PPCC campuses.
Reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids as determined on a case-by-case basis, where the student’s disability limits access, participation, or ability to benefit.
Meet privately with faculty to discuss needed accommodations and address any other concerns.
Be treated equally with other students regarding grades and class participation.
Appeal decisions regarding accommodations and auxiliary aids.
Be informed of their grievance rights and procedures, including the appeal of decisions concerning academic accommodations.
Initiate the grievance, complaint or concern process: Americans with Disabilities Act complaints concerning discrimination on the basis of disability may be sent to PPCC’s ADA/Equal Opportunity Officer, Mr. Carlton Brooks at email@example.com or complete the Discrimination/Harassment Complaint form available at https://www.ppcc.edu/concern
Complete and submit your complaint through the United States Department of Justice Civil Rights Division at https://www.ada.gov/complaint/
Every student registered with Accessibility Services has the responsibility to:
Self-identify as an individual with a disability to Accessibility Services if requesting for accommodations each semester.
Initiate requests by scheduling an appointment with Accessibility Services. Actively participate in the interactive process of determining appropriate, effective, and reasonable accommodations.
Discuss accommodations with instructor(s) and self-advocate for the reasonable provision and implementation of the accommodations.
Notify Accessibility Services immediately if there are concerns, questions or issues with the accommodations.
Notify faculty/instructors of any testing accommodations they wish to use in a timely manner.
Schedule to use testing accommodations with Accessibility Services in advance, to include date, time, technology, reader, scribe, etc. and any other requests as soon as they receive the syllabi.
Make arrangements with Accessibility Services staff for assistance with equipment. Notify a staff member immediately if there are problems with the test, accommodative environment, equipment, furniture, etc.
Communicate: Self-advocate. Work with Accessibility Services Disability Specialists on developing advocacy skills and communicating specific needs and accommodations with faculty.
Meet with a Disability Specialist at least 4 to 6 weeks prior to each semester to discuss arrangements for needed accommodations. Even if you have not met this timeline, please contact Accessibility Services.
Academic accommodations are determined during our interactive process and are granted on an individual analysis of the student's circumstances. The accommodations described below are not guaranteed, and this does not represent an inclusive list. It is the student's responsibility to inform their instructors of their accommodations to ensure their appropriate implementation.
Students may be granted additional time for all exams and in-class quizzes. Extended time is typically approved in increments of either one and one half or double the allotted time and ensures that a student’s performance is reflective of his/her mastery of material rather than the speed at which a student performs.
Certain skills-based tests are meant to mimic the real-life experience. Therefore, it may not be reasonable to have extended time during skills-based tests (eg., labs, practicals, clinicals).
If granted, a “distraction-limited environment” testing space can be provided at the AS testing rooms or at the Testing Centers at the different campuses. This accommodation does not guarantee a “distraction free” testing space, but rather a quieter space where students have fewer distractions, thus better able to maintain focus.
Readers for Exams
Some students with disabilities may need tests read to them. AS provides computer software programs that can “read” the exam aloud to a student. If necessary, this must be scheduled at least 5 business days in advance.
Classroom Environment Accommodations
While reasons for accessible seating vary widely, AS staff can assist with this in addition to any modifications to classroom furniture, which may be necessary due to a disability.
Classroom Breaks or Moving About in Class
For some students with disabilities, sitting for long periods of time can exacerbate symptoms of the disability. Similarly, some students may need to leave class for brief periods to attend to medications or other medical needs. This accommodation allows the student to move around or leave class in the least disruptive manner possible.
Assistive Technology and Auxiliary Accommodations
Use of a Computer for In-Class Writing
Some students with disabilities may need to use their computer for in class writing and note-taking. Using a computer allows these students the opportunity to avoid physical fatigue and/or to provide legible, better-organized writing. If granted, students may use a computer in class with the understanding that internet searching, playing games, and/or using social media is not allowed unless instructed by the instructor.
Use of Spell Check
This accommodation allows students to use a dictionary or spell check device so that they will not be penalized for basic spelling and grammar errors when they are otherwise able to provide accurate responses to the questions be asked.
Digitally Record Class Lectures
Recording class materials is allowed when the student provides notification of the accommodation to the instructor. The student must provide his/her own recording device and may discuss with the instructor the best placement of the recording device. To protect the privacy of others, instructors have the right to request that students turn off any recording if the discussion involves the sharing of personal information.
American Sign Language (ASL) Interpreters
The role of the Sign Language Interpreter within the postsecondary setting is to facilitate communication between (D)deaf/Hard of Hearing and hearing individuals throughout the educational environment, both academic and extracurricular.
As an accommodation, the following are suggestions regarding how to acquire a copy of course notes or obtain lecture information.
- Students may ask a fellow classmate for a copy of his/her notes directly. Students may share notes by making photocopies or by exchanging notes electronically.
- Students may use a smart pen, recording device, or note-taking software. AS provides training on technology that will assist students with note-taking in the classroom.
Advance Access to Course Materials
Students with disabilities may request that an instructor make course materials (ex., overheads, Power Point slides, checklists, study guides, etc.) available for review. Instructors are not required to create new materials. Instead, instructors might post the materials on D2L for all students, email, make copies of the materials and distribute these copies to students or allow a student to review the PowerPoint slides during office hours. Students should work with their instructor(s) to determine an appropriate time frame for viewing materials.
*Students are responsible for discussing their accommodations with their instructors.
All students are responsible for attending class and responsible for their learning. Instructors are expected to provide students information regarding attendance policies and practices.
Some students may be approved for a modified attendance accommodation due to the episodic nature, chronic level or on-going specialized treatment of a medical condition or disability that may hinder their ability to regularly attend class.
Examples: chronic illnesses, mental health, migraines, diabetes, epilepsy, medicinal side effects, to name a few.
AS Specialists determine the reasonableness of this accommodation through an interactive process in addition to documentation provided by the student.
ADA regulates that all approved accommodations should be provided unless it fundamentally alters the nature or is proven to be an essential element of the course.
Student & Instructor Responsibilities
- The method and timing of notification of absences and making up any materials, exams, assignments missed should be agreed upon.
- Students are responsible for advocating for assistance to obtain missed course content, lecture material or notes presented that day. Student must arrange how they will obtain this information w/ the instructor.
- Students may be required to submit documentation of non-disability related absences as per the syllabus requirements.
Extension Dates for Assignments
Extended time for assignment submission is a reasonable accommodation in situations where a student's disability or medical situation creates an unexpected circumstance that poses a challenge to completing assignments on time.
Generally, a one week extension for assignment completion is reasonable. However, timelines should be considered on an individual and circumstantial basis. The request must be disability-related.
This accommodation is reasonable when:
- An assignment was not listed on the syllabus or LMS and is given to students one week or less to complete.
- The deadline is listed on the syllabus but the student has not been provided the necessary information (lectures, presentations) to complete the assignment.
- An unexpected disability-related circumstance interferes with the ability to complete the assignment on time (i.e., disability-related absences).
Accommodative Testing Procedures
Due to the availability of space, time, and formatting operations, students acknowledge that they must schedule tests in advance.
Students are responsible for knowing when tests are due. If the test will expire, students are responsible for asking instructors for extensions.
Testing in the Accessibility Services Office (Centennial Campus)
Accessibility Services (AS) has testing rooms set up to provide accommodative testing. Accommodations may include extended time, alternate light, enlarged font, breaks, etc., which are determined after meeting with a Disability Specialist every semester. If a student decides to use their testing accommodations in the AS testing rooms, we encourage the adherence of the following processes.
Advance Scheduling of Your Test/Quiz
Find out from your instructor by what date the test must be taken (the deadline date).
Call 502-3333 or stop by A-130 to schedule to take your test.
Let us know which campus location you prefer and what your accommodations are. It will be helpful to have your notification of accommodations with you - whether by phone or in person.
If accommodations include formatting (ex., font, colored paper, enlargement, one page at a time), read-software, use of a computer, we ask that you schedule at least 5 days in advance.
Inform your instructor of the date and time you plan to take the test in Accessibility Services.
Remember it is your choice to use your testing accommodations in the Accessibility Services testing rooms.
On the Day of Your Test/Quiz
Go to Accessibility Services at your scheduled time.
Be prepared. You are responsible for any instructor-approved supplies (e.g. pencil, calculator) and accommodation-approved items (ex,. headphones, hat, tinted/sunglasses, medical monitors, etc.)
Turn off and secure all electronic devices (e.g. cell phones, iPads, smart watch) in a locker.
Accessibility Services will provide a locker. You will keep the key. The key and your ID will be exchanged when you turn in the test.
All seats are assigned. Please ask a staff member if alternate furniture is needed.
Testing in the Testing Centers (Rampart Range-RRC, Downtown Studio-DTSC, Centennial Campus-CC)
Fall 2020 Semester Notice: Due to COVID-19 precautions, the Testing Centers will not be proctoring course tests.
Students may take their tests/quizzes at the Testing Centers rather than the Accessibility Services Office depending on their accommodations. Testing Centers are available at the Rampart Range Campus, Downtown Studio Campus, and Centennial Campus - making it more convenient for many students. If you choose a Testing Center, keep in mind not all accommodations are available at all Testing Centers. It is best to ask a Disability Specialist or the Accommodative Testing Specialist about specifics.
At Least 5 Business Days in Advance of Your Test/Quiz
Confirm with your instructor when the test must be taken by (the deadline date).
Confirm with AS the availability of your accommodations at the selected campus.
Contact AS to schedule your test. This helps to ensure your test is prepared and ready at the testing center.
If you are using accommodations and the test requires formatting and transport, the 5 days' notice is especially important.
Inform your instructor the date and time you plan to take the test at whichever Testing Center.
On the Day of Your Test/Quiz
Go to your selected Testing Center at the scheduled date and time. The Testing Centers operate on a first-come, first-serve basis. Plan accordingly.
Be prepared with your own instructor-approved supplies (e.g. pencil, calculator) and accommodation-approved items (e.g. headphones, magnifying glass)
Provide a government-issued picture ID (e.g. driver's license or student ID)
Turn off and store all electronic and other personal items in a locker. Testing Centers provide lockers and do not allow hats, watches, and many other items.
If you are taking a PPCC course test with extended time accommodations, remind your instructor to extend the testing time to reflect your accommodations.
Cell phones are prohibited in ALL Testing Center Rooms.
If unauthorized resources or behaviors are witnessed, AS reserves the right to conclude testing, contact the Dean of Students and/or the instructor.
Students registered with AS are bound by the PPCC Student Code of Conduct policies. Academic dishonesty and disruptive behavior are violations and will not be tolerated.
Assistive Technology Assessments and Trainings
Students have the option of meeting with the Access Specialist for a one-on-one conversation. During this time, students review areas of challenge, generate AT learning goals, and receive training on AT that may be supportive to meet those goals. In addition to one-on-one training, students are provided with written instructional guides for reference, covering the AT reviewed. AT may include text-to-speech reading options, speech-to-text writing options, notetaking options, alternative listening devices, alternative text, and much more.
Available Assistive Technology
Accessibility Services has many assistive technology options available including:
- Height-adjustable and standing desks
- Audio amplifiers and FM systems
- Screen readers and text-to-speech technologies
- Speech-to-text and voice control technologies
- Colored Paper
- Ergonomic keyboards and mice
- Large print keyboards
- Thought-mapping organization software
- Color overlays
- Smart Pens (demonstration only)
- Video Magnifiers
Students registered with Accessibility Services are welcome to use assistive technology available in our Assistive Technology (AT) Lab. Technology includes voice recognition, speech-to-text, text-to-speech, screen reading, mind-mapping software, color adjustment, screen enlargement, height-adjustable desks, and more.
Located in Accessibility Services A130 at Centennial Campus
Pregnant & Parenting Students
Pregnant and parenting students are not considered students with a disability; however, pregnant and parenting students are protected under Title IX of the Education Amendments of 1972. Therefore, classroom accommodations should be determined, discussed, and implemented between faculty and student.
If pregnant and parenting students have medical, physical, or psychological limitations or diagnoses, they may be otherwise qualified as students with disabilities, and they are encouraged to meet with Accessibility Services to determine reasonable classroom accommodations. Please contact us at 719-502-3333.
Pregnant and Parenting Student Regulations
Please refer to the Pregnant and Parenting Student Regulations booklet provided by the U.S. Department of Education for additional information.
Per Americans with Disabilities Act (ADA)
Service animals are defined as dogs that are individually trained to do work or perform tasks for people with disabilities.
- Service animals are working animals, not pets. The work or task a dog has been trained to provide must be directly related to the person's disability. Dogs whose sole function is to provide comfort or emotional support do not qualify as service animals under the ADA.
If you are unsure, you are allowed to ask only two questions:
- Is the dog a service animal required because of a disability?
- What work or task has the dog been trained to perform?
For additional information about service animals and the ADA, please refer to the ADA Service Animals Requirements.
Important information about service animals
- Service animals are for ONE individual only. They are trained to service their owner.
- Service animals are extremely well behaved and vigilant about their service to their owner.
- Service animals are not required to wear a vest that labels them as a service animal.
- Service animals are not required to have certification documents (only for institutions with housing or dorms).
- Service animals are not required to have special identifications.
Students with service/psychiatric service animals are not required to meet with Accessibility Services to register or approve their presence on campus, as these animals are allowed and protected under the Americans with Disabilities Act (ADA).
Please note the differences between a service/psychiatric service animal and a support/therapy/comfort animal. Service/psychiatric service animals are allowed on campus, while support/therapy/comfort animals are not.
Requests to remove a service animal may be made if:
- The animal is not under the control of the owner (growling, snipping). Barking and growling are not tasks service animals are trained to do to protect their owners.
- The animal is not house trained
- The animal wonders around freely playing, barking, running, sniffing through bags, going up to other people, and those behaviors are not part of the trained tasks for the student. Keep in mind that service animals can be off-leashed ONLY IF tethering/leashing the dog hinders the dog from performing its trained task for the student.
Requests to remove a service animal may not be made if:
- A faculty member or a student have a fear of dogs or do not like dogs. If this is a concern, please call Accessibility Services 719-502-3333 or Human Resources 719-502-2600. We will moderate the situation and work on alternate solutions to ensure the provision of equal access.
- A faculty member or a student are allergic to the animal. If this is a concern, please call Accessibility Services 719-502-3333 or Human Resources 719-502-2600. We will moderate.
Differences Between High School and College
- I.D.E.A (Individuals with Disabilities Education Act) is about success
- Section 504, Rehabilitation Act of 1973
- A.D.A. (Americans with Disabilities Act of 1990) is about access
- Section 504, Rehabilitation Act of 1973
- Student is identified by the school and is supported by parents and teachers
- Primary responsibility for arranging accommodations belongs to the school
- Teachers approach you if they believe you need assistance
- Student must self-identify to the ACCESSibility Services Office
- Primary responsibility for self-advocacy and arranging accommodations belongs to the student
- Instructors are usually open and helpful, but most expect you to initiate contact if you need assistance
- I.E.P. (Individualized Education Plan) and/or 504 Plan)
- School may provide an evaluation at no cost to student
- Documentation focuses on determining whether student is eligible for services based on specific disability categories in the I.D.E.A.
- The High School I.E.P. and 504 may not provide sufficient information for determining reasonable accommodations
- Additional documentation may be needed to support the need for services
- Student may be required to complete an evaluation at own expense
- Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations
- Parent has access to student records and can participate in the accommodation process
- Parent advocates for student
- Parent does not instantly have access to student records without student’s written consent
- Student is responsible for advocating for self
- Teachers may modify curriculum and/or alter pace of assignments
- Multi-sensory approach to learning is provided
- Students can expect weekly testing, mid-terms, finals and graded assignments
- Attendance is taken and reported
- Instructors are not required to modify curriculum design or alter assignment deadlines
- You are assigned substantial amounts of reading and writing which may not be directly addressed in class
- Student tends to rely on course lectures and may or may not experience a multi-sensory approach to learning
- You are responsible for attending class. Attendance may or may not be taken.
- Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan
- Your time and assignments are structured by others
- You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation
- Tutoring DOES NOT fall under Disability Services.
- Students with disabilities must seek out tutoring resources as they are available to all students
- You manage your own time and complete assignments independently
- You need to study at least 2 to 3 hours outside of class for each hour in class
Last Updated 11/2018. Modified from West Chester University Office of Services for Students with Disabilities.
Parent Guide to Accessibility Services
The legislation that preside over universities are Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). These federal laws mandate that colleges and universities provide equal access and opportunity. This is different from high school where the focus was on guaranteed success for the student.
Unlike high school where the school provided the documentation for the student's disability, in college it is the individual's responsibility to pay for and supply their documentation. This documentation needs to be done by a qualified professional and must include the student's functional limitations and demonstrated need. See Registration for Services below for PPCC's process regarding documentation.
Whereas in high school, parents often advocated for their children, in college it is the student’s responsibility to advocate for her or himself. This means that students must arrange their accommodations and request assistance when it is needed.
In high school, much of the curriculum and pace of the courses were modified for students with disabilities; however, in college, fundamental elements of the course cannot be altered. Accommodations can serve to help the student to have an equal opportunity or “level the playing field” without drastically changing a course.
In high school, parents are the legal guardians of the student and therefore have a right to access any educational records. In college, the student is a legal adult and therefore must provide written consent to allow the university to discuss his or her records.
Registration for Services
We encourage students to contact Accessibility Services to engage in an interactive/collaborative discussion with our Disability Specialists to assess the impact of the disability or individual barriers in their academic experiences and determine reasonable accommodations for equal access. The student’s information is kept confidential and will be used to plan for appropriate services and accommodations.
The process for determining accommodations is a collaborative one. On a case-by-case basis, Accessibility Services may or may not request third-party documentation. However, documentation that is relevant to the current functioning of the individual will often assist the student and Accessibility Services in determining appropriate accommodations in the process and may be requested.
Each semester, students must meet with Accessibility Services to ensure reasonable, appropriate, and timely accommodations are in place for each subsequent semester, as well as to discuss the effectiveness of accommodations already in place.
Please prepare early so that our staff have time to provide appropriate accommodations. During the renewal appointment, students will receive updated Faculty Accommodation Letters.
Please note, Accessibility Services does not mail accommodation letters. It is the student’s responsibility to follow up with Accessibility Services every semester that accommodations are requested.
How You Can Help Your Child to be a Self-Advocate
Having a child go away to college can be a stressful experience for any parent, but having a child who has a disability leave for college can be especially difficulty. During this important transition, it can be helpful for parents to teach their children to be their own self-advocates regarding their education and disability accommodations. In their quest to be a self-advocate, it can be helpful for students to have a full picture of their disability. This includes:
- Knowing what the disability is
- Knowing how the disability affects the student
- Knowing how the disability affects the student's school work
- Knowing how the disability affects the student outside of school
- Recognizing what the student needs from others
- Anticipating areas of difficulty
- Addressing what the student wants others to know about his/her disability
- Effectively utilizing support services
- Encouraging your student to consult with faculty and staff as needed
- Adult and Family Education
- Adult Literacy and ESL
- Colorado Literacy and Learning Center
- Dyslexia Resource Group
- Learning Disabilities Association of America
El Paso County Community Resources
Military and Veterans
- Army Wounded Warriors
- Colorado Resource Portal for Veterans
- Peak Military Care Network
- USO Colorado Springs
- Veterans Affairs
- Veterans Health and Trauma Clinic at UCCS
- Victory Service Dogs
- Autism and Asperger Connections
- Brain Injury Alliance of Colorado
- Cerebral Palsy Association of Colorado Springs
- Crohn's and Colitis Foundation of America Rocky Mountain Chapter
- Diabetes Community Center
- Multiple Sclerosis Alliance of Southern Colorado
- Muscular Dystrophy Association of Colorado
- National Federation of the Blind of Colorado
- Aspen Pointe
- Bridges of Colorado
- Independence Center
- Peak Vista
- The Resource Exchange
- University of Colorado Denver Psychological Services
Student records are protected by the Family Educational Rights and Privacy Act (FERPA).
Access by PPCC personnel to disability-related information housed in Accessibility Services is on a need-to-know basis and only for the purpose of assuring appropriate accommodations. Instructors are regularly apprised of the confidential nature of disability-related information shared with them. Accommodation letters prepared by Accessibility Services for instructors do not provide specific diagnoses. Instead, the letters explain that the student has provided appropriate documentation of a disability and lists the approved academic accommodations for that student.
On a legitimate, educational need-to-know basis, Accessibility Services staff may discuss the impact or impairments caused by the disability and the corresponding accommodations approved with appropriate individuals on campus. Circumstances may include housing arrangements, academic accommodations, instructional strategies and resources or other circumstances specific to the individual.
Pikes Peak Community College and Accessibility Services are prohibited by law from releasing any disability-related records or personally identifying information to any entity outside PPCC including documentation provided to Accessibility Services by the student unless the student provides written permission or there is a court order.
Pikes Peak Community College and Accessibility Services have an obligation to maintain the confidentiality of disability-related information.
Entities outside PPCC include parents of students over the age of 18. A specific release of information must be signed and in the student’s file giving staff permission to discuss student-specific information with parents.
The student may request or approve the release of such information to persons or agencies outside PPCC by signing our Confidentiality Agreement.
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. FERPA rights are afforded to the students at the time of admission. Visit the FERPA website for more information.
Visit the ADA website for information on the ADA, Section 504, and Section 508.
Office for Civil Rights
Visit the Office for Civil Rights website for information on Section 504 and the ADA.
Department of Justice
Visit the ADA Department of Justice website for more information.
American Psychological Association Disability Resource Toolkit
Visit the American Psychological Association for information on ADA, Section 504, and FERPA.
- The college is not obligated to provide or continue to provide non-Accessibility Services approved accommodations.
- Documentation accepted by and accommodations provided by PPCC/Accessibility Services may or may not be accepted by testing agencies or other higher education institutions.
- Accommodations provided in the academic environment may or may not be provided at internships, clinical sites, or in the workplace. Please consult with your program advisor and/or Department Chair and Human Resources at your place of work.
If a student has an accommodation-related concern, we encourage them to call us at 719-502-3333 or email us at firstname.lastname@example.org so that we can discuss the issue and provide assistance. If a student believes they have been discriminated against on the basis of disability, there are several options for reporting that grievance, noted below.
PPCC Concern Process
Americans with Disabilities Act Complaints concerning discrimination based on disability may be sent to PPCC’s ADA/Equal Opportunity Officer, Mr. Carlton Brooks at email@example.com or complete the Discrimination/Harassment Complaint form available via the Report a Concern page.
Office for Civil Rights Concern Process
If a student wishes to file a disability discrimination complaint with the Office for Civil Rights, they may do so via the OCR File a Complaint page.
Department of Justice Concern Process
If a student wishes to file a disability discrimination with the Department of Justice, they may do so via the DOJ Report a Concern page.
Voting Registration for Students with Disabilities
Voter registration opportunities guaranteed by the National Voter Registration Act (NVRA) and the ADA require states to ensure that all aspects of the voter registration process are accessible to persons with disabilities.
Students with disabilities may register to vote at the Accessibility Services (AS) office. Please contact AS at 719-502-3333 or stop by A-130 at the Centennial campus. More information can be found at the Americans with Disabilities page.