Disability Services

Will the same accommodations received in high school be granted in college?

• If a student received accommodations in high school, an important part of the initial meeting with Disability Services staff will be a discussion about those accommodations, whether they were effective, and if the student is requesting similar accommodations in the college setting.
• While many college-based disability accommodations may transfer, some high school accommodations may not be available or appropriate in a college setting.
  • Example: If a student received extended testing time in high school, and the disability-related needs support the continuation of this accommodation in college, it is likely that similar accommodation can be arranged here at WCC.
  • Example: A student may have received flexible assignment due dates in high school. Depending on course specifics, it may or may not be possible for the student to receive similar accommodation for college courses.
• Disability Services will work with students to develop a Disability Services plan for appropriate and reasonable accommodations that will provide access to their academic program and other aspects of campus life.

What is considered acceptable documentation for a disability?

• To qualify for services and to evaluate requests, WCC requires documentation from a qualified diagnostician that establishes the nature of the disability, provides evaluative data supporting the current need for accommodations, and lists any recommended services.
• Documentation must include:
  • The current disability and the history of diagnosis (including relevant information about how the diagnosis was determined).
  • Anticipated prognosis (if applicable).
  • Specific symptoms, including frequency and severity.
  • The current treatment plan (if relevant to accommodation planning).
  • The extent of impact of the disability on major life activities (such as communicating, reading, writing, learning, working, walking, eating, breathing, etc.).
  • Any recommendations or strategies that would mitigate the impact of the disability (including any relevant history of accommodations used in the past).
  • Credentials of the Diagnosing Professional(s).
• If your student does not have any documentation, please contact the Disability Services Director to discuss options.

How does WCC’s responsibility for working with students with disabilities in higher education differ from the responsibility of high schools?

• The responsibilities towards students with disabilities in higher education institutions are different from those of high schools. High schools are required under IDEA (Individuals with Disabilities Education Act) to identify the educational needs of students with a disability and provide a free and appropriate education. It is very prescriptive and allows for curriculum modification to meet student educational level and ability.
• Post-secondary is significantly different. Higher education institutions follow the Americans with Disabilities Act (ADA) law and are required to provide appropriate academic accommodations to ensure that a student with a disability is not discriminated against and has equal access. The college is responsible for ensuring equal opportunity; the student is responsible for personal achievement.
• The responsibility for action shifts from the school to the student. The student is responsible for disclosing his or her disability to the institution and making specific accommodation requests each quarter. Also, fundamental elements of programs or course curriculum are not modified.

What does a student need to do to get started?

• If they have applied to WCC and have their WCC login information, please have them go to the Student Portal and click on the Accessible Information Management (AIM) icon. They will be asked to complete a profile and then complete the application (Accommodation Request). For more information, go to the AIM Guides tab on this page.
• If they have not applied to WCC, or if they have any questions, contact the Disability Services Director at rmmacemore052@wilkescc.edu or 336-838-6560.

Will a student in high school classes with accommodations receive the same accommodation in a WCC class?

• No, high school accommodations are not provided in the college class. However, the student may qualify for accommodations through the college.
• Have the student reach out to the high school Counselor or contact WCC Disability Services to learn about the process to receive accommodations in college class(es).

How can parents help if students who are having difficulty in college classes?

• If students are struggling with subject matter, encourage them to utilize their instructors’ office hours, ask questions in and out of class, and communicate with their instructors regularly. Instructors at WCC are more than content area experts, they are dedicated educators who value the connection with students and want to see them succeed.
•  Encourage students to utilize the Academic Support Center and available tutors.
• Encourage students to communicate regularly with their academic advisor about any academic concerns they may have. Academic advisors are just a few of the many excellent resources available to WCC students, and they can best support students when there is regular communication.

How can parents help if students express difficulty using their accommodations?

• Encourage students to contact Disability Services immediately to discuss any issues they may be experiencing related to accommodations. Disability Services staff will assist students as needed to ensure that accommodations are provided properly.
• Disability Services also helps students problem-solve, empowering them to resolve issues independently when appropriate.

The student has decided to try college without accommodations. How can parents convince the student to contact Disability Services? Can parents apply for accommodations for the students?

• It is common for students with disabilities to try college without disability accommodations. They may have developed additional management skills as they go through high school and are asserting their growing independence. This desire is commendable and speaks to the students’ transition into adulthood. Students with disabilities are not required to disclose to WCC that they have a disability unless they request accommodations.
  • A substantial number of WCC students have disabilities but do not require accommodations. The student may fall into this category. Students can self-identify to Disability Services and request accommodations at any point in their college career, including their final semester. We strongly encourage students who may need accommodations to contact our office as early as possible so that they can be prepared in case they need them. However, we are happy to start working with them at any time.
• It is important to note that accommodations are not retroactive. To receive services from our office, students must self-identify as having a disability and request their own accommodations.
• Under FERPA, the Family Education Rights and Privacy Act, our office may not set up accommodations for a student based on a family member’s request, regardless of a student’s disability status.
  • However, if parents want to support students in making a request for accommodations, we encourage assisting students with drafting an email to us or joining them on a phone call with our staff.

What is the parents’ role in the students’ education as they prepare to go to college?

• In the college setting, the role of the parent or guardian changes from advocating for the student to mentoring and supporting the student as they advocate for themselves. This is sometimes the most challenging aspect of the college transition for parents of students with disabilities.
• To help students prepare for their college journey, here are some strategies to apply while the child is still in high school:
  • Progressively reduce the level of hands-on support so that the students get used to handling their own schedule and keeping track of workload and assignments.
  • Make sure that the students attend and participate in any meetings at school where their disability and accommodations are discussed.
  • Help the student become comfortable talking with teachers about learning and accommodation needs independently. This might mean practicing discussions with students first as they gain confidence.
  • Progressively increase the students’ level of responsibility when it comes to the developmental tasks of adulthood; setting up appointments (all kinds), making decisions about accommodations, and accessing disability-specific services.
  • Help students make lists of tasks they will do for themselves as adults, and gradually transfer the responsibility for those tasks to them. Start with the small doable ones, practice if necessary.

What is the parents’ role in the students’ education now that they are in college?

• Once the student is in college, parents may suddenly feel out of the loop and powerless to provide support. Below are a few key strategies to assist parents and students in making this transition.
  • Gently coach the student in following the process to access accommodations.
  • Urge the student to take advantage of the many resources at WCC.
  • Allow the student to try different approaches to challenges. If the outcome is not exactly as the student had hoped for, help the student reflect on what happened and brainstorm other available options that would lead to a different outcome next time.
• Reach out to the Disability Services with any questions about process or support resources. Disability Services staff are available to answer questions and assist parents and students at any point.

Can a student sign a waiver that will allow a parent/guardian to speak with Disability Services?

• A college student can sign a FERPA release giving staff permission to share information with parents. However, even if a student signs a release, staff generally only communicate with parents in the student’s presence. Also, students are required to handle any matters related to our office, including requesting accommodations and reporting issues. We do not work with the parent in place of the student.

If parents are concerned about a student’s well-being, can they express concerns to the Disability Services staff?

• Yes, when appropriate. It is best to speak with the student first about any concerns a parent may have. Parents may report concerns, but we cannot take direct action without the involvement of the student. The only exception is a life-threatening situation or one that could cause substantial harm to the student. We will respond appropriately to ensure a students’ safety and well-being while still respecting their legal rights.