Standard Operating Procedures

Mission Statement

The Office of Accessibility Services (OAS) aims to serve all students and visiting guests to access the college community to achieve their overall goal to reach success at the college.

Vision Statement

To provide equitable access to all individuals to empower and enhance the college community to make a positive difference through equal opportunity to succeed. 

Culture of Care

The Virginia Peninsula Community College mission is to change lives and transform communities. Our mission is accomplished through continuous improvement, grounded in a desire for excellence, and demonstrated by our culture of care. This culture is built on the foundation of compassionate engagement, authentic communication, responsible teams, effective outcomes, and servant leadership. We believe that by embodying specific behaviors, we create an environment where our students, employees, and community can thrive. As a member of this community, I commit to these behaviors:

COMPASSION

1. I treat others with respect and empathy, recognizing the inherent worth of every individual.
2. I prioritize a healthy integration of personal, professional, and learning goals.
3. I practice active listening, valuing diverse perspectives and seeking to understand before responding.

AUTHENTICITY

1. I engage in open and respectful conversations and debates, sharing information and seeking insight.
2. I ensure clarity and completeness through collaboration and updates on projects and initiatives.
3. I address conflicts directly and professionally, focusing on identifying mutually beneficial solutions.

RESPONSIBILITY

1. I take ownership of my role, and I am dedicated to achieving individual and collective goals.
2. I make informed and transparent decisions, through collaboration and inclusivity, that are aligned with core values.
3. I empower others by providing autonomy, embracing commitments, and acknowledging contributions.

EFFECTIVENESS

1. I approach challenges and embrace change with creativity and innovation, demonstrate
   flexibility, and proactively adjust strategies to meet evolving needs.
2. I leverage diverse expertise and experience to drive new initiatives and provide holistic support.
3. I set clear, collaborative, and ambitious goals, and exceeded expectations.

SERVICE

1. I seek opportunities to make a positive impact and create an atmosphere of emotional well-being and belonging.
2. I model behaviors and values that I expect from others, inspiring dedication and creating a culture of integrity.
3. I support individuals with achieving their full potential through investments in personal and professional growth.

The ADA prohibits discrimination based on disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress. To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all the impairments that are covered.

Section 504

Section 504 states that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under” any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service.

Each Federal agency has its own set of section 504 regulations that apply to its own programs. Agencies that provide Federal financial assistance also have section 504 regulations covering entities that receive Federal aid. Requirements common to these regulations include reasonable accommodation for employees with disabilities; program accessibility; effective communication with people who have hearing or vision disabilities; and accessible new construction and alterations. Each agency is responsible for enforcing its own regulations.

Section 508

Section 508 establishes requirements for electronic, and information technology developed, maintained, procured, or used by the Federal government. Section 508 requires Federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public.

An accessible information technology system is one that can be operated in a variety of ways and does not rely on a single sense or ability of the user. For example, a system that provides output only in visual format may not be accessible to people with visual impairments and a system that provides output only in audio format may not be accessible to people who are deaf or hard of hearing. Some individuals with disabilities may need accessibility-related software or peripheral devices to use systems that comply with Section 508.

The Office of Accessibility Services aids and serves the faculty, staff, and students at Virginia Peninsula Community College (VPCC) regarding the institution’s obligations under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Students who are registered with OAS are eligible to receive services and accommodations. The OAS staff at VPCC works to provide reasonable accommodation and assure that campus programs and activities are accessible to students with disabilities. It is the responsibility of this office to:

• Review disability documentation and determine student status under the Americans with Disabilities Act (ADA).
• Determine “reasonable accommodations” for students with disabilities.
• Assist students with development of effective “self-advocacy” and learning skills.
• Provide suggestions to instructors about provision of approved accommodation.
• Locate and maintain resources to assist instructors in student’s individual needs.
• Assist the student and instructor in the communication process regarding accommodation when necessary.

All records, including medical and psychological documentation, and conversations between the student, their family, and OAS are confidential and entitled to protection ordinarily given a counseling relationship. VPCC assures the confidentiality of student educational records in accordance with VPCC and VCCS policy, state, and federal laws, including the Family Educational Rights and Privacy Act of 1974. FERPA’s primary intent is to provide students with access to their educational records and to limit dissemination of personally identifiable information without the student’s written consent.

While we recognize that many students coming directly from high school have had the support of their parents all through school and, in many cases, have had decisions made by their parents as well, the student and parent must realize that the student is to be treated as an adult at the college level. In all cases, the student will make decisions on accommodation and other support services. No information will be released to parents without student consent through FERPA, including grades and performance in classes. While parents may be present at meetings and conferences with the students, all questions and conversation will be directed to the student. It is our goal to advise and make appropriate suggestions so that the student can make informed decisions, helping to develop a person who can advocate for themselves as they progress through college and beyond.

Students with disabilities can face more obstacles in making the transition to college than other students, and the process for requesting accommodation is markedly different from the high school level. In K-12 education, students are identified by school divisions as needing special education services, and to comply with federal law, the school division writes an Individualized Education Program (IEP) or 504 Plan and provides the necessary services. The Individuals with Disability Education Act (IDEA) guarantees a “free, appropriate public education” paid for by government funds and administered through standard protocols by the school system. Once these students graduate and enroll in postsecondary institutions, however, they are left to navigate the educational support process on their own. They are no longer covered by the IDEA, but by the Americans with Disabilities Act (ADA) instead. The ADA’s primary tool in this regard is the use of “reasonable accommodations” to ensure equal access to postsecondary opportunity, instead of ensuring a free, appropriate special education for students with disabilities, as the IDEA intends. To understand the basic differences between IDEA and ADA, students can find more information on the U.S. Department of Education’s website.

Transition planning from secondary to higher education can have a significant impact on students’ willingness to reach out to the disability services office on campus. It is important to begin the discussion of accommodations with students while they are in high school. For example, transition planning can include a cursory examination of the disability offices and procedures at those institutions students are considering. By educating students ahead of time about their rights and responsibilities and available services, high school educators can address any lack of knowledge or understanding about transition from high school to college. In turn, an increased discussion of options during transition planning can encourage students to seek assistance from the disability services office on campus before any major academic problems occur. This is a shared responsibility during the transition planning process between high schools and institutions of higher education to increase communication and collaboration.  (State Council of Higher Education for Virginia, SCHEV)

Consistent with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, the VCCS and VPCC guarantees that no qualified individual shall by reason of disability be denied access to, participation in, or the benefits of college. Each qualified person shall receive appropriate, reasonable accommodation upon request to insure full and equal access to educational opportunities, programs, and activities.

OAS may request disability documentation from a licensed or certified professional when considering an application for accommodation. Such documentation can be used to establish the existence of a disability, describe functional limitations, and recommend accommodations. Accommodation will not be considered reasonable if it creates a fundamental alteration to a program or service, even if a testing or treating practitioner recommends it.

To establish that one is a student with a disability and has a need for accommodation, the student should provide appropriate documentation regarding the nature of his/her disability and the functional limitations of his/her ability that may be addressed through accommodation.

Appropriate documentation from a recognized professional should be submitted to the Office of Accessibility prior to obtaining any accommodation.

Virginia Peninsula Community College does not provide testing of disabilities for any student.

Documentation should be as current as possible. Guidelines for specific disabilities will indicate how recent the documentation must be and can be found in the information that follows. Once documentation is provided, the Office of Accessibility will work with the students and faculty, when necessary, to identify suitable accommodation.

Documentation should support the need for services and accommodation based on the student’s current level of functioning in an educational setting. Documentation should be completed by a recognized professional (i.e., an individual and/or agency with appropriate credentials and expertise in the disability for which the accommodation is being sought). An IEP (Individualized Education Plan) or 504 Plan may be included as part of the documentation package, but the Office of Accessibility may request additional documentation based on the accommodation(s) being requested.

To verify that documentation is authentic and current (based on disability category), all documentation must be typed on letterhead, dated, signed, and include the name, title, and credentials of the evaluator or professional.

All documentation will be kept in the student’s confidential file in the Office of Accessibility. Documentation is kept for three (3) years after the student’s last semester of attendance and then will be archived and inactive.

Minimum requirements for documentation for all disability categories:

• Typed on letterhead, dated, signed, and include the name, title, and credentials of the evaluator or recognized professional.
• Clear indication of specific diagnosis/diagnoses
• Condition status (if appropriate) (e.g., stable, or progressive, temporary, or permanent)
• Description of functional limitations caused by each disability/impact on student’s ability to participate in academic activities.
• Description of impact on academic performance caused by each disability.
• Relative information regarding medical intervention for disability (if appropriate), to include if medications/assistive devices are currently being used to address impairments, the impact of the medication on the student’s ability to meet academic demands, and side effects of medical intervention that are relevant to the student’s functional limitations and academic performance. 
• Recommendations for appropriate accommodation intended to minimize the impact of the student’s disability. Recommended accommodation must be relevant to the documented disability and its impact on the student’s academic/functional performance. 

Additional detailed documentation may substantiate the provision of requested accommodation.

Additional disability-specific requirements:

• ADHD:
  • Requires a DSM-5 diagnosis.
  • Recognized professionals who may provide documentation for ADHD to students include health professionals/specialists with expertise in the field (e.g., psychiatrists, psychologists, neuropsychologists, mental health professionals, etc.).
• Health Impairments:
  • Recognized professionals who may provide documentation of health impairments to students include physicians and medical specialists.
• Hearing Impairments: 
  • Recognized professionals who may provide documentation of hearing impairments to students include audiologists.
  • Results of an audiogram that indicates the type of hearing loss (either conductive or sensorineural).
  • Degree of hearing loss.
  • Whether the condition is mitigated by medication or hearing aids.

• Learning Disabilities: 
  • Acceptable recognized professionals who may conduct evaluations and curate reports include a licensed educational psychologist, clinical psychologist, or learning disability specialist.
  • An evaluation must have been completed using adult-norm scores (i.e., using adult instruments and scales). Accommodation eligibility for students outside of the criteria (i.e., dual enrollment) will be determined on a case-by-case basis.
  • Evaluations should be based on testing of multiple areas of functioning, to include (but not limited to) testing of overall cognitive/intelligence, achievement, visual-motor function, and language. 
  • Documentation should include test scores (subtests and standard scores, percentiles) and a detailed interpretation of the results, including strengths and weaknesses.
  • Documentation should clearly describe discrepancies between standard scores and test results, to include the relative ability level compared to standard scores. If the recognized professional’s clinical judgment differs from results indicated by scores, a rationale should be provided.

• Mental Health Impairments: 
  • Recognized professionals who may provide documentation of mental health impairments to students include qualified mental health professionals (i.e. psychiatrist, psychologist)
  • Description of situations that may exacerbate the condition.

• Visual Impairments: 
  • Recognized professionals who may provide documentation of visual impairments to students include optometrists and vision-related specialists.
  • Explanation of the extent of the individual’s visual fields and degree of visual acuity.

• Physical Impairments:
  • Recognized professionals who may provide documentation of physical impairments to students including physicians and related specialists.

Students, staff, and faculty are not required to make appointments. However, to ensure the availability of the staff person with whom appointments are made, appointments are strongly recommended. Students needing assistance with registering with the office and/or in need of accommodation services are strongly encouraged to make an appointment to ensure the availability of staff. These appointments can be scheduled vis email (oas@vpcc.edu), phone (757) 825-2867, or EAB Navigate.

Once a student is enrolled into VPCC and has registered for classes they should contact the Office of Accessibility (OAS) by:

• Email to schedule their appointment at oas@vpcc.edu.
• Phone (757) 825-2867, TDD users may call (757) 825-2853, use the Virginia Relay service, or
• Students can also use Navigate to schedule an appointment with the OAS.

We recommend that students contact the office four weeks (or as soon as they are enrolled for classes) before the start of the semester to ensure that the necessary services and accommodation can be in place for the first day of class, or as soon after the student becomes registered with OAS. This allows OAS to connect with instructors and inform them about their preparation of student accommodations they may need to accommodate. Students will need to provide their documentation prior to scheduling their intake appointment. If students have questions regarding the documentation requirements contact oas@vpcc.edu or call (757) 825-2867.

New students

1. Register for classes for the current semester.
2. Complete the Student Intake Form (located under Office of Accessibility page).
3. Provide a copy of your class schedule to OAS, before the start of each semester
   
   *New & Continuing students
4. Request your Letter of Accommodation (LOA) by email each semester oas@vpcc.edu. Include last name, first initial, term requested, student ID number (CarrB/Fall24/123456).
5. Provide your instructors with your LOA. This is official notification and acknowledgement with your instructors notifying them of your accommodation, this includes email.
6. Once you have submitted your LOA to your instructor (it is advised that you meet to review the LOA with your instructor) the student and the instructor can sign and date the LOA, indicating acknowledgement of the accommodation the student is to receive. (Please email the signed letters to oas@vpcc.edu or you can bring them to an OAS campus office.
7. The student may provide OAS with the signed copies of your LOA’s, if received from the instructor to be uploaded into the student database.

*New students will complete all seven steps of the process in their first semester; they will begin with step #4 after their initial semester.

Students are encouraged to enroll for classes four weeks prior to each semester (including utilizing priority registration) and register for accommodation. Upon being advised and learning that a student supports person (i.e., ASL interpreter, PCA, etc. Sec. 12103. Additional definitions) will be attending the class, OAS will immediately contact the instructor and/or department dean to indicate that an additional person will be counted into the classroom capacity. This will ensure that VPCC will follow local, state and/or federal fire code and OSHAA regulations. We will notify our current students via email notification and canvas to utilize early registration and to notify if their accommodation requires student support personnel.

The Letter of Accommodation (LOA) begins at the time you provide the letter to faculty. If you forget, or choose to wait, accommodation will not be provided before faculty receives the accommodations letter. By law, accommodations are not retroactive, they become valid once they are presented to the instructor.

Accommodation is valid even without the signature of the faculty member. The warm handoff and notification from the students serve as a courteous notification making the faculty member aware of the student’s accommodations. Once a student has presented the LOA to the instructor, he/she will request a signature and date as acknowledgement of the student being eligible to receive the listed accommodations. If the instructor has questions regarding the accommodation(s), the instructor should contact OAS as soon as they are able to discuss their concern. The instructor may contact OAS to gain clarification regarding the accommodation(s) in question. Under ADA Law, the students must be accommodated according to their Letter of Accommodation (LOA).

Contact OAS if problems occur. We are here to assist you if there are any problems regarding your accommodation, but it is the student’s responsibility to let us know.

Letter of Accommodation (LOA) Request Form

Information for Faculty

• Students who are registered with OAS are requesting their accommodation letter at the beginning of each semester. Letters will be sent to the student’s VPCC student email, not their personal. It is up to the student to either forward their letter to their instructors or they may choose to print them out and hand carry them to their instructor.

• The LOA is very confidential and should not be discussed with anyone other than the student or OAS staff. Faculty should not discuss the student’s disability in front of others. Students should contact OAS if a faculty member discloses their disability to other students.
  
• The student is to speak to their instructor individually regarding their accommodation; however, if the student does not communicate with the instructor, the instructor may take the initiative to communicate with the student privately.

While students may be unaware or uniformed of the required documentation, including the time it takes to receive their documentation. The students can be provided with recommendations for community services that can provide testing, services, etc. to meet their needs. We encourage students to secure an appointment with a provider unless they have a provider of their own. OAS can provide temporary accommodation provided the student has prior documentation of services they received in the past (IEP/504) possibly in high school or another form of documented accommodation, until the student obtains their required documentation.

The students will be provided with temporary accommodation for the remainder of the current semester (or the following semester depending on the time of request). The students will provide OAS with their new and current documentation following their appointment so their accommodation can become permanent. Once the student provides the appropriate documentation, they are no longer required to provide it to OAS.

Temporary accommodation may be granted when a student has a prior history of a disability but needs additional time to provide OAS with updated disability documentation. This may be granted for one semester while the student secures adequate documentation. The College is not obligated to provide temporary accommodations beyond one semester, and any informal academic adjustments with faculty will not be honored without approval of the Associate Director of Accessibility Services.

Although a student may provide the temporary accommodation letter to the professor at any time throughout the semester, it is highly recommended that students make the contact as soon as possible. Like an official LOA, temporary accommodations begin at the point of contact when the professor receives the letter and may not be granted retroactively.

Examples of academic adjustments include, but are not limited to:

• Testing academic adjustments, such as extended time, scribes, a reduced distraction environment, and use of adaptive/assistive technology.

• Notetaking assistance.

• Permission to record lectures or use a Livescribe pen.

• Sign language interpreters.

• Printed materials in alternative format (e-text); and use of service animals.

It is generally sufficient to submit the most recent letter of accommodation from your home college. OAS may request additional information regarding intake appointments as determined necessary to provide accommodation.

1. Complete the application and upload your most recent letter of accommodation.
2. OAS will review the application and follow up within 3-5 business days to discuss the next steps.
3. Check your email regularly for ongoing communication and contact us if you need further assistance.

or an IEP in high school, they may not receive the same accommodation in college dual enrollment classes.

It is highly recommended that the students meet with the instructor to discuss the accommodation, immediately upon receiving their LOA from the Office of Accessibility Services (OAS), this allows students and instructors to discuss the LOA and an opportunity to ask questions with OAS (if needed). This is important when the accommodation is different from the students’ previous documentation in high school (ie., IEP or 504 plan). The student should request a meeting with the instructor during office hours to discuss the LOA.

* LOA’s from the previous semester are not valid.

Testing (28 C.F.R. § 36.309)

Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests. This accommodation is on a case-by-case basis for each student.

• Braille or large-print exam booklets.
• Screen reading technology.
• Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays.
• Extended time.
• Wheelchair-accessible testing stations.
• Distraction-free rooms.
• Physical prompts (such as for individuals with hearing impairments); and
• Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Alternate Textbooks

Students may request to receive a textbook in a pdf, eBook, or audio book as an alternate format to accommodate them. The student will complete the accommodation request form to provide the information to OAS who will request the alternate format with the publishing company. The student will provide information such as titles of textbooks, textbook editions, author(s) name(s), ISBN number, publishing company, etc. The student should first check with the bookstore to inquire if the alternate format is available opposed to obtaining the hardback textbook, if not OAS can initiate the process to obtain the alternate format of the textbook. The student will also indicate the type of alternate format they request. This accommodation is on a case-by-case basis for each student.

Personal Care Attendants (PCA)

A Personal Care Attendant (PCA) may be necessary (per-appropriate documentation).  In the classroom, a PCA may monitor the student’s adaptive equipment and/or serve as the student’s voice when appropriate.  A PCA can be present (if documentation supports the request) during a test, quiz, or exam, but the instructor or a VPCC staff member with the testing center or an office of accessibility services representative must administer the test, quiz, or exam. In addition, the student is responsible for providing their PCA.

To ensure that students with a disability are recognized as independent class members, the following guidelines have been established for personal care attendants:

• Abide by Virginia Peninsula Community College’s Conduct guidelines (listed in the Student Handbook).
• Conduct themselves courteously and professionally while on campus and in the classroom.
• Attend to the needs for which the PCA was hired (turning pages, retrieving books, taking off coats, reposition a student’s wheelchair/chair, etc.). The Office of Accessibility (OAS), not the PCA, will ensure that all classroom accommodation is provided.
• Allow students to take responsibility for their own academic progress and behavior.
• PCA’s serve as the student’s voice, when appropriate, without offering an opinion or own perspective. PCAs should not
  • Actively participate in the class or in conversations between student and faculty, staff, or other students. Demonstrate appropriate classroom behavior.
• Not engage in disruptive or distracting behavior. Examples of such behavior include personal use of electronic devices, reading, eating, etc.
  • Refrain from having non-academic conversations with the students during class.
• Maintain all confidential information about the student.
• Follow the class syllabus and classroom rules and regulations.

All PCA’s accompanying students on campus at VPCC will provide their information to the Office of Accessibility Services (OAS) for verification and campus safety purposes. The PCA’s will always have a valid form of identification on them and should present to verify themselves when necessary.

*In the event these guidelines are not adhered to, it may result in the dismissal of the PCA at Virginia Peninsula Community College, in which another PCA can register and accompany the student .

Extensions on Assignments/Assessments

Students may be provided with extensions on assignments and extensions/extra time on testing, with the proper documentation. This accommodation is provided on a case-by-case basis for each student.

Disability-Related Absences

Students may be provided with flexibility with absences as it relates to their disability, with proper documentation. The documentation can be provided by their licensed professional (psychiatrist/psychologist, physician, etc.) This accommodation is provided on a case-by-case basis for each student.

Reader/Scribe/Note Taking Services (RSN)

If a student’s LOA requires reader, scribe, and/or note-taking services, OAS will assign a Reader/Scribe/Notetaker (RSN) to work in the classroom, labs, and/or during exams, tests, or quizzes, as indicated in a student’s LOA. RSN’s are held to the same standard as any VPCC employee.

RSN Role:

• Read aloud print information from books, handouts, the board, lecture slides, etc.
• Write/type what is dictated by the student and assist with in-class assignments.
• Take lecture notes using a variety of formats (including assistive technology).

RSN Responsibilities:

• Arrive at every class 15 minutes early.
• Determine the best seating arrangement for in-person classes.
• Refrain from performing RSN duties until the student arrives.
• Remain in class for as long as the student is present.
• Abide by all instructions relative to the provision of virtual services.
• Provide notes to students and OAS in advance or as soon as possible.
• Adhere to the Student Code of Conduct to include maintaining academic integrity.
• Always maintain confidentiality and neutrality.
  • Do not engage with any other students in class.
  • Do not discuss class content except to clarify notes for the student.
  • Do not participate in the class discussion.
  • Do not ask or answer questions for the students.

Student Responsibilities:

• Identify the best format in which to receive notes (ie., print, electronic, etc.)
• You will only receive notes for the time you are present in class.
• Notify the RSN and instructor immediately if you are absent.
• You are responsible for knowing the course deadlines, assignments, and other course information provided in the syllabus.
• Initiate the discussion about testing arrangements with RSN and instructor in advance.
  • Agree to the DAY, DATE, TIME and LOCATION of each test, quiz, or exam where you will need RSN services.
• Do not request that the RSN ask or answer questions for you.

Notify OAS immediately if:

• Your RSN is late or absent more than two times.
• Notes are not clear or accurate.

Faculty:

Should notify OAS if there are any problems or concerns. oas@vpcc.edu (757) 825-2867.

American Sign Language Interpreting (ASL) Services (Sec. 12103)

For students who require American Sign Language (ASL) interpretating services, VPCC can provide ASL and other services and resources that may benefit them. Students are asked to complete an accommodation request form Accommodation Request Form to indicate their need for the accommodation, allowing time for the request to be met by OAS. For ASL services, it is necessary to allow additional time in the event of a shortage or availability of interpreters. We ask that the request is made at least seven (7) business days to coordinate such request. The sooner a request is made, the better chances this accommodation can be met with pending circumstances beyond our control, which in the event more reasonable accommodations will be used.

The use of closed captioning is recommended for all instruction (28 C.F.R. § 36.309).

Braille Services

Braille conversion services are provided by our partner Student Accommodation Manager (SAM). Students who require braille services are asked to complete the accommodation request form for these services. The turnaround time varies depending on the number of requests our partnering provided receives. For assessments of kind or larger educational material being requested, it may require more time. Once OAS receives the braille conversion, we will contact the students to inform them of the arrival and how they can pick up their request.

Permission to Audio/Video Record Lectures

Students with disabilities who are found eligible by OAS have the right to audio/video record class lectures for their personal use only (84.44 of Section 504 of the Rehabilitation Act of 1973 P.L. 93-112, amended P. L. 93-516). For the purposes of this accommodation, recording may include lectures, discussions, presentations, and other classroom activities.

Students may use a recording device including, but not limited to, audio recorders, cellphones, laptops/computers, iPad/tablets, and other handheld devices that record sound. This accommodation is on a case-by-case basis for each student.

Student Responsibilities:

Students are required to present the Letter of Accommodation (LOA) and initiate a conversation with the instructor acknowledging the use of this accommodation. Students should contact OAS if they have concerns about the implementation of this accommodation.

• The recordings are for the sole academic use of the student and may not be shared at any point during or after the course with other individuals.
• Recorded lectures may not be used against the faculty member, other lectures, other students, or any other classroom visitors whose comments are recorded as part of the classroom lecture/class activity, etc.
• Information contained in recorded lectures is protected under federal copyright laws, and may not be reproduced, published, posted, or quoted without the expressed consent of the lecturer and without giving proper identity and credits to the lecturer.
• Recordings may not be shared, exchanged, or sold for compensation, or any other reason than academic use by the student who is recording.
• All recordings must be destroyed at the end of the semester once the exam for the course has been given or by the last date of scheduled exams for the semester if no exam is to be held for the course.
• Non-compliance with these responsibilities will be a violation of the Student Code of Conduct and subject to further disciplinary action by the institution.

Instructor Responsibilities:

Instructors who have questions or concerns about implementation of the accommodation are asked to consult with OAS.

• Allow the student to record.
• If deemed necessary, you may inform other students and any guest speakers that permission has been granted for audio recording in the classroom. The student using the accommodation may not be identified or singled out.
• May request the recording device be turned off during class if the classroom discussion is of a personal nature and involves self-disclosure. Faculty must also ensure non-disabled students are also not allowed to take notes during that time.

*For an agreement form to be considered valid, it should be completed by the student and instructor, a copy of the agreement will be provided to both parties and will be on file with OAS. An agreement should be completed prior to recording of any kind.

Use of Computer/Word Processor

A student may need their computer to perform a variety of services they may be required to have according to their LOA. The student should not be on any other tab or app other than the related course material, webpage, or documentation to follow along with the instructor in accordance with the guidelines of the curriculum. Students should not use their computer for any other purpose other than to follow the course or assistance related to the course material.

Registration

Power-driven devices must be registered with Campus Police and OAS.  If the operator of the device needs assistance on campus, he/she is to contact Campus Police and/or OAS. The mobility device owner is responsible for maintaining the vehicle for personal safety and for safety toward others always. The person prescribed the mobility device is the only person who may operate the vehicle on campus.

Wheelchair

A manually operated or power-driven device designed primarily for use by an individual with a mobility disability for the main purpose of indoors, or of both indoor and outdoor locomotion. This definition does not apply to Federal wilderness areas; wheelchairs in such areas are defined in section 508(c) (2) of the ADA, 42 U.S.C. 12207 (c) (2).

Other related equipment

Any mobility device powered by batteries, fuel, or other engines, whether or not designed primarily for use by individuals with mobility disabilities, that is used by individuals with mobility disabilities for the purpose of locomotion, including golf cars, electronic personal assistance mobility devices (EPAMDs), such as the Segway® PT, or any mobility device designed to operate in areas without defined pedestrian routes, but that is not a wheelchair within the meaning of this section.

Safety

Optimum safety is the primary concern when using mobility devices. Mobility devices, manually operated or power-driven, are to keep to the right in hallways, on sidewalks, and in common areas maintaining movement with traffic. Mobility devices are to be parked inside the classroom, lab, library, etc., not blocking entrances or exits, allowing space for people to navigate around the device.

VPCC is committed to providing accommodation for individuals with disabilities. There are two types of assistance animals: (1) service animals, and (2) other animals that do work, tasks, aid, and/or provide therapeutic emotional support for individuals with disabilities. This policy provides information for employees, students, and visitors who have the legal right to bring assistance animals to the VPCC campus or inside the buildings.

This policy provides guidance and clarity regarding service animals (as permitted by the Americans with Disabilities Act [ADA]). This policy applies to all employees, students, and visitors to the VPCC campus or college property.

Service Animals

A service animal as defined by the Americans with Disabilities Act (ADA) refers to “a dog individually trained to do work for the benefit of an individual with a disability including, but not limited to, guiding individuals with impaired vision, alerting individuals who are hearing impaired to intruders or sounds, providing minimal protection or rescue work, pulling a wheelchair or fetching dropped items.” Virginia law extends these rights to dogs in training at least six months of age. Revised ADA regulations have a new, separate provision about miniature horses that have been individually trained to do work or perform tasks for people with disabilities.

Emotional Support Animals (ESA)

An emotional support animal is any animal with a primary role of providing a person, student, employee, or visitor, with a disability emotional comfort. These animals are not required to undergo specialized training. Emotional support animals are not the same as service animals in that they are not individually trained to do work or perform tasks for the benefit of an individual with a disability. Emotional support animals are not pets.

Guidelines, Procedures, and Requirements

A service animal must be under the control of its handler. Under the ADA, service animals must be harnessed, leashed, or tethered, unless the individual’s disability prevents using these devices or these devices interfere with the service animal’s safe, effective performance of tasks. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls.

Service animals are:

• Dogs or miniature horses
• Any breed and any size of dog.
• Trained to perform a task directly related to a person’s disability.

Service animals are not:

• Required to be certified or go through a professional training program.
• Required to wear a vest or other ID that indicates they’re a service dog.
• Emotional support or comfort dogs, because providing emotional support or comfort is not a task related to a person’s disability.

You may ask:

• Is the dog a service animal required because of a disability?
• What work or task has the dog been trained to perform?

You are not allowed to:

• Request any documentation that the dog is registered, licensed, or certified as a service animal.
• Require that the dog demonstrate its task or inquire about the nature of the person’s disability.

Because service animals are not required to wear vests, a dog that is wearing a vest is not necessarily a service animal. The dog still needs to be trained to perform a task for a person with a disability to be a service animal.

ADA Requirements: Service Animals (https://www.ada.gov/service_animals_2010.htm)

OAS Responsibilities

1. Inform prospective and new students about the availability of services and how to self-identity.

2. Meet with students who register with OAS, as having a disability and develop an individual academic accommodation plan for each student with a documented disability who requests accommodation.

3. Maintain confidential student files.

4. Identify the physical or academic barriers for students with disabilities and seek methods to eliminate or neutralize them.

5. Identify adaptive equipment, classroom modifications, and campus and community resources for students with disabilities.

6. Serve as a liaison between students with disabilities and faculty/staff and other appropriate referral or support agencies or programs.

7. Provide and promote activities that enhance faculty/staff awareness of students with disabilities and their needs.

8. Serve as an advocate for students with disabilities, while encouraging students to begin advocating for themselves in preparation for obtaining their goals for the future.

All faculty members are required by law to allow and/or provide reasonable accommodation for students with documented disabilities.

1. Provide or permit the reasonable and appropriate accommodation(s) recommended for each student as outlined in the accommodation letter from the Accessibility Services office.

2. Meet with the students to discuss the academic accommodation that is requested or recommended by OAS.

3. Consult with OAS for clarification of a student’s LOA and/or any issue related to reasonable accommodation.

4. Maintain confidentiality of student accommodation requests.

5. Refer students who request accommodation but have not self-identified to OAS.

6. Other than for appropriate accommodation, treat the student with a disability the same as other students.

Students will self-disclose their disability by providing the required documentation to receive accommodations to the Office of Accessibility Services (OAS).

Once the registration process is complete, the student should:

1. Meet with OAS staff at least once each semester to discuss their accommodation (and any necessary modifications) and to request their Letter of Accommodation (LOA) for that semester.

2. Introduce themselves to each faculty member at the beginning of each semester.

3. Provide their LOA and inquire to meet and discuss their accommodation in each class to learn how they will be accommodated by the instructor.

3. Notify OAS immediately if there is any question or dispute about a reasonable academic accommodation notification.

4. Comply with all policies and procedures of OAS and the general rules as outlined in the VPCC and VCCS student code of conduct.

Dual Enrollment students are asked to contact OAS at least three weeks before classes begin to self-identify, submit documentation, and request accommodation. Dual enrollment students are required to submit documentation as required for any college student. Since colleges are not under the IDEA, accommodation may be different. Accommodation is not retroactive. Please contact OAS each semester before classes begin to request accommodation, even if students have a 504 plan.

Processes for Dual Enrollment (DE) Students

To prepare both regular enrolled students and our population of dual enrollment (DE) students, training presentations are conducted with the school divisions who are interested in learning about the process to share with their students and families. An invitation is sent to open the discussion to assist in preparing high school students’ transition to college (this includes DE students). This past summer, Hampton City Public Schools and York County Public Schools responded and met for the presentation to share with their students and families.

Notification of Accommodations while enrolled college courses?

DE students and families are provided with disability accommodation information the dual enrollment application advising them of accommodation being provided under ADA at the college. DE Parents are prompted to review a section that mentions contacting our office if their child has an IEP or 504 plan as well, in the parent consent form.

In terms of how accommodation is provided:

• If the student is taking DE courses at their high school, the high school manages the accommodation.
• If the student is on our campus or enrolled in online classes taught by our instructors, they must go through our standard accommodation process—just like any other college student.

VPCC DE coordinators are excellent at guiding and referring parents/students to the Accessibility Office at VPCC when students are attending on our campus. Each school system approaches this differently, which requires us to be flexible when students are not aware of the process, hence the information presentation is a very good resource for parents to attend and apply to their student.

The process for DE students (like any other college student) will seek out our office to:

1. Disclose their disability by registering with the Office of Accessibility Services (OAS) at VPCC. 
2. Provide all documentation required to receive accommodation (this includes their current IEP/504 plan) being used at the high school.
3. Complete an intake appointment with our office to discuss accommodation, interview questions, and provide expectations at the college (including processes and forms to request accommodation and LOA’s) and discuss their rights and responsibility at the college.
4. Students are encouraged to self-advocate and unlike in high school, students are required to request their accommodation. Students are reminded that accommodation under ADA is not retroactive and requesting them as soon as possible is highly recommended, to prevent any delays.
5. Students are encouraged to meet and discuss their accommodation (LOA) with the instructor(s) to initiate self-advocacy, although it is not required though highly recommended.
6. After students are registered with OAS and have received their LOA, they will be able to use their accommodations by requesting them with their instructor and in some cases have the option for an OAS staff member assist them in a particular process (in some instances OAS and the instructor will discuss a request provided by the student without sharing detailed information).
7. Students can meet with OAS at any time during the semester to discuss their accommodation and whether they may need additional accommodation provided they have the appropriate documentation.
8. Students are encouraged and recommended to participate in other activities that will provide additional resources (e.g. TriO Student Support Services) on campus.

Below are resources for students who may need assistance beyond the services provided by OAS at VPCC. Students may self-refer where appropriate to address various needs and concerns.

Descriptions of the services offered have been taken directly from each resource’s website. Feel free to access websites for the most current information. Please be advised that VPCC is not affiliated with nor does it assume responsibility for a student’s contact with any of the listed resources.

CHADD

CHADD believes in improving the lives of people affected by ADHD.

Columbia Lighthouse for the Blind (CLB)

CLB is the only organization in the region that provides a comprehensive range of programs and services for the nearly 180,000 people living in Maryland, DC, and Virginia who are blind or visually impaired, regardless of an individual’s ability to pay.

Community Services Board (CSB) and Behavioral Health

Local CSBs provide a variety of mental and behavioral health services to individuals with a serious mental illness, an intellectual disability (ID) and/or developmental disability (DD), or a substance use disorder.

Department for the Blind and Vision Impaired (DVBI)

DVBI provides services and resources which empower Virginians who are blind, deafblind or vision impaired to achieve their desired levels of employment, education, and personal independence.

Job Accommodation Network (JAN)

The Job Accommodation Network (JAN) is the leading source of free and confidential guidance to help employees and employers navigate accommodation requests in the workplace.

The Mid-Atlantic ADA Center

The Mid-Atlantic ADA Center provides information, guidance, and training on the Americans with Disabilities Act (ADA), tailored to meet the needs of businesses, government entities, organizations, and individuals in the Mid-Atlantic Region (DC, DE, MD, PA, VA, and WV).

National Alliance for Mental Illness Virginia (NAMI VA)

NAMI VA promotes recovery and improves the quality of life for Virginians living with serious mental illness through support, education, and advocacy.

National Center for Learning Disabilities (NCLD)

NCLD improves the lives of the 1 in 5 with learning and attention issues by empowering parents and young adults, transforming schools, and advocating for equal rights and opportunities.

Office of Civil Rights (OCR) in the U.S. Department of Education (DOE)

OCR ensures equal access to education and promotes educational excellence through vigorous enforcement of civil rights in schools across the nation.

OCR Video Series

This video series covers a variety of topics on digital access in education, including how people with disabilities use technology, applicable Federal regulations, and identifying and remediating barriers to access.

Service Source

Service Source provides a wide range of services to people with disabilities and their families or caregivers to build more inclusive communities.

Virginia Department for Aging and Rehabilitative Services (DARS)

DARS seeks to improve the employment, quality of life, security, and independence of older Virginians, Virginians with disabilities, and their families.

Virginia Department for the Deaf and Hard of Hearing (VDDHH)

VDDHH works to reduce the communication barriers between people who are deaf or hard of hearing and those who are hearing, including family members, service providers, and the public.

The Office of Accessibility Services provides services to students, faculty, staff, and the College community. Please note that the office will ONLY contact enrolled students through their VCCS email accounts.

For general questions and concerns, (including interpreter services) contact (757) 825-2867 or oas@vpcc.edu.