Disability & Access Services

A disability, as defined by the Americans with Disabilities Act (ADA), is “a physical or mental impairment that substantially limits one or more major life activities.” There are many kinds of disabilities, and often they are not obviously apparent to others. A person does not need a specific diagnosis to have a disability.

A disability accommodation is a reasonable adjustment or alteration to an educational environment or practice that allows a student with a disability to have equal access to their educational experience. Accommodations are designed to “level the playing field,” not to make school “easier” or guarantee success.

The office of Disability & Access Services (DAS) is the designated office at CCAD that provides reasonable accommodations for students with documented cognitive, psychological, or physical/medical disabilities. Disclosing a disability is voluntary, but to be considered for accommodations through our office, students must self-identify as having a disability and complete the interactive accommodation request process.

Decisions about disability accommodations are made on an individualized, case-by-case basis after consultation with the student and review of relevant supporting documents. Accommodations typically fall under one of three categories: Academic/Classroom, Housing/Dining, and Emotional Support Animals/Service Animals. Students can be approved for different types of accommodations depending on their needs.

Current and incoming students who would like to request formal disability accommodations through Disability & Access Services (DAS) must complete the following steps:

1. Fill out the online Accommodation Request Form (click the hyperlink or visit links.ccad.edu/disability).

2. The student must submit qualifying and appropriate documentation from a third-party, typically a licensed health care provider. If applicable, documentation from multiple professional providers can be submitted. To learn more about the information that should be included in documentation, please review the Documentation Guidelines on our website (links.ccad.edu/disability).

3. Once the form has been processed and documentation has been received, DAS will contact the student directly to schedule an Intake Meeting. Students are required to attend this meeting (either in-person or virtually) to be eligible for any disability accommodations. During this meeting, the student shares more information about their history and experiences, which helps us determine appropriate accommodations and supports.

While a student may begin working with DAS without an official diagnosis, a student is not able to schedule an Intake Meeting to have their request considered until appropriate documentation is provided.

IEP and 504 Plans end when the student graduates high school. These documents do not have purview/jurisdiction in college. Students are always welcome to share their IEP or 504 Plans when they submit their third-party documentation to provide insight into what has helped them in the past. However, DAS does not create or implement an IEP or 504 Plan but rather a reasonable and appropriate Accommodation Letter.

The student must proactively engage with DAS to request accommodations at CCAD. Once the Accommodation Letter is established as part of the interactive process, the student is responsible for sharing it with their instructor each semester. While students are not required to “renew” their accommodations once established, they can request to review and potentially update them at any time.

No. This is a student-driven process, and the student is responsible for submitting all required documents, participating in the Intake Meeting, and communicating with DAS staff when they have questions or concerns.

Parents/guardians are allowed to attend the Intake Meeting, but this is always the student’s decision; parents/guardians can only join the meeting if the student permits them to. Parents/guardians may ask questions and may share any information they wish with DAS staff, but DAS staff are legally obligated to protect student records and will only consider requests from the student themself.

In high school, you were the primary advocate for your student. However, at the college level, your role shifts. Parental involvement is more limited now, mainly consisting of offering support, advice, and encouragement as your student learns to advocate for themselves.

Colleges are significantly restricted by federal law (such as the Family Educational Rights & Privacy Act) in how they can interact with parents. College students are expected to proactively communicate for themselves when seeking assistance from instructors, reporting concerns, or requesting disability accommodations from Disability & Access Services (DAS).

IEP and 504 Plans end when a student graduates from high school. These documents do not apply to college. Instead, DAS works with your student to establish a reasonable and appropriate Accommodation Letter. Your student must proactively engage with DAS to request these accommodations.

Once established, they are responsible for sharing their Accommodation Letter with their instructors each semester. While "renewing" accommodations isn't required annually, students can request to review and update them at any time. Your student is welcome to share their past IEP or 504 Plans when submitting documentation to provide insight into what has helped them previously.

Also, CCAD instructors will not contact parents regarding grades or academic difficulties. In college, students are responsible for seeking assistance from faculty and staff as needed. You can certainly ask your student for updates regarding their academic progress.

CCAD does not have a process for ongoing parental access to records or advocacy on behalf of a student, in compliance with FERPA and HIPAA laws. While your student may sign a release with the Office of Student Records for one-time sharing of limited academic records, this specific release does not apply to records from Disability & Access Services.

All business related to DAS, including requesting, adding, or altering accommodations, must be handled directly by the student. DAS staff cannot work with parents in place of the student.

CCAD's full policy for Disclosing Student Educational Records & Directory Information can be found in the CCAD Student Handbook (https://portal.ccad.edu).

Yes, parents are allowed to attend if the student permits them to. Your presence can offer moral support and assist with your student's accessibility needs. However, the student is expected to communicate for themselves when asking questions or expressing concerns.

The DAS staff's primary focus during the meeting will be interacting directly with the student and addressing their access needs. While staff may respond to some of your questions, direct interaction with the student takes precedence. If a parent's behavior becomes disruptive or inappropriate, the student or DAS staff may ask them to leave.

Yes, you can express your concerns to DAS staff. We always recommend communicating directly with your student first. DAS will accept any information you wish to share, but we cannot take action without directly involving the student.

If you think your student was not approved for an accommodation you think they need, we highly recommend that you encourage your student to communicate directly with DAS staff about their concerns regarding the accommodation decision.

If your student is still struggling, first, ask them if they have been utilizing all of their approved accommodations and if they have been communicating with their course instructors. Encourage them to contact DAS if they need assistance understanding their accommodations or planning what to say to an instructor.

If revisions are needed for existing accommodations, your student is responsible for requesting those changes and providing any necessary supporting documentation. Additionally, DAS staff can refer your student to other relevant campus resources for broader support, such as counseling, health care, or tutoring.