Disability Access Services

Purpose

This guidance ensures that every student at Frederick Community College (FCC) receives an equitable standard of care and consideration when requesting accommodations through Disability Access Services (DAS). This protects the integrity of the accommodation process.

Any student who wishes to request accommodations based on their disability should contact Disability Access Services through the website, via phone, or by email. All requests will be thoroughly considered through a comprehensive, interactive process.

Procedure

Every request for accommodations will be managed consistently via the process outlined herein. Every effort is made to ensure that this occurs in a timely manner.

Step 1: Request for Accommodations

Any student who contacts DAS to request accommodations, regardless of the method of communication, will be directed to use the online Request for Accommodations form. 

The student will complete the form and provide all documentation necessary to verify their disability status. Students should have all documentation necessary gathered prior to engaging in the interactive process.

Step 2: Review the Documentation

The DAS staff will review the request for accommodations form and the documentation that is provided.

If the request is incomplete or the documentation does not meet the DAS Documentation Guidelines, the DAS staff will reach out to the student to request more information.

If the request is complete and the documentation is sufficient, the DAS staff will reach out to the student with instructions on how to schedule an intake appointment.

Step 3: Schedule the Intake Appointment

DAS will contact the student via email and phone to provide support and instructions for how to schedule an intake appointment.  Appointments will be provided in the order that the student responds to the communications from the DAS office. The first available appointment that matches the student’s availability will be scheduled.

Step 4: Determine Eligibility

The Disability Specialist will make determinations regarding eligibility when all appropriate documentation and information has been provided to support the request and the student has explained how their disability affects their ability to fully access educational services and activities at FCC. All documentation will be reviewed and a thorough discussion with the student will take place during the interactive process.

The Disability Specialist will make one or more of the following decisions regarding eligibility for accommodations:

• They may determine that a student is not eligible for accommodations because they do not have a qualifying disability that results in a barrier to access.
• They may delay the determination of an accommodation request, and the student will be asked to provide additional documentation.
• They may determine that the student is eligible for accommodations.

Step 5: Determine Specific Accommodations

The Disability Specialist will engage students who have been determined eligible for accommodations in a conversation about barriers to access they face at FCC as part of the interactive process. 

As barriers to access are identified accommodations are discussed.  Each specific request that the student has made will be evaluated. The Disability Specialist may suggest other accommodations.

The Disability Specialist will then make decisions regarding specific accommodations.

• They may approve the accommodation request based on the conversation, the information provided, and the identification of a barrier to access.
• They may deny a specific request on the basis that not enough information has been provided to support the existence of a barrier to access.
• They may deny the specific request on the basis that it would result in a fundamental alteration of the technical or academic standards of the course.

Step 6: Notification of Decisions

Within two (2) business days of the completed intake process, DAS will send the student a written record of all decisions made during their intake appointment. 

Immediately following the letter to the student, an accommodation plan will be sent to each of the student’s current professors.  If the student is not currently enrolled in classes, the accommodation plan will be distributed to the student’s professors in the upcoming term.

Appeal of a Decision

If a student does not agree with any decision made by the Disability Specialist regarding eligibility or specific accommodations, they may initiate the appeal process.  
DAS Appeals Guidance 

Confidentiality and Storage

All documentation regarding a student’s request for accommodations is kept confidential in accordance with State and federal law, and will be securely stored electronically within the DAS office databases.

Documentation Guidelines:

In order to be eligible for services, students need to provide appropriate and current documentation of a disability. Although an Individualized Education Plan (IEP) or Section 504 Plan may help identify services that been effective in high school, these may not be considered sufficient documentation for all accommodations. Documentation should be prepared by a qualified professional in the disability area identified.  All documentation is kept confidential in the DAS office.

1. The documentation must include the qualified professional’s name, title, professional credentials, and affiliation.
2. The documentation must reflect current symptoms and level of functioning.
3. Documentation should include the following:

Quantitative and qualitative information to support the diagnosis.

• Summary and interpretation of assessment instruments (clinical interviews, behavioral checklists, observations, etc.);
• Recommendations for prescriptive treatment, including medication;
• Recommendations for academic accommodations; and
• Evaluation information should include if there is any possibility of a dual diagnosis.

A 504 Plan or an IEP may not constitute sufficient documentation but may be submitted along with a medical or clinical evaluation. IEPs should include the most recent educational testing completed. IEPs and 504 Plans provide limited information, and for this reason the DAS office recommends that students submit medical and diagnostic information, as is possible.

*Disability verification for students with psychological disorders (including but not limited to depression, anxiety, and bipolar disorder) must be written/completed by a licensed mental health professional, which could include a psychiatrist, a clinical psychologist, a licensed clinical social worker, or a licensed professional counselor.

 

*Disability verification for students with ADHD must be written/completed by a licensed psychologist, psychiatrist, neurologist, clinical social worker, and in some instances general practice physicians. Applicable evaluation and testing reports are requested.

 

*Disability verification for students with learning disabilities should include a psycho-educational or neuropsychological evaluation that provides a diagnosis of a specific learning disability as defined by the DSM-5.  This evaluation must be completed by a psychiatrist, psychologist, neuropsychologist, or other licensed/certified professional in the field of learning disabilities.

*Disability verification for physical, medical, sensory, and other disabilities must be completed by an appropriate medical provider/specialist in that field and include duration of disability, stability of disability, and other information noted in these guidelines.

Contact Information:

Disability Access Services (DAS) office
7932 Opossumtown Pike, Frederick, MD  21702
Office number: 301-846-2408 / Fax: 301-624-2778
Email: [email protected]
 

Information adapted from Howard Community College, Disability Support Services, www.howardcc.edu

Purpose
This guidance ensures that every student at Frederick Community College receives an equitable standard of care and consideration when requesting accommodations through Disability Access Services (DAS) and protects the integrity of the accommodation process. All requests will be
thoroughly considered.

Procedure
The interactive process including a review of documentation and is designed to identify barriers to equal access and appropriate accommodations.

Step 1: Provision of Documentation
Students are responsible for providing all appropriate documentation to support their eligibility for services and specific accommodation requests. The documentation should establish that the student has a disability, and identify the disability specifically, and it must describe the current
functional limitations caused by the disability.

Appropriate documentation
Disability Access Services at FCC follows the 2025 documentation guidance provided by the Association on Higher Education and Disability. All appropriate documentation must:

• Be signed by an appropriate licensed or credentialed and qualified professional. There must be a match between the person making the diagnosis and their scope of practice.
• Include a clear statement of the diagnosis and date that it was determined.
• Explain the basis for the diagnosis, including evaluation methods, procedures, and clinical narrative. When addressing a learning or cognitive disorder, test scores and summary data should be included.
• Describe progression or stability of the disability. Are there any expected changes, is the disability cyclical or episodic in nature?
• Describe current and past accommodations, services, and/or treatments.
• Describe the current functional limitations that affect a student’s ability to access education. This includes an explanation of how the disability affects the student in daily life.
• Provide recommendations for accommodation.

Examples of appropriate documentation
The following documents typically meet the criteria necessary to be considered appropriate for use in determining eligibility and accommodations:

• Medical records from medical or psychological healthcare providers
• Letters from medical or psychological healthcare providers
• Medical assessments, such as cardiac, vision or audiological reports
• Vocational assessments
• Neuropsychological assessments
• Educational Assessments

Other supporting documentation
These following documents will typically be considered but may not be sufficient to meet the necessary criteria, depending on the credentials of the evaluator, the level of detail provided, and the comprehensiveness of the information provided:

• Individual Education Plans (IEPs)
• Section 504 Plans
• Accommodation plans from other institutions of higher education
• Treatment plans from institutions or service providers
• Documents prepared for specific non-educational purposes (Social Security Administration, the Department of Veterans Affairs, or workplace accommodation plans).

Step 2: Determining Eligibility
The disability specialist will make determinations regarding eligibility and specific
accommodations when all appropriate documentation and information has been provided to support the request. All documentation will be reviewed during the interactive process.

When a review of the documentation and a thorough discussion with the student regarding their needs has taken place, barriers to the student’s access has been identified, and possible accommodations have been contemplated, the disability specialist will make one or more
decisions regarding the student’s request:

• They may determine that a student is not eligible for accommodations because they do not have a qualifying disability.
• They may approve the accommodation request based on the documentation that has been provided.
• They may deny a specific request on the basis that not enough information has been provided to support the existence of a barrier to access.
• The disability specialist may delay the determination of an accommodation request, and the student will be asked to provide additional documentation.

If a student does not agree with the decision of the disability specialist regarding accommodations, they may initiate the appeal process.
DAS Appeals Guidance

Confidentiality and Storage
All documentation regarding a student’s request for accommodations is kept confidential in accordance with all State and federal law and is securely stored electronically within the DAS
office databases.

Purpose
The Disability Access Services (DAS) office at Frederick Community College (FCC) is committed to ensuring that all students with disabilities have equal access to fully engage in all FCC programs, courses, activities, and services. The DAS office determines reasonable accommodations for students on a case-by-case basis to foster an inclusive and supportive learning environment. Every effort is made to review requests for accommodations in a timely manner.

This guidance ensures that every student at FCC receives an equitable standard of care and consideration when requesting accommodations and protects the integrity of the accommodation process. All requests will be thoroughly considered, and every effort is made to ensure decisions will be made in a timely manner.

Students have the right to request an appeal of any decision regarding a request for accommodations. Reasons for appealing a decision include:

• A procedural error or oversight occurred that affected the decision
• There is new information not known or provided to DAS at the time of the initial decision
• The decision was not consistent with the documentation provided and information shared

Students may utilize the support of another individual to participate in or assist with the disability services process, and may request support when making an appeal by emailing [email protected].

All information related to the appeal process, including the appeal submission and supporting documentation, will be treated confidentially. This information will be limited to individuals directly involved in the appeal process and will be stored as part of the student’s DAS documentation.

Non-retaliation Statement
The College prohibits any person from engaging in retaliation against any student who exercises in good faith their own rights under College policy or State or federal law. This expectation extends to those who participate in or assist others in any process related to the appeal of a decision made by DAS.

Procedure
Step 1: Reconsideration
Students may request a reconsideration of the decisions made during the intake appointment.

This request should be made within 10 business days of receiving written notification of the initial request for accommodation(s) decision.

The request for reconsideration should be sent to [email protected].

The request for reconsideration should include:

• New or updated documentation not presented during the initial request
• The procedural error, if any occurred
• Information regarding the impact of the disability and barriers to access

The request for reconsideration will be conducted by the DAS professional who made the initial decision or another DAS professional who has reviewed the initial request.

DAS will contact the student within 3 business days of receiving the request for a reconsideration to schedule an appointment. The appointment will be scheduled for within 10 business days of the receipt of the request.

At that appointment, the DAS professional will review all documentation, reconsider the decision, uphold or change the initial decision, and provide the student with an explanation of the next steps in the appeal process.

A written decision regarding the reconsideration will be sent to the student within 5 business days following the reconsideration appointment.

Step2: Review
Students who have met to have their accommodation decision reconsidered and believe that the issue was not resolved may request a review by the Director of Disability Access Services.

Request for Review
The request for a review should be submitted within 10 business days after receiving written notification of the decision resulting from the reconsideration meeting.

The request for review should be sent to DAS via email at [email protected]

The request must include:

• A brief statement explaining the reason that the decision should be reviewed, which should include one or more of the following:
  • A procedural error that is believed to have occurred that affected the decision
  • New information not known or provided to DAS at the time of the reconsideration of the decision
• Information outlining why the decision was not consistent with the documentation provided and information previously shared
• Additional supporting documentation per the documentation policy
• Evidence of a barrier to access that was not previously identified

Process for the Review
DAS will contact the student within 3 business days of receiving the request for a reconsideration to schedule an appointment. The appointment will be scheduled for within 10 business days of the receipt of the request.

The review will be conducted by the Director of DAS or a designee who was not part of the original decisions.

DAS will contact the student within 3 business days of receiving the request for a review to schedule an appointment with the Director of DAS. The appointment will be scheduled for within 10 business days of the receipt of the request.

The Director of DAS will meet with the student, review all documentation, reconsider the decision, uphold or change the initial decision, and review the right to file a complaint.

The decision will be emailed to the student within 5 business days of the review appointment.

The decisions of the Director of DAS are considered final within Frederick Community College internal processes.

Right to File Complaint
Students retain the right to pursue complaints under the college’s nondiscrimination policy or through state and federal agencies. Frederick Community College is committed to the principles of equal opportunity and strictly prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, pregnancy (including childbirth, lactation and related medical conditions) or veteran status in its activities, admissions, educational programs, and employment.

Non-Discrimination Policy at FCC

External Government Agencies That Address Discrimination Complaints:
Students who believe that they have been discriminated against because of their race, color, national origin, disability, age, sex, or religion, may file a complaint with the State of Maryland Commission on Civil Rights and/or the Office for Civil Rights.

State of Maryland Commission Civil Rights
6 Saint Paul Street, Suite 900
Baltimore, MD 21202-1631
800.637.6247 | 410.767.8600
Maryland Relay: 711 
Initiate an Inquiry Form

Office for Civil Rights
U.S. Department of Health and Human Services 801 Market Street, Suite 9300
Philadelphia, PA 19107-3134
Customer Response Center:
800.368.1019
Fax: 202.619.3818
TDD: 800.537.7697
Email:[email protected]
OCR Complaint Portal

There are some important differences between higher education and high school.  In high school, the laws require schools to ensure that students make academic progress and are successful.  In college, the school is required to ensure that students have access to their education.  The student is responsible for progress and success.

DAS will work with you to make sure you can access everything you need.  Your success is up to you! FCC offers a variety of academic supports that DAS will help you access. 

 

Responsibilities

Students	Disability Access Services
Provide documentation that verifies your disability status.	Review Documentation that verifies your disability status.
Meet regularly with DAS staff to discuss your progress and success.	Meet with you to discuss your individual needs.
Speak with your professors about your accommodation plan and how you will use it.	Collaborate to create an accommodation plan for access.
Monitor your work and grades.	Support you in speaking with your professors.
Plan to meet due dates and study for exams.	Help you if you are not granted your accommodations.
Notify DAS if you have questions or concerns about your accommodations.	Direct you to FCC supports that will help you be successful.

 

Role of Parents/Guardians

High School	College
School Staff can discuss academic performance.	The student has FERPA rights.  The college will not discuss academic performance or other college issues.
Parents/Guardians have access to student records.	Parents do not have access to student records unless express permission is given.

 

Role of Students

High School	College
Modifications to the curriculum may be made to ensure student success.	Students must meet each course's technical standards, course expectations, and criteria.
The school staff maintains student records.	Students must provide documentation that verifies their disability status and meets the FCC guidelines.
School staff will monitor academic progress.	Students must independently monitor academic progress and assignment completion.

 

Advocacy

High School	College
Schools must identify students with disabilities.	Students must self-identify/disclose their disability and register through Disability Access Services. (DAS) Students must meet with DAS to go through the interactive process before being approved for accommodations. Not all accommodations carry over from high school to college.
Parents/Guardians and school staff initiate the process for IEPs and 504 plans.	Students are responsible for managing their documentation, requests for accommodations, and renewing accommodations each semester. (even if the student is under 18)
Parents/Guardians may access student records, advocate for students, and participate in the accommodation process.	Student records are confidential under FERPA, and DAS cannot talk to parents without the student's permission.
Parents/Guardians and school staff advocate on behalf of the student.	Students are expected to self-advocate.

 

Delivery of Services/Instruction

High School	College
Schools individually design instruction and modify the curriculum to ensure student progress.	Reasonable accommodations are provided to ensure student access to their education.>
Accommodations are provided, and modifications to the curriculum are permitted to ensure that students are successful.	Accommodations are provided to allow students to access their education. Modifications to the courses/curriculum are not provided for students.
Modifications may be made that change course outcomes.	Modifications that change the course's technical standards or essential requirements are not made.
Schools provide assessments to determine the disability of students.	Students must provide documentation that verifies their disability status and meets the requirements of FCC.
School teams will develop an IEP or 504 plan on behalf of students.	Students must request specific accommodations, with supporting evidence of how the accommodations remove a barrier to access.
The IEP/504 team determines accommodations.	Accommodations are approved based on the interaction between the student, Disability Access Services, and faculty.
Tutoring and extra support to understand/complete assignments may be provided as part of services.	Academic supports are not considered accommodations. FCC offers tutoring and other academic supports to all students.