Disability Resources

• Individualized Accommodation Plans (Student Success Plans)
• Appointments for academic coaching, case management, and as-needed touch base meetings
• Student Success Alert Program
• Assistive Technology
• Bess and Frank Gladhill Learning Commons and Science, Technology, Engineering, and Math (STEM) Learning Center (tutoring and writing center services available to all enrolled students)
• Wednesday Getting Connected Club for students (offered in fall semester)

FCC facilities include handicapped parking spaces (permit required), physically accessible restrooms, elevator access in buildings, and various forms of assistive technology available to eligible students upon request through the DAS office.

Steps to Obtain Disability Resources

Before requesting accommodations for FCC courses, students must have submitted an Application for Admissions and be issued a student ID number. Please know that DAS can always answer any accommodations questions before applying to FCC. Some of the types of disabilities that can obtain accommodations, but are not limited to, include the following:

 

• Attention Deficit Hyperactive Disorder (ADHD)
• Learning Disabilities (LD)
• Autism Spectrum Disorders (ASD)
• Acquired Brain Injury (TBI)
• Psychological Disabilities (Depression, Anxiety, Bipolar)
• Developmental Disabilities
• Sensory Disabilities (Hearing, Vision)
• Mobility Disabilities
• Chronic Health (Crohn’s, Sickle Cell, Diabetes)

 

To begin your Request for Accommodations at FCC, students must do the following: 

Sign Language Interpreting Services

The Coordinator of Interpreting Services is the primary point of contact for the provision of interpreting services for scheduled classes, labs, tutorial sessions, and College-sponsored events or academic activities. The Coordinator works cooperatively with faculty, staff, and disabilities specialists to maintain effective communication regarding student needs and the implementation of services.

Traci Lowrey, CI/CT
Coordinator, Interpreting Services
Annapolis Hall, A-105D
301-846-2476 Voice
240-578-0844 Text
Email:  [email protected]

Requesting Interpreting Services
Students must identify themselves to the Disability Access Services (DAS) department. The student will receive an Interpreter Request Form and an Interpreting Services Agreement. Forms can be returned in person in Annapolis Hall, A105, or electronically to [email protected]. The Interpreter Request Form must be submitted to the Coordinator at least two weeks prior to the first day of class or activity. Once classes have been paid for, or arrangements for payment have been made, the Coordinator will begin to fill the request. We strive to accommodate all requests; however, those received less than two weeks in advance cannot be guaranteed.

One-time and special requests can be made by contacting the Coordinator at [email protected]. Please provide five business days’ notice, when possible.  Requests received with less than five business days’ notice cannot be guaranteed.

Interpreting Internships
Interested in interning with FCC’s Interpreting Department?  Qualified applicants work with one or more interpreters from the interpreting department to facilitate communication with Deaf and Hard of Hearing students, employees, and visitors on campus with a mentor. The Sign Language Interpreter intern interprets for academic courses (both credit and Continuing Education), campus activities/events, and miscellaneous assignments for the College. Hours will vary each semester depending upon the interpreting needs of the College.

If you are interested, please CLICK HERE to fill out the google application form.  Submissions will be reviewed, and applicants will be notified regarding next steps.

 

Title IX Pregnancy and Parenting Accommodations.

Frederick Community College (FCC) is committed to creating a welcoming and inclusive environment for Pregnancy and Parenting students. Under FCC's Title IX Pregnant and Parenting Accommodations for Students Policy and Procedures, students may request accommodations or reasonable adjustments through the Disability Access Services (DAS) Office in conjunction with the Title IX Coordinator due to pregnancy, childbirth, false pregnancy, termination of pregnancy, miscarriage, conditions arising in connection with pregnancy, stillbirth, infant death, perinatal loss, and recovery from any of these conditions.

If a faculty or staff feel a student's approved accommodation fundamentally alters the technical standards or essential requirements of the course or program, they must contact the Disability Access Services Office immediately. Please refer to the Fundamental Alternation of Essential Course Requirements tab on the DAS webpage.

Examples of pregnancy and parenting accommodations can include the following:

• Furniture adjustments, such as larger desks, due to pregnancy-related needs
• Frequent breaks during class to care for pregnancy-related needs or access lactation rooms.
• Reschedule exams due to pregnancy/parenting-related absences.
• Providing an alternative to make up for missed classwork.
• Access to food and water during class
• Excused absences and the ability to submit missed class work due to pregnancy, childbirth, or parenting if deemed medically necessary, including after the semester has ended. Pregnant and parenting students can submit make-up work without penalty due to doctor's appointments, medical conditions, and childbirth. Students cannot be forced to submit make-up work during medically related absences and, if approved, cannot be required to submit a doctor's note to professors.
• If the student deems it necessary, they may take a medical leave of absence from FCC courses or programs. Pregnant and parenting students will be allowed to return to the same academic and extracurricular status before the student's medical leave.

Frequently asked questions:

How do students submit a request for pregnancy and parenting-related accommodations?

1. Submit an online "Request for Services."
2. Students should submit documentation from their treatment provided with information about what accommodations/adjustments they are requesting, a rationale for suggestions, and how long the student is expected to need accommodations.
3. Students can upload the documentation to the Request for Services application or email them to [email protected]. 
4. Once the above steps are completed, please email [email protected]  or call 301-846-2408, to schedule an appointment to discuss your request.
5. Requests can be submitted on behalf of a pregnant student if they cannot medically do so.
6. Once approved, DAS will work with the student's professors and the Title IX coordinator to ensure accommodation implementation.

Fundamental Alteration

How are Fundamental Alteration of Essential Course Requirements determined?

Fundamental Alteration is a change in a course or program that alters the essential elements of a college course, service, activity, or program. The determination must be on a case-by-case basis, separate the general expectations of a course, and look at what is essential to demonstrate the mastery of class objectives and components of the program. A Deliberative Process to Determine Essential Components of Courses and Programs will be used to determine if a Fundamental Alternation of Essential Class Requirements is warranted. (Title II, Americans with Disabilities Act).

Deliberative Process

• Before fundamental alteration of essential class requirements is determined, faculty members or the program must contact the Director and/or Assistant of Disability Access Services to discuss their concerns and go through a deliberative process.
• Disability Access Services will then conduct a deliberative discussion with a committee involving the instructor, department chair, Deans, or other faculty, staff, and/or administrators deemed appropriate and trained in determining the reasonableness of the request, fundamental requirements of the program and any alternative solutions for the student. Essential Objectives and Components will be explored during the deliberations.
• The Director of Disability Access Services will notify the student in writing of the final decision regarding the accommodation request.  If the accommodation is denied, the student will be provided information on how to appeal the decision.

Determining Essential Objectives and Components of Courses and Programs
Essential Objectives of Courses and Programs establish the core learning outcomes and skills students must demonstrate with or without accommodations.

The following questions must be asked to determine if a student’s accommodation request alters the core learning outcomes and skills.

1. What are the general class policies and processes, and how do they relate to the essential objectives and components of the course? Are these policies clearly stated, and how are they communicated?
2. Does the approved accommodation correlate with the student’s disability or barrier?
3. What is the course designed to do and measure? What activities are being used to measure students’ knowledge related to essential objectives and components of the course?
4. Does the accommodation lower learning standards or objectives? How?
5. Does the accommodation fundamentally alter the class requirements? Explicit detail is needed if the accommodation does.
6. Does the accommodation give the student an unfair advantage over other students? Does the request exceed equal access? If so, how? Please note that providing accommodations allows for equal access for students; exceeding equal access doesn’t level the playing field but gives the student an advantage/edge.
7. Have reasonable alternatives or accommodations been granted to students in the past, or have other colleges with similar program requirements been consulted about what they have done in similar situations?
8. Are there specific licensing requirements that the accommodation would modify? What is alternative/flexibility in methods of instruction, assessments, or assignments that can create access?

Web Resources for Persons with Disabilities

Meet the DAS Staff

Notice of Non-Discrimination and Contact Information

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, or veteran status in its activities, admissions, educational programs, and employment.

All members of the College community are expected to abide by this non-discrimination policy and to comply with Title VI and Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967, (ADEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, (ADA), and amendments.