1. New students should submit an Intake Form before their first meeting with Student Accessibility Services. It is also important that students review the Documentation Guidelines linked here. 
2. Contact Student Accessibility Services for an appointment via Zoom, phone call, or in-person. You may also sign up for a meeting by going to Student Accessibility Services’ bookings page. 
3. Submit documentation by email at accessibility@rcc.mass.edu or drop off in-person on the RCC Campus Building 3, Suite 205.  All students are required to provide medical or other appropriate diagnostic evaluation of the functional limitations of their disability. Students can also have their provider fill out the Provider Form which gathers all of the important information SAS needs in order to appropriately determine accommodations. Please email us if you have questions about appropriate documentation.  
4. Attend a meeting with the Coordinator of Student Accessibility Services to discuss appropriate and reasonable accommodations you may be eligible for based on documentation submitted and the students’ self-report. The student will also discuss the resources available on campus and how our office can support them during their time at RCC. 
5. The Coordinator of Accessibility Services will create an Accommodation Letter to send to the students’ faculty over email. The email will also include the Faculty Guide, the Instructions for Testing Accommodations, and the Recommended Steps for Setting up Tests on My RCC. In postsecondary education, professors, instructors and other staff are not entitled to specific information about a student’s disability, learning difference, medical condition or mental health. All that is shared with professors is information regarding the accommodation’s that are being provided. Unless the wellness of a student is of concern, there is no reason for this information to be shared with other employees at the college. The only exceptions may be the Dean of Student Life, who directly oversees Student Accessibility Services and the staff providing services.
6. It is strongly suggested that the student set up a time to meet with their professor to talk about their accommodation letter and to discuss how the students’ professor can best be of support.  
7. Notify Student Accessibility Services with any issues that arise during the semester! 
8. If possible, meet with Student Accessibility Services each semester to discuss accommodations and to make any changes to accommodations.  

All students are required to provide medical or other appropriate diagnostic evaluation of the functional limitations of their disability. 

The following essential elements for qualifying documentation have been adapted from the Association on Higher Education and Disability (AHEAD) and are standards that must be met. 

1. Documentation must come from a qualified professional with credentials that appropriately relate with the diagnosis being determined.  The licensed professional must have comprehensive training related to the disability or condition being diagnosed. Additionally, the licensed professional cannot be related to the said student. Documentation from professionals who render a diagnosis outside of their area of expertise is not appropriate.
2. Clear diagnostic statement, including diagnostic sub-types where relevant, that describes the condition and provides information on the functional impact of the condition.  A full clinical description will convey this information, as will diagnostic codes from the DSM (Diagnostic Statistical Manual of the American Psychiatric Association) or the ICF (International Classification of Functioning, Disability and Health of the World Health Organization.) 
3. Appropriate documentation includes detailed information on the evaluation methods utilized, tests, procedures and the dates with times these were administered.  Additionally, specific results from tests, observations from a qualifying professional and a summary of this information is appropriate.  Evaluation methods may include medical examinations, formal instruments, performance observations, and scoring results with scores for norming are helpful.  Scoring which supports impact of disability on various daily activities may need to be provided in order to provide certain accommodations. 
4. A description of the current functional limitations … how the disabling condition(s) currently impacts the student.  Documentation should be thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the condition(s). 
5. A description of the expected progression or stability of the disability as well as expected changes in the functional impact of the disability over time and context. Information on the reoccurring or episodic nature of the disability and known or suspected triggers to episodes provides opportunities to anticipate and plan for varying functional impacts. If the condition is not stable, information on interventions (including the individual’s own strategies) for exacerbations and recommended timelines for re-evaluation are most helpful. 
6. Recommended accommodations, history of past accommodations, information on medications and their impact, assistive technology and possible auxiliary aids are highly useful and should be provided when possible.  These items and their ability to address areas impacted by the disability is needed.  For example, the recommendation for alternative text should be supported with information on any impact the diagnosed disability has on accessing printed materials.  The history of accommodations does not guarantee that they will be provided at the current institution.  However, the history of accommodations will help in determining reasonable accommodations related to the current academic requirements. 
7. Documentation should ideally be from within the last five years.  Depending on the student, condition and accommodations being requested, more recent documentation may be necessary and provided on a reoccurring basis to provide updated information psychiatric and other medical conditions.  Documentation needs to be on official letter head and include the credentials of the professional, the place of employment, license number and include their signature.  
8. Students may also submit a Provider Form as appropriate documentation if the student needs to obtain accommodations. 

Students are required to formally disclose to SAS the condition in which they are requesting accommodations and are guided through the formal process. Accommodations are processed and approved by SAS. 

At the Start of Each Semester, Students with Disabilities Should: 

For incoming students, students should set up a meeting with Student Accessibility Services before they take their placement exams. 

Contact the Office of Student Accessibility Services: 
Email: Accessibility@rcc.mass.edu 
Phone: 857-701-1278 

Student Accessibility Services (SAS) at RCC is a resource for students with varying disabilities and differences who are seeking support with accessing their academics, resources and opportunities. Some of our students include learners on the autism spectrum, those with dyslexia or dyscalculia, people living with mental health conditions, individuals who are blind or Deaf and students living with chronic health conditions such as diabetes, IBS or cancer. SAS also works with RCC faculty and staff to support them in their work and with ensuring our community is inclusive.  

• Determine appropriate accommodations
• Connect students to on and off campus resources
• Training and access to assistive technology
• Time Management and Study Skills
• Offer community programming about inclusion and access 

Josh Crary: Assistant Dean of Accessibility and Title IX Coordinator 

Email: jcrary@rcc.mass.edu 

Phone: 857-701-1533

Building 3, Suite 205 

 

Jordan Lome: Coordinator of Student Accessibility Sevices

Email: jlome@rcc.mass.edu

Phone: 857-701-1278

Building 3, Suite 205