Types of Disabilities

The following provides a brief description of disability areas and samples of appropriate academic accommodations that may be required.

Orthopedic/Mobility Impairments

Congenital conditions, accidents or progressive neuromuscular diseases can result in a variety of orthopedic/mobility-related disabilities. Such disabilities include paraplegia, quadriplegia, muscular dystrophy, cerebral palsy, severe arthritis, amputation, multiple sclerosis, polio-post polio, paralysis, cardiac conditions, and stroke. Since functional limitations and abilities vary greatly, accommodations can best be determined on a case-by-case basis.

Accommodations may include:

• Accessible classroom location
• Lab assistance
• Notetakers or use of tape recorder
• Special seating in classroom
• Taped texts
• Test accommodations

Traumatic Brain Injury (TBI)

Head injury is one of the fastest growing types of disabilities, especially in the age range of 15 to 28 years. Over 500,000 cases are reported hospitalized each year. The life functions that may be affected include: memory, cognitive/perceptual communication, speed of thinking, communications, spatial reasoning, conceptualization, psychosocial behaviors, motor abilities, sensory perception and physical abilities.

Accommodations may include:

• Extended time on exams
• Notetaker
• Tutor
• Use of tape recorder in class

Attention Deficit/Hyperactivity Disorder (ADD/ADHD)

ADD/ADHD, Attention Deficit Disorder or Attention Deficit with Hyperactivity Disorder, is a neurologically-based medical problem. Add/ADHD is a developmental disability characterized by inattention, impulsivity, and sometimes hyperactivity.

Accommodations may include:

• Extended time on exams
• Notetaker
• Tutor
• Use of tape recorder in class

Learning Disabilities (SLD)

Students with learning disabilities (LD) have specific academic deficiencies that are related to dysfunction of the central nervous system. Learning disabilities may be acquired (e.g., loss of reading or speaking skills resulting from a stroke or head trauma) or developmental (e.g., the failure to acquire reading, writing, or mathematics skills resulting from genetic factors or brain damage at birth). Students with LD who are in college have a demonstrated ability to utilize their cognitive strengths to compensate for their specific academic weaknesses. Often, students with LD need more time to process information (e.g., to determine what the test questions are asking for and to formulate their responses).

Accommodations may include:

• Calculator
• Electronic speller
• Extended time on exams
• Notetaker
• Oral exams
• Reader
• Scribe
• Taped textbooks
• Tutor
• Use of tape recorder in class

Blindness/Visual Impairments

Approximately 80 percent of all legally blind individuals have some usable vision.

Adaptive equipment and software are available for use on campus.

Students with visual impairments benefit from sitting at the front of the class.

Accommodations may include:

• Adaptive computer programs including JAWS and ZoomText
• Campus mobility orientation
• In-class readers
• Large print materials
• Talking calculators
• Tape recorders
• Taped textbooks from Recording for the Blind and Dyslexic (1-800-221-4792)
• Testing accommodations
• The Reading Edge
• CCTV

Meet with the DSS Coordinator, DBS Counselor, and instructors to discuss appropriate accommodations.

Deafness/Hearing Impairments

Communication is provided in the preferred mode of the student with the hearing impairment. Whether a student uses speech/lip-reading, signed English or American Sign Language determines the accommodation. Locating interpreters often requires time, so it is imperative that a student who requires interpreter services register for classes and contact Disability Support Services as early as possible to prevent delays in the acquisition of an interpreter.

Accommodations may include:

• Assistive listening device
• Extended time on exams
• Notetaker
• Oral interpreter
• Preferred classroom seating
• ASL interpreter
• Tutor
• TDD

SCC seeks to provide equal access to communication on campus and in the classroom. It is the goal of the College to eliminate barriers wherever they exist. Students needing accommodations in order to make campus activities and programs accessible must make timely (a minimum of two weeks) written requests with Disability Support Services.

Other Disabilities

Many students have disabilities that are less visible and do not fall into the other categories. They are, however, covered by Section 504/ADA. Often, prescribed medications may interfere with a studentandrsquo;s ability to process information quickly or may impair his/her academic performance. Common side effects of medications are loss of concentration, drowsiness, fatigue, memory loss, and shortened attention span.

Less visible disabilities include AIDS, asthma, cancer, chronic pain, diabetes, epilepsy, lupus, psychological disorders, renal-kidney disease, and Touretteandrsquo;s syndrome.

Accommodations may include:

• Computers or adaptive equipment
• Extended time on exams
• Enlarged print materials
• Readers
• Scribes
• Tape recorders
• Notetakers

Did you know?

Disability Support Services offers students equity and excellence in education by working with faculty, staff and students.