More than 1,062 identified students with disabilities enrolled at the College during the fall 2006 semester - nearly 5 percent of the total credit enrollment and twice the number enrolled in fall 1991. Most of the students have learning disabilities (55 percent), followed by attention deficit/hyperactivity disorders, and psychiatric and physical disabilities. Some disabilities are readily visible; more frequently, they are not and may be difficult to identify. Students may also have multiple disabilities.

Characteristics, considerations, instructional strategies, and possible accommodations for different disabilities:

Other disabilities include conditions affecting one or more of the body's systems. These include respiratory, immunological, neurological, and circulatory systems.

Examples:

Cancer Chronic Fatigue Syndrome Epilepsy/Seizure Disorder Fibromyalgia Lupus Erythematosis Multiple Sclerosis

Chemical Dependency Diabetes Epstein Barr virus HIV+/AIDS Multiple Chemical Sensitivity Renal Disease

Considerations and Instructional Strategies

• The condition of a student with a systemic disability may fluctuate or deteriorate over time, causing the need for and type of accommodation to vary.
• Fatigue may be a significant factor in the student's ability to complete required tasks within regular time limits.
• Some of these conditions will cause the student to exceed the College's attendance policy. A reasonable accommodation should reflect the nature of the class requirements and the arrangements initiated by the student for completing the assignments. If you need assistance or guidance in determining a reasonable standard of accommodation, consult with a DSS counselor.
• A student may need to leave the classroom early and unexpectedly; the student should be held accountable for missed instruction.
• Ask the student if he or she will need assistance during an emergency evacuation and assist in making a plan if necessary.

• Similar to those for other disabilities, depending upon the student's particular condition, and may include:

  • Conveniently located parking
  • Extended time for exams
  • Enlarged printed materials
  • Recorded course materials
  • Use of scribes and readers
  • Use of computers or other assistive technology
  • Modified courseload
  • Exam modifications, such as increased frequency, shorter testing sessions, or administering the test by page or by section
  • Careful scheduling of the use of cleaning compounds or pesticides