Rights and Responsibilities

GRCC, through Disability Support Services, has the responsibility to provide every qualified student with a disability the following:

Equal access to educational and co-curricular programs, services, activities, and facilities available throughout the college.
An interactive discussion that allows a student with a disability or diagnosis that rises to the level of disability to request accommodations.
Reasonable and effective accommodations, academic adjustments, and/or auxiliary aids, determined on a case-by-case basis.
Privacy of academic and disability information, except as required by law or with the written permission of the student.

Section 504 of The 1973 Rehabilitation Act, the Americans with Disabilities Act (ADA) of 1990, and the Americans with Disabilities Act Amendment (ADAAA) of 2008, provide direction and guidance to the College as it reaches new levels of access in all areas. As such, both the College and student have rights and responsibilities.

Faculty Rights and Responsibilities

Faculty have the Right to:

Request verification of a student’s eligibility for any requested accommodations. Such verification will be in the form of an accommodation letter written by a counselor/advisor in DSS. DSS is the only office designated to review disability documentation and determine eligibility for appropriate accommodations. Faculty should not view this documentation.
Expect the student to initiate accommodation requests with DSS.
If the student is taking their tests within the DSS Testing Center, expect DSS to administer exams in a secure and monitored environment.
Please note: Faculty do not have the right to ask students if they have a disability. For those students with accommodations, faculty do not have the right to ask about the nature of the disability. If students choose to disclose their disability to faculty, this information should be treated confidentially.

Faculty have the Responsibility to:

Identify and establish essential functions, abilities, skills, and knowledge of their courses and evaluate students on this basis. Students with disabilities should meet the same course expectations as their peers.
Provide accommodations only to students who are registered with DSS. It is not classroom faculty responsibility to provide accommodations to students who do not have an accommodation letter
Use a syllabus statement and class announcements to invite students to disclose their accommodation need to DSS
Act immediately upon getting a student’s request for accommodations by contacting DSS for any clarification, by providing the service or adjustment as outlined or by meeting with the student to confirm understanding.
Respond to and collaborate with DSS efforts to secure accessible classroom materials as outlined by accommodations. Faculty should make efforts to create and use classroom materials (including textbooks and course software) that is accessible by design in order to reduce a need for creating alternative materials.
Work to ensure that all audio-visual materials used in class are accessible (e.g., that videos shown are captioned for students with hearing impairments and that the that videos shown will be made with auditory description in some way or that written transcripts will be provided, etc.)
Consider incorporating principles of Universal Design for Learning in your teaching.
Treat and protect all disability-related information as confidential medical information.
Consult with students with disabilities and DSS in providing appropriate accommodations.

Student Rights and Responsibilities

Students have the Right to:

Expect all disability-related information to be treated confidentially.
Receive appropriate accommodations in a timely manner from faculty or DSS. Students should have the opportunity to meet privately with faculty to discuss needed accommodations and any other concerns. Please keep in mind that DSS is the only office designated to review disability documentation and determine eligibility for appropriate accommodations.
Appeal decisions regarding accommodations and auxiliary aids. For more information contact the Program Director of Disability Support Services.

Students have the Responsibility to:

Provide DSS with appropriate documentation of the disability.
Go to the instructor’s office hours or make an appointment with the instructor to facilitate privacy when discussing accommodations.
Initiate requests for specific accommodations in a timely manner, preferably early in the semester.
Follow procedures with faculty and DSS in order to get the appropriate accommodations.
Inform DSS of the materials you need in alternate format as soon as possible.
Notify faculty/DSS immediately when an accommodation is not being provided completely or correctly.
Provide for their own personal independent living needs or other personal disability-related needs. For example, coordinating services of personal care attendants or acquiring homework assistance are student responsibilities and are not the responsibilities of DSS.
Act as your own advocate. Work with counselors on developing advocacy skills and communicating your specific needs and accommodations to faculty.

DSS Rights and Responsibilities

DSS has the Right to:

Receive the appropriate documentation from the student prior to the services and accommodations being initiated.
Expect students and faculty to work cooperatively with DSS to facilitate academic accommodations.
Deny unreasonable academic accommodations, adjustments, and/or auxiliary services.
Accommodations can not impose undue hardship to, or fundamentally alter, a program or activity of the college.
Deny academic accommodations/services if appropriate documentation has not been provided.

DSS has the Responsibility to:

Collect, evaluate, securely house disability documentation and determine eligibility for services.
Treat and protect all disability-related information as confidential medical information.
Meet with the student privately in an accessible location to discuss disability-related needs.
Administer exams as directed in a secure and monitored environment.
Provide appropriate accommodations in collaboration with the instructor and student.
Provide print materials in accessible format once the faculty member and student identifies them.
Communicate procedures clearly to the student and the faculty.
Assist students with disabilities in understanding their strengths and functional limitations, as well as provide them with the skills to become self-advocates.