DJ Bailey
Coordinator of Student Accommodations
One College Centre – RM 1450
baileyd@templejc.edu
298-8335
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Value each person on campus and their
right to equal access to Temple College's
programs and services
Assist instructors in providing an
opportunity for students to be successful
learners
Promote students' personal growth inside
and outside of the classroom
Maintain legal compliance to all applicable
laws
1. Student must self-disclose his or her disability
to the OSA.
2. Complete Application Forms
a. Application for Services Forms
b. Accommodation Request Form
c. Student Disability Handbook
Acknowledgement Page
3. Provide proper medical/psychological
documentation from a qualified professional.
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A school plan, such as an individualized education
program (IEP) or a 504 plan is insufficient
documentation, but can be included as part of a more
comprehensive assessment battery. Documentation
should include but is not limited to:
 Diagnostic Interview
 Specific Diagnosis – based on a comprehensive assessment
conducted by a qualified professional. Evidence of a
substantial limitation to learning or other major life activity
must be provided.
 Medications and side effects.
 Test Scores (if any)
 Clinical Summary
 Recommendations for Accommodations
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Depending on the disability, current documentation may
need to be updated every 1-3 years.
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197 students who have self-disclosed have registered for classes
66 students have requested accommodations
217 letters of accommodations have been requested and delivered.
Learning Disability – 44 – Dyslexia, Dysgraphia, Dyscalculia
ADD/ADHD – 43
Mood Disorders – 22 – Depressions, Bipolar, PTSD
Other – 15 - Cerebral Palsy, gun-shot victim
Hearing Impairments- 13 – Deaf or Hard of hearing
Visual Impairments – 7 – Blindness or Limited sight
Illness – 6 – Cancer
Orthopedic Impairments – 4
Psychotic – 3 – Schizophrenia, Schizoaffective, or Personality
disorder
Pervasive Disabilities – 3 – Autism/Asperger’s
Cognitive Disabilities- 1 – High functioning mental retardation
36 students who have self-disclosed on registration forms but have
not reported to OSA.
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How does the disability/disorder affect your
learning?
What have you done in the past that has
helped you succeed in school?
This is where ARD/IEP plans from high school
are helpful!!!
◦ Previously assigned accommodations.
◦ Modifications are NOT allowed!!!
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Extended time on tests and quizzes (time and a half) - 46
Alternative testing location - 34
Provide a copy of lecture notes before class begins* -20
Use of a tape recorder or laptop in class - 16
Use of a note taker in class - 10
Seating in the front of the classroom - 9
Extended time on classroom/homework assignments* - 8
Someone to read tests to student - 7
Leniency on attendance* - 4
Leniency on spelling errors for in-class writing assignments* - 4
Sign Language Interpreters - 3
Provide large print handouts, tests, and quizzes - 3
Breaks as necessary - 2
Someone to serve as a scribe - 2
Specified chair for student use only in classroom - 2
Typed Assignments – 2
Access to dictionary – 2
Leniency on tardies - 1
Word Bank on tests – 1
Formula Charts on tests - 1
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Utilize the Letters of Accommodations
• They will be emailed to you. If you don’t have a letter,
the student either has not contacted me, he/she does
not qualify for accommodations in your class.
• If a student claims to need accommodations, refer
him/her to the OSA office.
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Communicate with student regarding his/her
accommodations.
Be willing to change the environment by
providing assistive technology devices, supports,
and accommodations to ensure a person’s
success.
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“Are we breaking the law if we ask a student about their
disability?” The answer is Yes. You cannot approach a
student and ask, “What is your disability?” or “Why do
you need accommodations?” BUT… this does not mean
you cannot talk to the student about accommodations.
You CAN approach a student who has been issued a
letter of accommodation and ask them if they have any
questions for you regarding their accommodations or
let them know that if they have any questions or
concerns that you are willing to talk/work with
them. Taking a genuine interest in their educational
success is not a crime. It builds a relationship of trust
that goes a long way in a classroom and in life.