Accessibility Services
Student Handbook
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Table of Contents
Notes and Disclaimers ................................................................................................................................ 4
Accessibility Support Services Contact Information ................................................................................... 5
ASC Hours of Operation .............................................................................................................................. 5
Accessibility Services Staff .......................................................................................................................... 5
Mission ........................................................................................................................................................ 6
Anti-Harassment/Anti-Discrimination Statement ...................................................................................... 6
Confidentiality and Release of Information ................................................................................................ 7
What Defines a Disabled Student? ............................................................................................................. 8
Initiating Services & Accommodations ....................................................................................................... 8
How to Apply for Classroom Accommodations .......................................................................................... 9
STEP ONE............................................................................................................................................. 9
STEP TWO............................................................................................................................................ 9
STEP THREE ......................................................................................................................................... 9
College Procedures ................................................................................................................................... 10
Receiving Accommodation Notification ............................................................................................... 10
Documentation Standards .................................................................................................................... 10
Temporary Accommodations and Services .......................................................................................... 11
Service Animals ......................................................................................................................................... 11
Reasonable Academic Accommodations & Procedures ........................................................................... 12
Other Services & Resources ...................................................................................................................... 13
Note Taking Assistance ......................................................................................................................... 13
Tape Recording Lectures....................................................................................................................... 13
Interpreting Policies and Procedures.................................................................................................... 13
Procedures for Testing Accommodations................................................................................................. 14
Pop Quizzes ............................................................................................................................................... 16
Policies Regarding Academic Misconduct during Testing..................................................................... 16
Assistive Technology ................................................................................................................................. 16
Transportation and Parking ...................................................................................................................... 17
Handicapped Parking Permits ............................................................................................................... 17
Emergency Procedures for Students with Disabilities .............................................................................. 18
West Virginia Northern Community College Emergency Response Plan ............................................. 18
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Student Accessibility Accommodation Requests Appeal and/or Complaint Procedures ......................... 24
First Level Appeal/Complaint ................................................................................................................ 24
Second Level Appeal/Complaint ........................................................................................................... 24
Third Level Appeal/Complaint .............................................................................................................. 25
Disclaimer Regarding Complaints ......................................................................................................... 25
Campus & Other Resources ...................................................................................................................... 25
Miscellaneous Procedures for Students ................................................................................................... 27
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Notes and Disclaimers
Note: The Office of Accessibility (OA) is part of the Academic Support Center (ASC).
This handbook is not all inclusive and is subject to change without notice. The handbook is not
intended to replace academic requirements for courses or programs, nor is the handbook meant
to represent or replace student code of conduct policies. For additional information, please
refer to the Student Catalog, WVNCC website, and the Student Handbook.
To the best knowledge of West Virginia Northern Community College staff, information
contained in this publication was correct at the time it was distributed. However, this
publication should not be considered in any way to constitute a contract between West Virginia
Northern and any student. West Virginia Northern reserves the right to make changes in
tuition, fees, admissions, regulations, schedules, or curricula without prior notice or obligation.
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Accessibility Support Services Contact Information
Kevin Serig, Accessibility Counselor
1704 Market Street
Wheeling, West Virginia 26003
304-214-8938
kserig@wvncc.edu
ASC Hours of Operation
Fall and Spring
Monday-Thursday 8:00 am – 5:00 pm
Friday 8:00 am – 4:30 pm
Summer
Monday-Thursday 7:00 am – 5:00 pm
Friday – closed
Accessibility Services Staff
CJ Farnsworth-Director of Academic Student Support Services
cfarnsworth@wvncc.edu
Kevin Serig, Accessibility Counselor II
kserig@wvncc.edu
Other staff who assist with academic accommodation include the following:
Lawrence De Rosa, Academic Program Associate (Tutoring Center), Weirton Campus
lderosa@wvncc.edu
Dennis Bills, Academic Program Associate (Tutoring Center), New Martinsville Campus
dbills@wvncc.edu
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Mission
West Virginia Northern Community College’s mission is to provide higher education
empowering individuals to achieve academic and career goals leading to a competent workforce
which excels in a global economy.
The College responds to the educational, cultural and civic needs of the communities it serves
by offering an accessible, safe, diverse, and high-quality learning environment.
Anti-Harassment/Anti-Discrimination Statement
West Virginia Northern Community College, pursuant to the requirements of Titles IV, VI, VII
of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504
of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975, does not
discriminate against applicants, employees, or students on the basis of race, color, religion,
sexual orientation, disability, age, gender, ancestry, marital or parental status or national origin
in its employment policies and/or educational programs or activities, including admissions to
such.
Inquiries concerning this rule should be directed to Chief Human Resource Officer Peggy
Carmichael, who is designated coordinator for Title IX and Section 504. Her telephone number
is 304-214-8901 and her office is located in Room 125-B, B&O Building, Wheeling campus.
Her email address is pcarmichael@wvncc.edu.
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Confidentiality and Release of Information
The ASC views all materials pertaining to a student’s disability as confidential. This policy is
based upon government mandates regarding the confidential treatment of disability-related
information.
Any written material regarding the student’s disability obtained by the Accessibility Counselor
is used to verify the disability and plan for reasonable accommodations.
All disability-related information for students at West Virginia Northern Community College is
housed in the ASC Accessibility Office. Each student has a separate file housed in a secure
location. Only staff persons working in the ASC have access to these files.
Disability information may be released only when a student submits a signed “Release of
Confidentiality” to the Accessibility Counselor.
The Family Educational Rights and Privacy Act of 1974 as amended (FERPA), also known as
the Buckley Amendment, and the Americans with Disabilities Act Amendments Act
(ADAAA) do not allow faculty or others access to disability-related information unless student
has signed a release form. FERPA also permits disclosures of information in a health or safety
emergency, if in light of the circumstances and information available at the time, that
knowledge of the information is necessary to protect the health or safety of a student or other
individuals.
According to the Association on Higher Education and Disabilities (AHEAD), “Disability
related records provided by a physician, psychiatrist, psychologist, or other recognized
professional are not subject to free access under FERPA.”
A student may request to review the contents of his/her own file when an ASC staff member is
present. All information in the file is the property of the ASC Accessibility Office.
The ASC Accessibility Office will retain hard copies of all disability documentation during
enrollment and after students have not enrolled at the college for five (5) consecutive years.
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What Defines a Disabled Student?
A person with a disability, defined by the “ADA Amendments Act of 2008,” includes “Any
person who (1) has a physical or mental impairment which substantially limits one or more
major life activities, (2) has record of such impairment, or (3) is regarded as having such
impairment.”
A qualified person with a disability is defined as one “Who meets the requisite academic and
technical standards required for admission or participation in the post-secondary education
institution’s programs or activities.”
Initiating Services & Accommodations
Students must schedule an Intake Interview with the Accessibility Counselor prior to receiving
accommodation. Students should bring any relevant documentation with them for the Intake
Interview appointment.
Students should expect to see the Accessibility Counselor at the beginning of each semester to
pick-up a current letter of accommodation.
*Important Note: Students should immediately alert the Accessibility Counselor and/or
instructor if he/she is having difficulties with any accommodation, service, or class.
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How to Request Academic Accommodations
STEP ONE
Make an appointment for an Intake Interview with the Accessibility Office
Counselor
Students with disabilities must request services and accommodations for all academic and nonacademic programs, services and events.
STEP TWO
Provide Documentation/Verification of Disability
A student with a physical, sensory, psychiatric, or health-related disability needs to provide
documentation by a qualified professional verifying a disabling condition. The student should
present the verified documentation to the Accessibility Counselor during the Intake Interview.
STEP THREE
Arrange Accommodations
After the Intake Interview and verification of the disability, the Accessibility Counselor will
make arrangements for letters detailing the specific accommodations the student is able to
receive. The specific disability/diagnosis will not be disclosed unless it is determined necessary
for the student’s health, wellbeing or success; information on disabilities pertaining to a
particular student will be given to instructors on a need to know basis. Once accommodations
have been put in place, students should introduce themselves to the instructor during the first
week of classes and seek the instructor’s feedback about how the accommodations can be best
implemented in that particular course.
How to Request Non-Academic Accommodation
There is more to being a WVNCC student than going to class and the Academic Support Center
Office of Accessibility wants to assure equal opportunity for students who choose to attend
campus events and participate in the campus community. The Accessibility Counselor works
with students and appropriate campus staff/departments to ensure that students with disabilities
have access to all non-academic student programs and activities. Non-academic
accommodations may be requested related to programs, services, jobs, activities, or facilities in
order to ensure equitable opportunity to engage in the campus environment and with the
campus community.
Accommodation requests for participation in any non-academic, school related activity,
program or service should be made through the Accessibility Office in the same manner that
academic accommodation requests are made. Students are responsible for making requests that
require time to plan for or implement in advance.
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In addition, WVNCC follows all ADA guidelines and regulations regarding accessible parking,
restrooms and classrooms. WVNCC is not a residential campus, but if an architectural barrier is
identified in any building or classroom, staff and administration will consider the feasibility of
requests for change or will develop an accommodation to meet the need.
College Procedures
Receiving Accommodation Notification
At the start of each semester or as soon as a student has completed the Intake Interview and
provided adequate documentation, faculty members will receive an electronic “Student
Accommodation Letter” via their WVNCC email address. This letter will explain what
accommodations are needed for each student based on his or her documented disability.
The student is also required to see the Accessibility Counselor at the beginning of each
semester to confirm enrollment with Accessibility Services and pick-up a copy of the letter of
accommodation.
If a student indicates to a member of the WVNCC faculty or staff that he/she has a disability
and desires accommodation, that faculty/staff member should advise the student to contact
Kevin Serig, Accessibility Counselor, to schedule an Intake Interview. This will ensure that the
appropriate documentation is in place and also that the student is counseled regarding WVNCC
accessibility procedures and policies.
Documentation Standards
The ASC encourages students to meet with the Counselor in Accessibility Services as soon as
possible during the admission process to schedule an Intake Interview. Our priority is to get to
know each student individually.
Any documentation students can readily share during the Intake Interview, such as IEP/504
Plans, recent evaluations, letters from doctors or psychologists, hospital reports, etc., is
helpful. We will use information obtained through previous documentation and individual
interview to assist each student with the coordination of reasonable accommodation.
Providing as much information as possible during the Intake Interview can save the need for
repeat trips to the ASC. The purpose of third party documentation is to add to the Counselor's
understanding of each student’s need for accommodation so that a reasonable outcome,
including acceptance or denial of a request, can be identified. Third party documentation
supports or builds on the conversation with the student regarding reasonable accommodation.
Third party documentation can be particularly useful when a student presents with a hidden
disability.
Ultimately, documentation is seen as a bridge between what the student reports and the
Counselor's professional assessment. When there is a gap in understanding, third-party
documentation is very often needed to determine reasonable accommodations.
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Please note that reasonable accommodations do not and should not:
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substantially alter the educational standards or mission of WV Northern
fundamentally alter the nature of the program, course, service, activity, and/or
practice/policy as written and applied
allow access to a program when a student is not otherwise qualified (with or without
accommodations) to meet the academic and technical standards required for admission
or participation in an education program, course, service and/or activity
cause undue financial or administrative hardship (college-wide)
be of a personal service in nature (personal aid, study coach, individually paid tutor,
etc.)
pose a direct threat to the health or safety of the student with a disability or others as a
result of accommodation implementation.
The counselor's role is always to work with the student to determine what accommodations, if
any, would be reasonable in each situation.
It should be noted that documentation policies differ from one institution to another. If a student
will attend another institution or take a standardized test (GRE, MCAT, etc.) administered by
an outside agency, the student is responsible for researching those documentation policies and
should investigate requirements at least six months prior to an anticipated start date or test date.
Temporary Accommodations and Services
The ASC Office of Accessibility offers a wide variety of legally mandated services to students
with temporary documented disabilities. Services are extended to students with temporary
disabilities only for the duration of their functional limitations associated with the disability.
The eligibility process is the same as for permanent disability cases. After reviewing the
documentation, staff will recommend appropriate academic services and accommodations
depending on the student’s limitations in the academic setting.
*Important Note: Services and accommodations are authorized based on the student’s specific
disability and functional limitations. The student may or may not receive all of the
accommodations contained in this handbook.
Service Animals
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According to the Americans with Disabilities Act Amendments Act (ADAAA), a service
animal is defined as "any animal individually trained to work or perform tasks for the benefit of
an individual with a disability, including, but not limited to, guiding individuals with impaired
vision, alerting individuals to an impending seizure or protecting individuals during one, and
alerting individuals who are hearing impaired to intruders, or pulling a wheelchair and fetching
dropped items." Service animals may accompany a person with a disability everywhere on
campus. If there are any questions as to whether an animal qualifies as a service animal, a
determination will be made by the Accessibility Counselor.
In compliance with the ADAAA, service animals are welcome in all buildings on campus and
may attend any class, meeting, or other event. Disabled students desiring to use a service
animal on campus must contact the Accessibility Office to register as a student with a
disability, at which point the staff will evaluate the documented disability and recommend any
additional accommodations appropriate to the functional limitations of the disability.
Requirements of service animals and their owners include:
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Dogs must be licensed in accordance with county regulations and wear a vaccination
tag.
Animals must be in good health.
Animals must be on a leash.
The owner must be in full control of the animal at all times.
The owner must provide the ASC Office of Accessibility information as to how the
animal accommodates for his or her disability.
Cleanliness of the service animal is mandatory. Consideration of others must be taken into
account when providing maintenance and hygiene of service animals. The owner is expected to
clean and dispose of all animal waste.
Reasonable Academic Accommodations & Procedures
Listed below are some accommodations offered by the ASC Accessibility Office:
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Extended Test Time
Alternative Testing Area
Brailled Materials
Oral or Large Print Exams
Test Proctor
Electronic Text Books
Preferential Seating
Assistive Technology Software
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Other Services & Resources
Note Taking Assistance
Students authorized for note taking assistance will work with the Accessibilities Counselor and
each instructor to determine the best method of assistance with notes.
Tape Recording Lectures
The student should inform the instructor that he/she will be recording lecture and place device
and/or position themselves at the front of the classroom, close to the instructor.
Interpreting Policies and Procedures
All interpreters are interviewed by ASC Accessibility staff and are selected based on an
assessment of interpreter skills, experience in a post-secondary setting, and the ability to handle
discourse at this level. While the ASC employs certified and non-certified interpreters,
certification is encouraged. Family members cannot be hired to serve as interpreters.
Students who wish to have interpreter services must:
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Meet with the Accessibility Counselor and an interpreter before classroom services can
be initiated. This ensures that he/she will receive services through the ASC.
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Provide the Accessibility Counselor with a copy of class schedule as soon as he/she
registers.
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Report any changes in daily or weekly class schedule to the Accessibility Counselor as
soon as possible.
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Inform the Accessibility Counselor when interpreting services will no longer be needed.
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If a student who is utilizing the services of an interpreter doesn’t show up for a meeting,
class, or other appointment without notifying the Accessibility Counselor or the
interpreter first, the interpreter will be asked to wait fifteen minutes before leaving.
*Important Note: The ASC does not provide personal care attendants. This is the
responsibility of the student.
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Procedures for Testing Accommodations
Common Test Accommodations:
Extended testing time - The amount of extended time is correlated to the test-taker’s disability
or limitations
 Time and one half (50% more time than regular testing time)
 Double time (100% more time than regular testing time)
 Unlimited time
Distraction-free/Individual testing room – Provided to those whose disability necessitates
separation from all other examinees
Breaks - Determined case-by-case depending upon student’s disability/limitations and the
specifics of the test requirements
Reader - A reader is a person who reads the test to the test-taker. A reader does not interpret,
re-word, or explain the test. A reader reads the test directions, questions, and answer choices
exactly as written. When a reader is required, a separate room is also necessary.
Alternative format - Alternative format is any format that is different from the existing test.
Alternative formats include: large print, Braille, color-coded text, audio (reader, tape/cd, or
computer).
Scribe - A scribe is a person who writes down, or otherwise records, the test-taker’s responses.
The scribe does not create answers for the test-taker or help the test-taker identify correct
answers. The scribe simply writes the test-taker’s answers exactly as given.
*Individuals registered with the office of Accessibility Services are dealt with on a case-by-case
basis. There may be cases that require additional/alternative testing accommodations. In these
situations, the Office of Accessibility will with work closely with student and instructor to make
arrangements for appropriate and reasonable accommodation.
Procedure for Making Test Accommodations:
The student should discuss testing accommodation with his/her instructor prior to each
test to determine the instructor’s preference regarding implementation of
accommodation.
1. Faculty discretion- Faculty may choose to make arrangements for meeting test
accommodations themselves. As long as the accommodations are made as specified,
faculty may make arrangements independently. Any questions regarding appropriate
implementation of accommodations can be directed to Student Accessibility Counselor,
Kevin Serig, ext. 8938.
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2. For testing with Accessibility Services:
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The student in need of testing accommodation should make a request via email at least
24 hours (1 work day) in advance. (Faculty may elect to handle the request and should
copy the student on the request).
The request should be sent to Accessibility Counselor kserig@wvncc.edu. The
instructor should be Cc’ed on this email request.
The email request should include the date, time and course for which the student wishes
to schedule his/her test.
EXAMPLE:
To: Kevin Serig
Cc: Helen Smith
Subject: Schedule Testing
After speaking with Professor Smith, I would like to schedule my PSYCH 101 test
on Monday, November 15 at 2:00 pm in an ASC test room.
Thank you,
Joe Student
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A member of the ASC team will then contact the instructor to make arrangements for
receiving the test materials and any instructions prior to that time. Instructors may:
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Email/scan a test directly to the Accessibility Counselor
Bring a hard copy of the test to the Academic Support Center
Make arrangements for the ASC staff to pick up the materials
Put the test/instructions in a sealed envelope and leave in the ASC campus
mailbox
A member of the ASC team will then return the completed test to the instructor per
his/her preferred method within 24 hours.
IMPORTANT:
1. All test takers will be required to leave their belongings (backpacks, purses, electronics
etc.) outside of the testing room/area.
2. All test takers will be observed throughout testing, either by a proctor (in person) or
direct video surveillance monitored by Accessibility Counselor Kevin Serig.
3. The Academic Support Center respects the integrity of all WVNCC academic programs.
Accessibility Services will work closely with faculty to ensure that accommodations are
made appropriately, reasonably and impartially.
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4. We appreciate your cooperation in adhering to these procedures as they allow us to
protect the reliability of test results and the veracity of instructional programs.
5. Students are expected to be on time for scheduled test sessions.
o Cancellations should be made in advance when possible.
o A student arriving late may not have his/her exam time extended. The end time
of the exam may not change due to the late arrival, as space and/or proctor
availability may be limited.
o Students may not be allowed to take an exam if arriving 30 minutes (or more)
late. A new request will need to be made. The student is responsible for any
consequences per the instructor/course guidelines.
o Students failing to arrive for a scheduled test session will be considered a “no
show” - a new request must be made.
Pop Quizzes
The instructor must provide the same accommodations to the student in the event of a pop quiz
as required for regular exams.
Policies Regarding Academic Misconduct during Testing
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Students are not permitted to lock any doors in the testing rooms.
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Any unauthorized notes and/or any scrap paper used during the exam, or discovered
before, during, or after the exam will be confiscated and returned with the exam to the
instructor and testing will be stopped immediately.
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A staff member may come into the room at any time to perform a random integrity
check.
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Any suspected evidence of cheating will be documented and reported to the instructor.
Assistive Technology
Tri-Campus Resources are provided through the ASC Accessibility Office on the
Wheeling Campus. Available Assistive Technology includes:
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Braille Machine: This machine produces text in a Braille format for blind students.
Students can e-mail their documents to be reproduced in Braille to SSSD staff. If they
are only available in hard copy form the student may send them to Room 221 or 225C,
B & O Building (Wheeling Campus).
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Kurzweil: Software. This software verbally reads computer screens to the visually
impaired/blind or students with learning disabilities.
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Magic: Software that enlarges computer screens.
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Jaws: Software that reads to students with visual impairments.
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Dragon: Software that types as words are dictated.
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Magnifiers: portable
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One handed keyboards
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CTV’s-Closed Circuit Television-Magnification
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Wireless keyboards
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Pac Mate: portable Braille note taker
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Intel Reader-portable and stationary scanner/reader
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Ubi-Duo-portable communicator-unit to unit type communication
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Video Phone System-sign language telephone system
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N-touch-computer video phone system-signed language telephone communication on
screen software
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Zoom Text software-magnifier
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Talking Calculators-speaking calculator for visually impaired students
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Ergonomic Desks
*Important Note: If a student wants to request a type of equipment not listed above, or if a
student finds that equipment or resources are not working properly, they should contact the
Accessibility Office.
Transportation and Parking
Handicapped Parking Permits
Handicapped parking spaces are designated in the various parking areas. These spaces are to be
utilized by persons who possess valid documentation of a disability.
Students need to also obtain a WVNCC parking permit and place the permit visibly (on the
dashboard or hanging from the rearview mirror) in their vehicles. Parking permits for college
parking are free and must be renewed by returning students once the parking permit expires.
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*Important Note (according to the West Virginia Code):
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It is illegal to use someone else’s Handicap parking permit. If a student does not have
the required parking permit, he or she will be issued a citation.
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Violators will be issued a parking citation ($100.00 civil penalty), and/or their vehicle
will be towed or an immobilization device will be installed upon the vehicle.
Emergency Procedures for Students with Disabilities
For a student with a disability, it is important to take responsibility for his or her own safety. In
order to ensure this, students should develop an emergency plan or strategy in advance.
How a student responds to an emergency depends on:
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the type of emergency
the student’s specific disability
the location of the student
If a student has physical limitations which may prevent him or her from taking stairs in case of
a fire, West Virginia State emergency procedure policy instructs that the student wait in the
stairwell of the building he or she is in, to make sure the stairwell door is closed, and an officer
or emergency personnel will be there shortly to assist. Any additional questions regarding this
should be directed to the Accessibility Counselor.
*Important Note: For any emergency and for students with any type of disability, the first
step is to contact 911. When reporting the emergency, it is important for the student to indicate
his or her specific evacuation needs (e.g., wheelchair, respirator, have breathing or stamina
difficulties).
West Virginia Northern Community College Emergency Response Plan
Programs for Persons with Disabilities (ADAAA)
This section describes programs and methods of communication and assistance utilized at the
college to ensure the safety and well-being of Persons with Disabilities (ADA) during an actual
incident requiring implementation of the Emergency Response Plan.
Alert Response and Major Event Notification
WVNCC, in keeping with its long-standing tradition of being accessible and responsive to the
needs of persons with disabilities (ADA), has implemented the procedures below, which
describe alerting systems designed to ensure that ADA personnel are notified and immediately
become aware that the Emergency Response Plan has been implemented. Additionally, the
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system is designed to ensure that wheelchair bound ADA persons are properly and safely
transported.
Audible Systems
Emergency Siren Activation:
In the event that a natural or man-made incident occurs that may possibly impact the health and
safety of personnel at WVNCC and/or the surrounding community, local emergency services
will initiate notification to the public.
Text Alert System
How to Sign up for WVNCC Watch Text Alert System:
The College has contracted with a text messaging service, Timecruiser, to use its Cruiser Alert
system to allow WVNCC faculty, staff, and students to sign up to receive text message alerts
that the College will send under emergency notification. Emergency notification could mean a
weather alert which affects large numbers of the WVNCC college community, campus
emergency, or other urgent need to get information out.
It is important that your mobile contact information is kept current. Below are instructions for
activating the Text Alert System on your mobile phone:
1. Log in to your My WVNCC Student Portal and click “WVNCC Watch (Cruiser Alert).”
2. Use the beginning of your WVNCC email address (before the @ sign) as your login (it
is case sensitive so use all lower case letters) and your N number (Northern ID number
with a capital N) as your password. You will need to “ACCEPT” the terms of their
standard usage agreement.
3. You will be prompted to change your password and put in a password hint (in case you
forget your password.)
4. You will then go to the My Cruiser tab and CLICK ADD PHONE NUMBER and add
your cell phone number and choose your cell phone carrier from the list- Make sure to
have your cell phone close by to receive your activation code (code is case sensitive)
You are automatically signed up for emergency alerts.
5. When you receive your confirmation text get the 4 digit code in the text and put the
CODE in the box on your screen. Click activate
6. You are finished. Remember if you change cell phone numbers to update the number
here.
The text messaging system is for MOBILE/CELL PHONES ONLY(not prepaid phones) and
not home phone.
Incidents or Situations
This section addresses the needs and requirements of Persons with Disabilities (ADA) and
established procedures to be followed in the event that an incident or situation occurs requiring
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the implementation of the Emergency Response Plan. These procedures cover the appropriate
response to be taken by ADA persons during an actual emergency or during a Practice Exercise
of the plan.
Persons with disabilities on becoming aware of the implementation of the Emergency Response
Plan will follow the below outlined procedures:
On Campus Grounds: Report to the Assembly Area in the building closest to the student’s
location.
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Assembly Area At Entry Level: If Assembly Area is located on the same level as the
building entry point;
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Report to Assembly Area.
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If on the Wheeling, Weirton, or New Martinsville campus, ensure that
the Emergency Response Team is aware of the student’s presence and
any special needs or assistance required.
Assembly Area Other Than Entry Level:
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Report to entry level stairway and STANDBY for assistance.
Inside Building-Not in Class:
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Assembly Area In Building:
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Report to Assembly Area if feasible. Request assistance from available
personnel.
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Report to elevator area or to nearest staircase (if no elevator present) and
STANDBY for assistance.
In Classroom:
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Report to Assembly Area, along with fellow classmates, if feasible, or
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Report to nearest elevator area/staircase (if elevator not available) and
STANDBY for Assistance.
At Assembly Area:
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Accessibility Counselor on arriving at the Assembly Area will:
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Ensure that the Emergency Team and appropriate school administrator is aware of
the student’s presence and of any special needs or requirements.
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Remain calm, listen and follow instructions.
Prepare to Evacuate:
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Should the College announce to prepare for evacuation, Accessibility Counselor
will:
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Make the Emergency Personnel and appropriate school administrator aware of
special needs for assistance.
Gather personal property.
Remain calm.
When the Emergency Personnel or appropriate school administrator announces
that the order to effect the Evacuation Process has been received, Accessibility
Counselor will:
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Listen closely to information being relayed by the Emergency Text Message, school
administrator, or Emergency Personnel pertaining to:
1. Sequence in which the student’s particular assembly area will evacuate.
2. Wind direction.
3. Route to be followed in the Evacuation Process.
4. Location of off campus Gathering Point.

Advise faculty/staff/administration member of special needs, particularly the desired
method to be utilized in transporting if a student is in a wheelchair.
Students with Mobility Impairments
When an elevator becomes inoperable, students with mobility impairments should alert
someone (faculty or staff) to the situation.
Elevators provide access for students with mobility impairments to classrooms throughout
campus. However, during an emergency such as a fire or tornado, elevators can be very
dangerous and often cease working. Furthermore, elevators have been known to break down at
times, leaving people with mobility impairments stranded on upper floors. As a result, it is
unlikely that some students will be able to evacuate without the assistance of others. The
evacuation of a person who uses a wheelchair is best left to emergency personnel with
extensive training in evacuation procedures and the proper equipment. Asking untrained
individuals to assist in evacuation could lead to injury to the student or the person assisting the
student.
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Students with Visual Impairments
Students with a visual impairment should develop a Plan of Action for emergency situations as
well. An ideal time to develop this plan is at the start of each semester as he/she works with a
mobility and orientation specialist to locate classrooms.

Identify the emergency exit(s) that is closest to the student.

The individual student should determine if he/she will need assistance in the event of
emergency. If assistance is required, the student should discuss specific needs with the
instructor and the Accessibility Counselor.
Students with Seizure Disorders
If a student has a seizure disorder, a Plan of Action should be made with the Accessibility
Counselor who will alert the student’s instructor to his/her condition and how to respond. The
faculty member should be informed regarding what to expect if the student has a seizure during
class and under what circumstances it would be necessary to call for an ambulance. Please
follow the below instructions regarding seizures. Each student will have a Plan of Action sheet
that is to be completed at the beginning of each semester and is then placed in the appropriate
areas on campus.
First Aid for Generalized Tonic Clonic (Grand Mal) Seizures
In a generalized tonic clonic seizure the whole brain is affected from the beginning. There is a
cry and loss of consciousness, arms flex up then extend in and remain rigid (the tonic phase) for
a few seconds. A series of jerking movements take place (the clonic phase) as muscles contract
and relax together. The jerking will slow down and will eventually stop. The person is placed
on his/her side to aid breathing and to keep the airway clear.
During a generalized tonic-clonic seizure the person suddenly falls to the ground and has a
convulsive seizure. It is essential to protect him or her from injury. Cradle the head or place
something soft under it, a towel or a hand, for example. Remove all dangerous objects. A
bystander can do nothing to prevent or terminate an attack. At the end of the seizure, make sure
the mouth is cleared of food and saliva by turning the person on his or her side to provide an
open airway and allow fluids to drain. If the person assisting remains calm, the person having
the seizure will be reassured when he or she regains consciousness.
Breathing almost always resumes spontaneously after a convulsive seizure. Failure to resume
breathing signals a complication of the seizure such as a blocked airway, heart attack, or severe
head or neck injury. In these unusual circumstances, CPR must start immediately. If repeated
seizures occur, or if a single seizure lasts longer than five minutes, the person should be taken
to a medical facility immediately. Prolonged or repeated seizures may suggest status epilepticus
(nonstop seizures), which requires emergency medical treatment.
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When providing seizure first aid for generalized tonic clonic (grand mal) seizures, these are the
key things to remember:

Keep calm and reassure other people who may be nearby.

Don't hold the person down or try to stop his movements.

Time the seizure with a watch.

Clear the area around the person of anything hard or sharp.

Loosen ties or anything around the neck that may make breathing difficult.

Put something flat and soft, like a folded jacket, under the head.

Turn him or her gently onto one side. This will help keep the airway clear. Do not try to
force the mouth open with any hard implement or with fingers. It is not true that a
person having a seizure can swallow his tongue. Efforts to hold the tongue down can
injure teeth or jaw.

Don't attempt artificial respiration, except in the unlikely event that a person does not
start breathing again after the seizure has stopped.

Stay with the person until the seizure ends naturally.

Be friendly and reassuring as consciousness returns.

Offer to call a taxi, friend, or relative to help the person get home if he seems confused
or unable to get home by himself.
First Aid for Non-Convulsive Seizures
Intervention may not be required if a person has brief periods of staring or shaking of the limbs.
If someone has the kind of seizure that produces a dazed state and automatic behavior, the best
thing to do is:

Watch the person carefully and explain to others what is happening. Often people who
don't recognize this kind of behavior as a seizure think that the dazed person is drunk or
on drugs.

Speak quietly and calmly in a friendly way.

Guide the person gently away from any danger, such as a steep flight of steps, a busy
highway, or a hot stove. Don't grab the person, however, unless some immediate danger
threatens. People having this kind of seizure are on "automatic pilot" so far as their
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movements are concerned. Instinct may make them struggle or lash out at the person
who is trying to hold them.

Stay with the person until full consciousness returns, and offer help in returning home.
*Important Note: Information provided from the Epilepsy Foundation
www.epilepsyfoundation.org
Student Accessibility Accommodation Requests Appeal and/or
Complaint Procedures
This appeal process shall apply to situations where a student, based on a disability related issue,
has requested an accommodation which has been denied or is experiencing problems or
concerns with an approved accommodation. Students are requested to begin with a First Level
Appeal and have the option to continue the appeal process through Level Three.
Students experiencing problems/complaints with an approved accommodation are referred to
the ASC Accessibility Office for assistance. If the problem/complaint involves the Accessibility
Office, or is not resolved to the student’s satisfaction at that level, then the student may request
an Accommodations Appeal/Complaint Form and begin with Level Two and proceed through
the remainder of the process.
First Level Appeal/Complaint

The student should complete an Accommodations Appeal/Complaint Form and submit
it to the ASC Accessibility Office within ten days of the concern/issue. The ASC may
render a decision, request additional information, or schedule a mediation conference.
Upon receiving the additional information or completion of the mediation, a decision
must be rendered in writing within ten days, exclusive of weekend, holiday, vacation,
etc. The final decision of the ASC can be appealed to the second level.
Second Level Appeal/Complaint

The decision at the First Level may be appealed within ten days of the first level final
decision by notifying in writing, the ADA Coordinator of West Virginia Northern
Community College. The ADA Coordinator may request additional information, but
must rule in writing within ten days upon receiving the additional information, exclusive
of weekend, holiday, vacation, etc. The final decision of the ADA Coordinator can be
appealed to the third level.
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Third Level Appeal/Complaint

The decision at the Second Level may be appealed within ten days of Level Two final
decisions by notifying the President or his designee. The President or his designee may
request additional information, but must rule in writing within ten days upon receiving
the additional information, exclusive of weekend, holiday, vacation, etc. The President’s
decision is final.
Disclaimer Regarding Complaints
Maximum confidentiality will be maintained, although the appellant may be asked for
permission on a “need-to-know” basis to provide or allow disclosure of pertinent medical,
academic, and other significant records as necessary in order to decide the appeal/complaint.
Failure by the student to release information may result in a halting of the process at the last
level of which the information was disclosed or cancellation of the appeal in its entirety due to
lack of supporting documentation if the needed information was never disclosed.
Nothing in the West Virginia Northern Community College Student Accessibility
Accommodations Requests Appeal/Complaint Procedures should be construed to impede or
prohibit a timely filing of an ADA or discrimination complaint with the appropriate external
governmental agency.
Campus & Other Resources
Academic Support Center/Tutoring
CJ Farnsworth, Director/Academic Student Support Services
304-214-8853
cfarnsworth@wvncc.edu
Stephanie Smith, Academic Program Associate (Weirton)
304-214-8922
ssmith@wvncc.edu
Lawrence De Rosa, Academic Program Associate (Weirton)
304-723-7514
lderosa@wvncc.edu
Dennis Bills, Academic Program Associate (New Martinsville)
304-51-8773
dbills@wvncc.edu
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Wheeling Academic Support Center (ASC), room 225 B&O Building, 1704 Market Street
New Martinsville Academic Support Center (ASC), room 114, 141 Main Street
Weirton Academic Support Center (ASC), room 107, 150 Park Avenue
The Academic Support Centers provide support to ALL students attending WVNCC. Services
available through the Center include: tutoring services, academic skills counseling,
developmental counseling, advising and retention.
Tutoring services are available on all three campuses. Tutoring is available free of charge to all
WVNCC students by both faculty and peer tutors who are available to assist with mathematics,
English, anatomy and physiology, computer skills, and various other subjects in our catalog.
Department of Human Resources
Peggy Carmichael, Chief Human Resources Officer
ADA Coordinator (ADA/504/508)
pcarmichael@wvncc.edu
This office collaborates with College offices, government agencies and advocacy groups to
ensure College compliance with state and federal mandates.
Career Planning and Placement
The Career Planning and Placement Office on the Wheeling campus and campus counselors in
Weirton and New Martinsville provide assistance in exploring career options, making career
decisions, and conducting effective job searches. Among the services available are:







Individualized career counseling
Interest and values assessment
Workshops in career decision making, resume writing, and interview skills
Regional job fairs
Assistance with online job searches
Credential (resume and references) service
Job postings and employment referrals
Tami Becker, Career Services Counselor
tbecker@wvncc.edu
304-214-8946
Testing & Placement
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The West Virginia Higher Education Policy Commission (HEPC) requires that all degreeseeking students complete placement testing to demonstrate ability to complete college-level
courses. Students are not required to complete testing (1) if they have ACT/SAT scores OR (2)
if they have completed prior college-level English and/or Math courses at an accredited
institution. If neither applies, students are required to undergo placement testing at WVNCC to
determine course placement. If accommodation is needed for placement testing, students
should contact the Accessibility Counselor to make arrangements.
West Virginia Division of Rehabilitation Services
Central Union Building
40-14th Street
Wheeling, WV 26003
Wheeling District and Branch Offices: (304) 238-1092
Weirton Branch Office: 304-723-5311
Parkersburg Branch Office: 304-420-4580
Sistersville Branch Office: 304-652-2354
The West Virginia Division of Rehabilitation Services helps people with disabilities prepare
for, get, keep or advance in competitive employment. To accomplish that goal, they provide a
broad range of vocational rehabilitation services, such as quality job training, rehabilitation
therapy and other support services to people with disabilities across the state. Their goal is to
enable and empower people to live independently.
Miscellaneous Procedures for Students
Please note any academic policies or procedures available electronically or on paper can be
provided in an alternative format. Please contact the Accessibility Office if needed.
.
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