Description of Services Available to GCSC Students with Disabilities

For a variety of reasons, students with disabilities often need extra time to complete exams or quizzes. Students typically use time and a half or double time to complete exams. If you have questions about extended test time, please contact SAR.

As with extended test time, there are a variety of reasons that a student with a disability will need an alternative testing location. Attention and distraction problems or the use of a reader and/or writer are the most common. Testing is monitored by the GCSC Testing Center staff, and students are not allowed to use any class materials without the instructor's consent. The GCSC Academic Honor Code is strictly enforced and students are monitored while taking exams. Please read the Alternative Testing Procedures section in this guide.

Because standard test formats may be limiting to some students, alternative formats are offered to students who have documented challenges such as sensory impairments and Autism Spectrum Disorder. You will be notified in advance if your tests should be presented in an alternate format. These tests will, again, be administered by the staff in the Testing Center in conjunction with a SAR staff member if one is required to read or scribe. If a student requires an alternate format, they must first request it through SAR. If the request is reasonable, a notification will be sent to the instructor well in advance. If there are any questions or concerns about the format of the test, instructors are encouraged to get in touch with SAR staff as soon as possible.

Like tests, the way that course materials are presented can create a barrier for some students. For example, a student who is blind or visually impaired will not be able to participate in class if they are given a paper handout to read. In order to properly accommodate them, all handouts should be produced in a readable format so that the student has the opportunity to use their screen reader before class. This way, they will be able to participate in class discussion and will have full access to the course. You can create your own readable handouts using Microsoft Word or Acrobat Pro. If you are unsure how to do this, contact the Instructional Design Specialist at GCSC and they can assist in converting it to a format that is compatible with a Screen Reader. Some students may also require audio versions of their textbooks. While there are many online resources such as Learning Ally that offer audio textbooks, if the book is a newer edition, a student may have to request an audio book directly from the publisher.

Closed captions are similar to subtitles in foreign language films. Captions appear at the bottom of the screen so the viewer can follow narration and dialogue. The main difference between subtitles and closed captions is that closed captions include not only dialogue but also non-dialogue audio information such as sound effects and speaker identification.

Note-taking support via personal note-taker is provided as a means to accommodate students who, due to the impact of their disability, might otherwise miss recording important information in their notes. This service is usually reserved for students who are physically unable to write/type notes, but other disabilities may be considered. Other means of note taking support may be considered as well. Notes for individual classes are generally provided in electronic format and are sent to the individual student through the SAR department’s e-mail account. Provision of note-taking services is not a substitution for attending class and does not excuse a student from taking their own class notes when possible or otherwise actively participating in the class.

Students with disabilities who need a reader and/or writer/scribe for exams due to a mobility or a learning disability will be assisted by a SAR member. Readers/writers for other course requirements will be arranged by SAR.

Postsecondary institutions are required by law to arrange and pay for interpreting services for students who qualify for this service. This includes any class that the student is enrolled in and any program sponsored by the College. Students who use interpreters inform SAR of their class schedules and then SAR makes arrangements for an interpreter to be present at every class meeting. Students who do not use interpreters may use an assisted listening device (see  SAR Faculty and Staff Resource Guide for more information).

Regardless of a disability, all students are responsible for fulfilling the essential requirements of courses/programs/degrees for which they are enrolled, including attendance expectations. However, when a student has a chronic condition with random or cyclical acute episodes, modifications to attendance policies may be reasonable. Student must provide disability documentation that supports this accommodation request.

Section 240.152 of the Florida Statutes provides for the reasonable substitution of admission requirements to a state university, community college, or postsecondary vocational institution for any person with a disability. Students with disabilities who are admitted to a state university, community college, or postsecondary vocational institution are eligible for reasonable substitution for any graduation requirement, requirements for admission into program of study or upper division where such a substitution does not significantly alter the nature of the program (F.S. 250.153). Examples of this may include substitution for or waiver of math or foreign language requirements for some students with specific learning disabilities.  Students with disabilities must request a substitution of course requirements through the SAR department and provide documentation supporting their request.