The College is committed to providing, whenever possible, equal opportunities to all students, including academic supports and/or accommodations for qualified students. Facilities at CMCC are designed to be accessible to all.
Under federal law (Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, and Americans with Disabilities Act Amendment Act of 2008) qualified students with disabilities may be eligible to receive academic supports and/or accommodations. Eligibility is based on disability documentation and assessment of individual need.
It is the student’s responsibility to ensure Central Maine Community College’s disabilities coordinator is aware of their disability and need for accommodation in a timely manner, i.e., prior to or during the admissions process or prior to course registration. Students who believe they have a current and essential need for disability accommodations are responsible for requesting accommodations and providing required documentation to verify disability to the disabilities coordinator. The up-to-date documentation is required to justify the possible need for reasonable accommodation(s) that provides equal access to programs and services at the college.
Documentation must be typed on official letterhead of the diagnosing practitioner. The practitioner must be a licensed and/or certified professional who is qualified to diagnose the stated disability and not related to the student. It must be current for the disability (for learning disability, within five years and based on adult scales; for all other disability areas, within one year). Documentation must include the following components:
- Diagnosis must be described from Diagnostic and Statistical Manual of Mental Disorders IV or latest edition (if appropriate).
- Date first diagnosed and beginning treatments or services. A general history and clinical interview should be included.
- A description of the comprehensive diagnostic tests/methods used, including specific test scores (raw scores, converted standard scores, index scores as applicable, including standard test scores and age equivalents) and examiner’s narrative interpretation. This description should rule out other disability areas.
- A clear, direct statement of diagnosis. The diagnostician should avoid the use of such terms as “appears” or “seems” or “is indicative of.” If the data does not confirm a disability, the evaluator should state that conclusion in the report.
- A description of the current functional impact of the disability. This must establish what major life activity is substantially limited. Explanation of functional limitations from the impairment that may adversely affect the individual in an academic college program must be included.
- A statement of the method of treatment including current use of any medications, ability/inability to control symptoms, effects of medication that may adversely interfere with clear cognitive functioning.
- A description of the expected progression of symptoms, especially during college years.
- A history of previous accommodations and their impact.
- Recommendations based on functional and substantial limitations for college academic and physical accommodation.
Once a student’s disability documentation is received, the disabilities coordinator will review the material to determine its completeness and validity. If further information is deemed necessary, the disabilities coordinator will inform the individual within 30 academic class days. When the received documentation is complete, the disabilities coordinator will contact the student to set up a meeting. In an interactive process the student and disabilities coordinator will agree on what if any reasonable accommodations will be supported. A letter of accommodation will be generated by the coordinator and supplied to the student. The student then shares the letter with instructors of their choosing. The student must make an appointment with the disabilities coordinator at the beginning of each semester to update the accommodation letter. If a student does not have documentation but feels that he/she has a disability, a referral may be made by the disabilities coordinator. Central Maine Community College does not provide this testing; it is at the student’s expense.
Documentation minimums (for LD, NLD, AD/HD, Brain Injury, Autism, Psychiatric Disorders)
- Cognitive Component (WAIS IV, preferred, other comparable accepted)
- Achievement Component (WAIT III, preferred, other comparable accepted)
- Information Processing Component (WMS IV, Bender, executive functioning, Rey-Osterrieth Complex Figure Test, or other appropriate tests)
- Other tests should be included that are appropriate to the particular area of disability pointed to from the above required components. For example, if the information gathered indicates that the individual has a writing disability, then it would be appropriate to complete the TOWL3 or latest edition. For AD/HD, it is appropriate to include rating scales by instructors, parents and the student, as well as the Connors Continuous Performance Test or other comparable test.Disabled students, like all students, are responsible for maintaining an acceptable level of conduct and academic achievement. Essential components of any course of study may not be eliminated or circumvented.