SAS FAQs

For students with disabilities, Student Accessibility Services (SAS) provides services that pertain to that student's specific disability or medical condition. Some of our services include extended time testing; separate, low-distraction-setting testing; assistive technology, such as smart pens or screen reader software in our learning lab; and make-up assignments and tests after an unplanned absence occurs.

Self-Advocacy

SAS encourages college students with disabilities to self-advocate and to learn to articulate their strengths and weaknesses; self-advocacy and communication abilities are two invaluable skills that can increase successful outcomes for college students.

Accessing Text in an Alternate Format

Some students may need to access their books in an alternative format. In this case, SAS will assist students in locating and ordering texts.

Problem Solving

SAS staff can assist in problem-solving academic concerns. Whether it is an issue in a particular course or a difficult assignment, our office is more than willing to offer advice and brainstorm with students for possible options. SAS staff members are also happy to help students to connect with additional resources, both on- and off-campus.

Organization and Time Management

College life can be a lot of fun, but adjusting to it can also be challenging. We understand that it is likely that this will be the first time you have been "on your own."  We are available to help you figure out the best way to manage your academic and athletic responsibilities as well as your social life.

Connecting to Resources

SAS strives to connect students to the many resources available to all students at North Carolina Central University.

Information from disability documentation is held in a confidential file and is shared only on a "need to know basis." The accommodation process requires you to disclose disability status to faculty and staff as needed to adapt courses, equipment or facilities to ensure equal access. You are not required to disclose your specific diagnosis to your instructors.

The university must ensure students' accommodations are met effectively.  Instructors play a vital role in this process.  Instructors are responsible for ensuring that courses are accessible to all enrolled students and that the approved accommodations of students in the course(s) are implemented. While SAS has resources to assist with providing an alternative format of texts, communication access services, note taking, and exam proctoring, you have the primary responsibility to implement accommodations when given timely notice from the student. Please consult with SAS to discuss any questions or concerns regarding the implementation of SAS-approved accommodations in your course.

Documentation can be a typed letter on practice letterhead from a licensed medical provider, psychologist, or mental health provider. It should include the disability or medical condition, the symptoms or common scenarios associated, and the issues that may arise in the academic or learning environment related to the condition. Documentation may also include any recommendations the provider feels are medically necessary. If the documentation is outdated or does not have enough information, a member of the SAS department will inform you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation. If required, a member of the SAS team can provide you with documentation guidelines.

No, students do not have to take their extended-time, separate, low-distraction-setting exams in the SAS office. A professor may make arrangements for students with extended-time accommodations in their department or in the building where the class is taught. This could include providing a separate, low-distraction empty office near the classroom or in an office that can be proctored by an administrative assistant or graduate-student teaching assistant. A busy office is not considered a low-distraction setting. The professor can also make arrangements for a student to come in early or be able to finish after class ends in order to receive their extended time (if this is not distracting to the student receiving accommodations). Students and professors both must be comfortable with the arrangements.

The conversation should focus on ensuring equal access in the classroom. Questions include the following:

• Do you have access needs around class participation, attendance or test-taking?
• What are some ways to ensure that you are able to fully participate in the course?
• What are some accommodations that you have received in other courses that have worked well?

Instructors may not inquire about specific details of a student's disability or request disability documentation or proof of a disability. If additional information is needed beyond what is included in the Accommodation Determination Letter, please contact SAS.

Although you may request an accommodation at any time, you should request it as early as possible. Please note that accommodations are not retroactive. Some accommodations may take more time to provide than others. You should submit an intake form and provide all additional requested documentation as soon as possible to ensure that SAS has enough time to review your request and provide an appropriate accommodation.

Yes. Several of the requirements that apply through high school are different from the requirements that apply after high school. Our institution is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability. If a postsecondary school provides housing to nondisabled students, it must provide comparable and accessible housing to those with disabilities at the same cost.

An Individualized Education Plan (IEP) and a 504 plan are both used in the K-12 setting to assist students with disabilities in order for them to have learning explicitly tailored to their individual needs and goals. They may or may not include a disability or medical condition and psychoeducational testing results but often include the services a student received. IEPs and 504 plans can help inform us that a student has a history of receiving services but may not have information needed at the university level. These are evaluated on a case-by-case basis, but often, more information is needed.

Communicating with professors about a disability or medical condition may not be easy for students. The best suggestion is to schedule a meeting during office hours or by phone to have a one-on-one conversation. Students can inform professors that they have academic accommodations from SAS based on a disability or medical condition. Students can next discuss how this will impact their learning in the course. Students should emphasize what they are willing to do (as a part of self-advocacy) but also ask professors about what they need assistance with to be successful in their course. Students should email their professors often to stay in communication as well as to inform them about absences, extended-time testing arrangements, a reasonable extension on due dates arrangements and make-up work or exam arrangements.

To determine reasonable accommodation, SAS will review your request in light of the essential requirements for the relevant program. Students should always remember that SAS cannot lower, waive or fundamentally alter the essential requirements of a course. If you have requested a specific academic adjustment, our office may offer that academic adjustment, or it may provide an effective alternative. 

No. Admissions requirements are the same for all incoming students.

Once documentation is received, you can expect the SAS office to work with you in an interactive process to identify an appropriate accommodation.  After your documentation is reviewed, a member of the SAS staff will contact you to set up an initial intake meeting.

No. Even though a student may request to have documentation sent to the university with all other records, students should submit their documentation directly to the SAS office.

No. Special and separate classes for students with disabilities are not provided.  Accommodations and services are integrated within a student's course of study in the higher education setting, as opposed to separate courses or "pull out" services in the K-12 setting.