Support Services for Students With Disabilities

The Disability Services Office assists students, and HTC faculty and staff, to provide access to our programs, services and activities. This website has been developed to provide information to students, HTC faculty and staff, schools and agencies, and others interested in our services.

Campus Disability Services Offices

Please contact the Disability Services Coordinators as follows:

Sara Laviolette
Disability Services Coordinator
Brooklyn Park Campus, G242
9000 Brooklyn Boulevard
Brooklyn Park, MN 55445
763-488-2477
TTY 763-488-2571
Toll Free 1-800-345-4655
Fax 763-488-2944
E-Mail sara.laviolette@hennepintech.edu

John Heinrichs
Disability Services Coordinator
Eden Prairie Campus, E150
13100 College View Drive
Eden Prairie, MN 55347
952-995-1544
TTY 763-488-2571
Toll Free 1-800-345-4655
Fax 952-995-1399
E-Mail john.heinrichs@hennepintech.edu

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Disability Law

There are several laws that address HTC’s responsibilities regarding individuals with disabilities. These include the Americans with Disabilities Act (ADA), the Rehabilitation Act, and the Minnesota Human Rights Act.

HTC has two basic duties under the law regarding individuals with disabilities:

1. HTC must not discriminate against individuals on the basis of disability. A ‘qualified’ individual with a documented disability is someone who, with or without reasonable accommodation, meets the essential eligibility requirements for the receipt of services or the participation in programs, services, or activities provided by this college. HTC may not treat qualified individuals with disabilities differently from individuals without disabilities or have a policy that disparately impacts individuals with disabilities.

2. HTC must provide access to its programs and services, and reasonably accommodate qualified individuals with documented disabilities who seek accommodations to allow them to effectively participate in those programs and services.

The laws apply only if an individual establishes that he or she meets the legal definition of ‘disabled’. Sometimes meeting this standard is difficult and requires information from appropriate professionals.

What is a disability?
An individual with a disability is any person who:

1. Has a physical, mental or emotional impairment, that substantially or materially limits one or more of their major life activities;

2. Has a record of such an impairment;

or

3. Is regarded as having such an impairment.

What are reasonable accommodations?
Reasonable accommodations are modifications or supports that give a student with a disability an equal opportunity to participate and benefit from college. Accommodations are adjustments to how things are usually done. The purpose of effective accommodations is to increase a student’s chances for success.

Disability Services works with students with disabilities and HTC officials to answer questions about the college's compliance with disability laws, such as what is considered a reasonable accommodation.

Reasonable accommodations can be provided in various ways. The following are brief descriptions and examples of the most common categories of accommodations that permit a qualified student with a disability to effectively participate in the educational process.

1. Changes to a classroom environment or task; examples might include:

• extended time for an exam,
• alternate location for an exam,
• materials in alternate formats such as large print, audio tape or computer disk.

2. Removal of architectural barriers; examples might include:

• adapting a classroom to meet the needs of a student who uses a wheelchair.

3. Modifications to policies, practices or procedures.

• considered on a case-by-case basis

4. Provision of auxiliary aids and services; examples might include:

• providing a sign language interpreter
• providing a note taker or scribe

In accordance with the law, there are some modifications that HTC does not provide as a reasonable accommodation. Examples include:

• personal devices such as wheelchairs, or glasses
• personal services, such as private tutoring or personal attendants (Note: Tutoring services are available to all registered students in the campus Learning Resource Centers.)
• modifications that lower or change course standards or program standards
• modifications that would change the essence of a program, such as allowing a student in an auto mechanics program to take a written test on repairing an engine instead of actually repairing an engine or allowing a student in a public speaking class to substitute a written paper for an oral presentation
• Services that are unduly burdensome, administratively or financially.

How do I request a reasonable accommodation?
To receive a reasonable accommodation you, the student, must first request the accommodation and provide documentation of the disability. The Disability Services office is the designated office to certify eligibility for disability services, determine accommodations, and maintain documentation separate from other college records. In general, the college will not act on its own to provide an accommodation to a student unless or until one is requested.

Disability Services will generally require documentation of your disability by the appropriate licensed professional in order to evaluate a request for a reasonable accommodation. Documentation should reflect the nature of your disability and how it affects you in an academic setting. The law allows the college to request recent documentation. If the disability has changed or fluctuates in intensity, then an up-to-date evaluation of the condition may be requested to determine reasonable accommodations.

Accommodations are arranged each term and students need to communicate with their Disability Services Coordinator prior to or at the beginning of each term to arrange for academic accommodations.

What if I have a concern about my accommodations or access to programs, services, or activities?
At Hennepin Technical College, you are responsible for notifying the Disability Services office if the accommodations that have been provided do not meet your needs. If you have attempted to resolve issues related to your accommodations but you feel that HTC has failed to meet your needs, you may file a complaint. Complaints generally are about issues such as:

• accommodations provided
• timely implementation of accommodations
• access to buildings
• access to information

Complaints are treated seriously at HTC and it has processes in place to investigate and help resolve them. Complaints should be filed in a timely manner and are usually, but do not need to be, submitted in written form.

The complaint process is as follows:

1. Talk to the Disability Services Coordinator on your campus about your concern. Usually a complaint can be resolved at this informal level.

2. File a grievance using the procedure found in the Student Handbook. The college’s ADA Compliance Officer, Sharon Mohr, 763-488-2525, will work with you to resolve your complaint.

3. File a complaint directly with the U.S. Department of Education, Office for Civil Rights by calling 1-800-421-3481 or the Minnesota Department of Human Rights by calling 1-651-296-5663 (Voice) or 1-651-296-1283 (TTY).

If you believe you have been discriminated against or harassed because of your disability you may bring a complaint under the MnSCU Board Policy 1.B.1. Nondiscrimination in Employment and Educational Opportunity. To do so, contact Sharon Mohr, ADA Compliance Officer, 763-488-2525.

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Disability Policies and Procedure

All MnSCU campuses have developed policies and procedures for providing reasonable accommodations to students with disabilities. Contact the Disability Services Office on either campus for more information.

 Information for Students

Currently enrolled in high school:

If you are currently enrolled in high school and would like to attend HTC, you have several options:

1. If your school district is a member of Intermediate District 287, you may be able to attend HTC the through the Intermediate District. See your high school counselor for information.

2. The Post-Secondary Enrollment Options Program (PSEO) is the name of a law that enables high school students who are at least juniors to take college or university courses. Sometimes these courses are offered in the high school and sometimes students attend regular college or university courses. Credits can be applied toward high school graduation and can be applied to a college or university degree. The State of Minnesota pays the tuition and most fees. To be eligible to attend students must meet admissions requirements for PSEO students. Some schools have special programs with other names such as “transitions” or “concurrent enrollment”, but they are all set up by law to “promote rigorous academic pursuits and to provide a wider variety or options to high school pupils.”

3. Students may also enroll in courses on their own. In this case, students meet the regular admissions requirements, pay tuition and fees and register for courses at the college or university.

In either case students with disabilities are responsible for seeking reasonable accommodations through HTC's Disability Services Office. If you have an individualized education plan (IEP) from your high school, be sure to contact the Disability Services Coordinator as soon as possible.

Transfer students
If you are transferring to HTC from another institution, contact HTC's Disability Services Office for advice on how to register for services. You may be able to obtain copies of your documentation from your previous institution to provide to HTC. Otherwise, you may be asked to sign release forms for transferring this information directly between the institutions.

Student responsibilities and advocacy
Students with disabilities who want services are responsible for contacting Disability Services to request services. Prior planning is the key to insuring the proper delivery of services. On your first visit to Disability Services, your Disability Services Coordinator will meet with you to discuss the services you may need and the procedures for setting up those services. Your disability information is maintained separately from your academic record in compliance with federal and state data practices laws. You are responsible for providing the disability office with current documentation as it relates to your disability and the services you are requesting.

Self-advocacy is critical to success in higher education. Colleges and universities are restricted from seeking out students with disabilities due to privacy laws. You are responsible for requesting the services you believe you need; the college does not provide accommodations unless or until you ask. The ability to advocate will benefit you in your life and career.

Here are a few suggestions:

Know yourself and your disability
Before you can advocate for yourself, you need to know how to talk about your disability in a way that other people will understand.

Know your rights and responsibilities
Colleges and universities cannot close their doors to you solely because you have a disability. The college must provide services that will allow you an equal opportunity to access and participate in school activities, provided you meet the “otherwise qualified” language of the law. Please refer to the Disability Services Office for information about the college’s legal responsibilities.

Know where to go for help
A very important part of being successful in college is knowing when you need help and where to find it. Writing down the names and phone numbers of the people on campus that can help you, including staff at the Disability Services Office, is a good idea.

Take action
Develop a plan for communicating your needs. While the Disability Services office can assist you, developing your own communication skills may be very helpful. Consider practicing before talking with your instructors. You might practice explaining to a counselor or a trusted friend the accommodations you believe you will need.

Services for Deaf and Hard of Hearing Students
The Deaf and Hard of Hearing Student Services Program was established at Hennepin Technical College in 1975. Since then, we have welcomed Deaf and hard of hearing students from all over America to enroll in our degree, diploma and certificate programs. Knowledgeable staff interpreters provide communication access to our 40 different programs of study. Full time tutors are available to help with student course work. Our entire faculty, staff and administration is dedicated to helping students achieve their educational goals.

We look forward to your enrollment and are ready to help with each step of your educational process. From career counseling to financial aid assistance, to job placement, we are here for you. Please call us today to get your career started.

(763) 488-2571 TTY
(763) 488-2467 Voice
www.hennepintech.edu
Assistive Devices Available

• TTY’s Amplified Phones
• Visual Alarm Systems TypeWell (speech to printed text)
• Internet Access Closed Captioning System

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Links

To learn about disability services click Disability Services Office

To learn about your responsibilities and advocacy click Information for Students

To learn more about Post Secondary Enrollment Options click http://cfl.state.mn.us/LOD/PSEO/index.html

To learn about services for Deaf or hard of hearing students, click Services for Deaf and Hard of Hearing Students.

To learn about the differences between high school and college click Information for Parents.

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Information for Parents

How is a college or university different from high school?
College life poses different challenges for students with disabilities. When students enroll in college, they are considered responsible adults by faculty and staff. The expectation is that they will assume responsibilities for meeting their class requirements.

This added responsibility is coupled with a change in environment. High school is a teaching environment in which students acquire knowledge and skills. College is a learning environment in which students take responsibility for thinking through and applying what they have learned.

Another student responsibility is that of self-advocacy. Students must become adept at realistically assessing and understanding their strengths, weaknesses, needs, and preferences. Also, they must become experts at communicating this information to other adults including instructors and service providers. Although services will be available to students through an office specializing in services to students with disabilities, students will be responsible for seeking these services and supports. Good communication skills and knowledge about oneself become crucial to success in college.

Understanding some of the important differences allows parents to help their son or daughter achieve a smoother transition.

How can I help my son or daughter prepare for college?
Preparing for a successful college experience begins early in school. Statistically, students with disabilities are less likely to enter higher education, and those who do attend are less likely to graduate than their peers without disabilities. If your son or daughter is going to beat these odds, you have to plan and support the decisions that can lead to college success. Use the following list to help your son or daughter plan for college:

Encourage your son or daughter to lead all of the following discussions.

• Recognize that your son or daughter with a disability will go through the same experiences as their non-disabled peers.

• Preparation for higher education needs to start early in your son or daughter’s high school years. Ask the high school staff for information regarding appropriate postsecondary choices, such as technical college, community college, or university.

• Explore the benefits of extending the high school graduation date to take advantage of transition programs.

• Work with your son or daughter’s high school teachers and support staff, and community agencies to identify transition activities that will prepare your son or daughter for college.

• Contact the admissions office of several colleges or universities. Ask to speak with the service provider for students with disabilities. Talk with the service provider about the admissions process for students with disabilities, how students must document their disability, and what services the college or university offers to students with disabilities.

• Ensure that your son or daughter will have the necessary recent testing that a college needs to document a disability. This includes but is not limited to learning disabilities. This testing can be done during the senior year of high school but schedule it early. Have these reports and copies of your son or daughter’s most recent disability assessment, IEP (Individualized Education Plan), and transition plan available for college or university staff.

• Encourage your son or daughter to contact rehabilitation services to determine eligibility for services. Rehabilitation services can help with financial and equipment support for students with disabilities.

• If your son or daughter’s college or university requires post admissions test results, learn the process for requesting testing accommodations. If your son or daughter needs testing accommodations, the need must be documented.

• Ensure that your son or daughter learns to use reasonable and appropriate accommodations. These accommodations are determined based on documented need and may include but are not limited to test taking accommodations, note taking assistance, alternate text format, and use of adaptive technology.

• Remember your son or daughter has the responsibility to notify the college or university that she or he has a disability, to identify his/her needs, and to provide appropriate documentation of those needs. The college has the responsibility to provide reasonable accommodation based on documentation of the disability.

How can I help my son or daughter have a successful college experience?
As first-year students arrive at a college or university and begin to venture forth they experience different reactions and thoughts. Some students will adjust to life with little difficulty, while others may find that the transition stretches beyond the first year. Parents can help by understanding the developmental process that their students will journey through as they enter a college or university and recognize that this process is part of the higher education learning environment.

• Upon arrival, many students enjoy a period where the newness and excitement leads to strong positive feelings about college life.

• A few weeks into the semester, students begin to realize that higher education is not all glamour and fun – there is hard work, and there can be frustration and disappointment as well. Students may receive their first low grades.

• About mid-semester, students may begin wondering if college life is better at another school. They might believe that transferring to another institution will solve the problems they are experiencing. Or they may wonder if they would be better off out in the work world.

If students have left home to go to school, they may learn that things at home have changed. Life has gone on without them. At the same time, first year students learn that they have changed, and because of this, their relationships with family and high school friends may be different from what they remember. Like college, home suddenly feels like a new and changing place.

As students progress through the semester they refine their academic and study skills, engage in their first deep conversations with classmates and enjoy expanding their circle of friends. It is often at this time that true intellectual fulfillment begins and meaningful relationships with classmates and faculty develop.

With the end of the semester near, students face large amounts of work. No matter how well students have been doing academically and socially, they may have anxiety about whether they will survive the papers and exams and if they will actually make it to the second semester. They may question again whether they really belong in college.

Sometime during the second semester, most students begin to view college as a total experience. They come to see the classes, casual discussions with new friends, parties, and other elements of their college life are related and part of an interrelated whole. First year students come to understand that the choices and commitment that they make have a tremendous impact on the shape of their college experience and future.

As a parent what information is available to me from my son or daughter’s educational records?
In general, under federal and state privacy laws, students at colleges or universities have the legal right to control access to information about themselves. Some information called “directory data” is public and available to anyone, even parents. Almost all other information such as grades or class schedules is private and, in most cases, a student’s written authorization is required to release to a third party private information held by a college or university.

Parents are legally considered to be “third parties” and need their child’s written permission to access private data about them.

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Resources and Links

Below is a partial list of agencies that serve people with disabilities. These agencies may provide a variety of services, such as useful information, advocacy, funding, career assistance, and academic assistance. For more information on how agencies can assist students with disabilities, contact the Disability Services Coordinator on your campus.

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Frequently Asked Questions

• What is a disability?
• What are reasonable accommodations?
• How do I request a reasonable accommodation?
• What if I have a concern about my accommodations or access to programs, services, or activities?
• What services are available for Deaf or hard of hearing students?
• How is a college or university different from high school?
• How can I help my son or daughter have a successful college or university experience?
• As a parent, what information is available to me from my son or daughter’s educational records?

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Credits:
The template for this document was developed by the Minnesota State Colleges and Universities E-Disability Services Committee.

Parts of this document were taken from the Individual Accommodations Model developed at the University of Kansas and funded by the Ideas that Work project of the US Department of Education, Office of Special Education programs.

Contact HTC at 952-995-1300 or info@hennepintech.edu

Copyright © 2008 by Hennepin Technical College