Accommodations Process and Expectations
Registering for Accommodations
Incoming Bucks Students (Registering with TAO)
The student is required to make the initial contact and request accommodations with the Accessibility Office. In order to make an intake appointment to receive accommodations at Bucks County Community College, the student is encouraged to call (215)968-8182, email accessibility@bucks.edu, or stop by The Accessibility Office on the first floor of the Rollins Center. TAO staff members work as a team and will help all students as requested. For a student to receive accommodations at Bucks County Community College, the student is required to register with TAO, provide documentation of their disability(s), and have accommodations approved by a TAO staff member. Faculty are not required to provide accommodations upon student request without a Faculty Memo from TAO staff.
Step 1: Gathering and sending your documentation
- If you have an IEP from your high school, please email accessibility@bucks.edu (from your BUCKS EMAIL account) the 504 Plan, IEP and RR (Reevaluation Report). When submitting paperwork from your high school, you must submit both the Individual Education Plan (IEP) and Reevaluation Report (RR). All must be the official, signed documents. Drafts will not be accepted asthey are not the official documents.
- If you do not have an Individual Education Plan (IEP) and Reevaluation Report (RR), or a 504 Plan from your high school, a verification form (Form Page) completed by your doctor would need to be submitted to TAO prior to scheduling an Intake appointment with the learning specialist.
- If you have a diagnosis that you want TAO to consider for accommodations at the college level, a verification form (Form Page) completed by your doctor would need to be submitted to TAO prior to scheduling an intake appointment with the learning specialist.
- The student must email all documentation in PDF format to TAO from their Bucks email account.
- The PDF document(s) must be directly att ached to the email. TAO will not accept share-point links.
Step 2: Schedule an Intake Appointment with a Learning Specialist
- Once your documentation is received by the Accessibility Office, the second step would be to request to schedule an intake appointment. Please email accessibility@bucks.edu several dates and times that would work for your schedule or you can call us at (215) 968-8182 to schedule an appointment to meet via ZOOM or in person with a TAO team member. The following information is required to schedule an intake appointment:
- Student’s Bucks ID Number
- Student’s Cell Phone Number
- Student’s Bucks email address
Step 3: Intake Appointment
- The student will attend the scheduled Intake Appointment. During this appointment, the student will answer a series of questions that will provide the Learning Specialist what needs they have in the classroom, what strategies worked for them in the past, and the various resources that are available at the college that they can use to increase their academic success.
- Accommodations will be approved on a case-by-case basis. All approved accommodations are provided according to the documentation provided, specific diagnosis and reasonable needs of the student.
- The student will receive additional appointments for follow-up or Assistive Technology (AT) training as needed.
- The student will then be provided with the instructions or an appointment on how to request their accommodations per their specific needs.
Guest Students (Registering with TAO)
As a guest student, Bucks County Community College will honor the accommodations that have been put into place and approved by the student’s home school (institution of higher education). The student is required to make the initial contact and request accommodations with TAO. In order to make an intake appointment to receive accommodations at Bucks County Community College as a guest student, the student is encouraged to call (215) 968-8182, email accessibility@bucks.edu, or stop by The Accessibility Office on the first floor of the Rollins Center. TAO staff members work as a team and will help all students as requested. For a student to receive accommodations at Bucks County Community College, the student is required to register with TAO, provide a copy of their current classroom accommodations to be confirmed and approved by a TAO staff member, register with TAO, provide documentation of their disability(s) and have accommodations approved by a TAO staff member. Faculty are not required to provide accommodations upon student request without a Faculty Memo from TAO staff.
Step 1: Gathering and sending your documentation
- Provide TAO with an official copy of the letter from your home school with all of your approved accommodations on the letter.
- If you have an IEP from your high school, please email accessibility@bucks.edu (from your BUCKS EMAIL account) the 504 Plan, IEP and RR (Reevaluation Report). When submitting paperwork from your high school, you must submit both the Individual EducationPlan (IEP) and Reevaluation Report (RR). All must be the official , signed documents. Drafts will not be accepted as they arenot the official documents.
- If you do not have an Individual Education Plan (IEP) and Reevaluation Report (RR), or a 504 Plan from your high school, a verification form (Form Page) completed by your doctor would need to be submitted to TAO prior to scheduling an Intake appointment with the learning specialist.
- If you have a diagnosis that you want TAO to consider for accommodations at the college level, a verification form (Form Page) completed by your doctor would need to be submitted to TAO prior to scheduling an Intake appointment with the learning specialist.
- The student must email all documentation in PDF format to TAO from their Bucks email account.
- The PDF document(s) must be directly attached to the email. TAO will not accept share-point links.
Step 2: Schedule an Intake Appointment with a Learning Specialist
- Once your documentation is received by the Accessibility Office , the second step would be to request to schedule an Intake Appointment. Please email accessibility@bucks.edu several dates and times that would work for your schedule or you can call us at (215) 968-8182 to schedule an appointment to meet via ZOOM or in-person with a TAO team member The following information is required to schedule an intake appointment:
- Student’s Bucks ID Number
- Student’s Cell Phone Number
- Student’s Bucks email address
Step 3: Intake Appointment
- The student will attend the scheduled intake appointment. During this appointment, the student will answer a series of questions that will provide the Learning Specialist what needs they have in the classroom, what strategies worked for them in the past,and the various resources that are available at the college that they can use to increase their academic success.
- Accommodations will be approved on a case-by-case basis. All approved accommodations are provided according to the documentation provided, specific diagnosis, and reasonable needs of the student.
- The student will receive additional appointments for follow-up or Assistive Technology (AT) training as needed.
- The student will then be provided with the instructions or an appointment on how to request their accommodations per their specific needs.
Documentation of Disability
Accepted Documentation
Documentation of a student’s disability is required to determine if a student is eligible for services including accommodations. Appropriate documenta tion must have the following components:
- An Evaluation or Reevaluation Report (ER or RR), including diagnostic and testing information from the student’s schooldistrict that has been completed in high school
- An Individualized Education Plan (IEP) or 504 Plan, including a history of accommodati ons provided by the school district to the student. Please note that not all existing accommodations or modifications from K-12 education settings may apply to thehigher education setting
- A Neuro-psychoeducational Evaluati on or Psychoeducational Evaluati on Report from a licensed Psychiatrist, Neuropsychologistor neurologist
- A letter provided by a licensed and credentialed professional, unrelated to the student, on the practitioner's letter head describing the disability, diagnosis, and state license number. The letter provided by the licensed professional must explain theways the disability affects the student’s functioning in a learning environment and include recommendations for possible accommodations
- A Bucks County Community College Verification Form completed by a licensed and credentialed professional, unrelated to the student
Documentation NOT Accepted
Above are the listed acceptable forms of documentation. Below are some examples of documentation that students provide to TAO that will not be accepted.
- Verification of Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) or hospital discharge forms are notconsidered appropriate documentation to receive accommodations for credit and noncredit courses at Bucks County CommunityCollege.
- Any note or letter that is presented by a student on a prescription pad from a doctor’s office will not be accepted by TAO as documentation.
- Letters from medical professionals that do not provide a specific diagnosis or recommendation for specific accommodations
- Letters from medical professionals that are not on letter head and do not have the licensure information of the medical provider
Diagnosis of “Other Health Impairment”
In the K-12 system, the term “other health impairment” is used to cover a variety of diagnoses. TAO requires that a student’s disabilities be specific. The student can provide a verification form or a letter from their medical provider that gives the specific diagnosis. The student is encouraged to call (215) 968-8182, or email accessibility@bucks.edu if they have any questions about a diagnosis of “other health impairment” and documentation.
Diagnosis of Emotional Disturbance or Conduct Disorder
If a student has an Individualized Education Plan (IEP) or 504 Plan that does not support academics and only supports behavioral needs in the school, TAO cannot provide support. All students are expected to abide by the College’s Code of Conduct and be abl e to self-regulate. TAO would encourage these students to work with their medical provider for specific diagnosis and determination of needs in the classroom. Staff may be able to provide referrals to sources outside the College for appropriate evaluations. These entities have no affiliation with the college. The student is encouraged to call (215) 968-8182, or email accessibility@bucks.edu if they have any questions about a diagnosis of “emotional disturbance,” “conduct disorder,” and documentation.
Psychoeducational Evaluation Resources
All documentation is kept confidential in the Accessibility Office and will not be shown to anyone without the student’s written permission or when it is otherwise permitted as listed in the section for the CARES Team. Please see the above section for the process of registering with TAO for accommodations.
Questions about documentation are invited and should be directed to the TAO staff. Referral information for Psychoeducational Evaluations is listed below. These entities have no affiliation with Bucks County Community College. It is the responsibility of the adult student to obtain updated testing for all disabilities. Evaluations are not done by Bucks County Community College. All assessment information must be within three years for students under the age of twenty-one and within five years over the age of twenty-one. The documentation must also reflect the true needs, functional limitations, and recommendations for accommodations.
- Chestnut Hill College Psychological Services Clinic (CHC-PSC)
- Drexel Psychological Services Center
- Indiana University of Pennsylvania (IUP) • The Center for Applied Psychology (CAP)
- Philadelphia College of Osteopathic Medicine (PCOM) • The Center for Brief Therapy
- Temple University Psychological Services Center
- The La Salle Community Center for Counseling and Psychological Services
- The University of Pennsylvania Counseling & Psychological Services Training Programs (CAPS)
- Widener University Child Therapy Clinic
*All service providers have waiting lists. It is important to reach out and make an appointment as soon as possible for anassessment.
Students may use private clinics or practitioners to have Psychological, Psychoeducational, or Neuropsychological Evaluations completed. TAO does not make recommendations for private practitioners. Instead, a student should work with their insurance company or medical provider to make determina tions or receive referrals for a private provider.
All assessments used to complete a Psychological, Psychoeducational, or Neuropsychological Evaluations will be determined by the clinic or service provider and are done on a case-by-case basis. TAO does not have a requirement on what the appropriate assessments should be and relies on the expertise of the evaluator. TAO only recommends that adult assessments are used so that the student has clear scores and results that apply to adult educational programming and for workplace documentation.
Documentation Guidelines
Students should be prepared to provide appropriate documentation in order to determine eligibility for services through TAO. A history and the specific diagnosis need to be provided to TAO for the approval of accommodations. Specific documentation guidelines are available here:
- Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)
- A clinical history of ADD or ADHD
- Symptoms of inattentiveness and/or impulsivity and hyperactivity determined through the administration ofobjective measurements of a ttention and/or ADD or ADHD Rating Scales or Checklists
- Functional impairment in one or more settings, including educational
- Functional limitations affecting some important life skills, including academic functioning
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) can be found at (Form Page) under the Verification Form Section.
- Autism Spectrum Disorder (ASD)
- A clinical history of ASD
- Symptoms involving social interacti on and nonverbal communication, sensitivity to sensory input, fixated interests, and/orrepetitive behaviors and adherence to routines determined through the administration of autism-specific behavioral evaluations
- Functional limitations affecting an important life skill (academic, social, or occupational)
- Assessment of global intellectual functioning and current academic functioning as measured by aptitude and achievementtests, respectively
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Autism Spectrum Disorder (ASD) can be found at (Form Page) under the Verification Form Section.
- Cognitive Impairments
- Persistent learning difficulties, memory challenges, inability to maintain attention, deficits of self-regulation, inability to process information verbally and visually, low IQ score, and academic performance below expectations as measured by objective and statistically sound assessments of aptitude and achievement
- History of learning difficulties, memory challenges, inability to maintain attention, deficits of self-regulation, inability to process information verbally and visually, low IQ score, and academic performance
- Functional limitations affecting an important life skill, including academic functioning
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodati ons made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed medical practitioner, psychologist, psychiatrist, neuropsychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Cognitive Impairments can be found at (Form Page) under the Verification Form Section.
- Deaf and Hard of Hearing Impairments
- Evidence of current deaf and hard of hearing impairment
- Functional impairment affecting an important life skill, including academic functioning
- History of use of hearing devices or assistive technology related to deaf and hard of hearing impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., audiologist, otolaryngologist [ear , nose, and throat physician], otologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Deaf and Hard of Hearing Impairments can be found at (Form Page) under the Verification Form Section.
- Specific Learning Disabilities
- Persistent learning difficulties and academic performance below expectations as measured by objective and statistically sound assessments of aptitude and achievement within three years for students under the age of twenty-one and within five years over the age of twenty-one.
- An educational history of learning difficulties
- Functional limitations affecting an important life skill, including academic functioning
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the a sessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Specific Learning Disabilities can be found at (Form Page) under the Verification Form Section.
- Mobility and Upper Extremity Impairments
- Evidence of current mobility or upper extremity impairment
- Functional impairment affecting an important life skill, including academic functioning
- History relevant to current mobility or upper extremity impairment, including use of assistive or adaptive technology
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Mobility and Upper Extremity Impairments can be found at (Form Page) under the Verification Form Section.
- Neurological Disorders
- Evidence of current neurological impairment
- Functional impairment affecting an important life skill, including academic functioning
- Symptoms and functional impairment attributed to neurological disorder determined through the administration of a neurological diagnostic test and/or a neuropsychological evaluation
- History relevant to current neurological impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendati ons for accommodati ons made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, neurologist, clinical psychologist, or neuropsychologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Neurological Disorders can be found at (Form Page) under the Verification Form Section.
- Physical Health Disorders
- Evidence of current physical health impairment
- Functional impairment affecting an important life skill, including academic functioning
- History relevant to current physical health impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodati ons must be qualified to do so (e.g., licensed physician or licensed medical practitioner). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Physical Health Disorders can be found at (Form Page) under the Verification Form Section.
- Psychological Disorders
- Evidence of current psychological disorder
- Functional limitations affecting an important life skill, including academic functioning
- History relevant to a current psychological disorder
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, psychiatrist, clinical psychologist, or neuropsychologist).The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of attorney over the student.) The verification form for Psychological Disorders can be found at (Form Page) under the Verification Form Section.
- Vision Impairments
- Evidence of current vision impairment
- Functional impairment affecting an important life skill, including academic functioning
- History of use of visual aids or assistive technology related to vision impairment
- Exclusion of alternative diagnoses or attributing factors
- Confirmed specific diagnosis with DSM-V or ICD-10 Codes
- Summary of needs in a higher education setting
- Recommendations for accommodations made by the appropriate medical professional (Professionals conducting the assessment, rendering a diagnosis, and providing recommendations for reasonable accommodations must be qualified to do so (e.g., licensed physician, optometrist, or ophthalmologist). The person completing any documentation or diagnosing the student may not be a relative of the student or hold power of atorney over the student.)The verification form for Vision Impairments can be found at (Form Page) under the Verification Form Section.