Accessibility at WMCC

Accommodations plans may be arranged through the Accessibility Services Coordinator:

Lynne Bacon 
Room 122 at the Berlin Campus and at the Littleton Campus one day a week
603-342-3059
[email protected]

Self- Referral

To self-refer for accessibility services, or to get more information about the accessibility services process, please fill out the Self-Referral Form

Students who self-disclose a disability during the admissions process or at any time during their academic career at WMCC are invited to meet with the Accessibility Services Coordinator to discuss available services and advocate to access those services. WMCC is committed to making sure students with disabilities are guaranteed equal access to all the educational benefits of the college.

CCSNH Mission Statement

It is the mission of the CCSNH Office of Accessibility to provide equal educational access, opportunities and experiences to all qualified students with documented disabilities who register with the college’s Office of Accessibility.
Assistance is provided in a collaborative way to help students develop strong and effective independent learning and self-advocacy skills as they assume responsibility for reaching their academic goals.

Accessing Services at CCSNH

In order to receive accommodations at their home campus, students work with their home college’s Accessibility Office using an interactive process to determine reasonable and appropriate accommodations. While each students ‘ approved accommodations are individualized and may vary, every student must go through the interactive process that includes:

• Student registers and submits supporting documentation through their Accessibility Coordinator
• Documentation is reviewed by the campus Accessibility Coordinator
• Student schedules an appointment and meets with Accessibility Coordinator
  Implementation of Accommodations

This process allows Accessibility to explore the nature of the disability, the functional
limitations, and discuss accommodations with the student based on their individual
needs.

Information regarding students’ disability is confidential and kept separate from
Registrar, Admissions, and other departmental records.

Guidelines for Documentation of a Disability

To qualify for services, a student must provide documentation of disability as determined by a licensed physician and/or certified psychologist or other specialists (e.g. , audiologist, optometrist, physician, etc.) who is skilled and qualified in diagnosing such a disability.

For a learning disability, a cognitive or developmental condition:

1. If you recently graduated from high school then you would provide a copy of your most recent IEP or 504 plan AS WELL AS your last 3-year evaluation
   (neuropsychological testing) done by your high school. If you don’t have copies
   at home, you can request them from your high school. If your IEP has the
   evaluation results in it, you may not need to submit the evaluations separately.
   
   OR
   
   
2. If you are an adult student or were diagnosed after high school you will need to provide the assessments used for diagnosis (usually referred to as neuropsychological or psychoeducational testing). These are completed by a qualified individual who has the training to assess and diagnose such disabilities. Examples of such professionals include clinical or educational psychologist, school psychologist or Neuropsychologists.

For medical and mental health conditions:

1. The Physical and Psychiatric verification form, provided by your Accessibility Coordinator, is to be completed by your physician (if you have a medical/physical condition) or your counselor/psychiatrist (for any mental health condition)
   
   OR
   
   
2. A separate letter from your provider (on letterhead with name and title of
   practitioner, signature and date).
   
   It should include:
   
   -A clear statement of diagnosis, and whether it substantially limits one or
   more major life activities such as: walking, seeing, hearing, learning or
   working, etc.a statement of impact and limitations on academic performance in a classroom
   
   -Recommendations for academic adjustments to support the student
   with the disability.
   
   -Some conditions, due to their changing nature, may warrant additional updated documentation in the future.
   
   If you are still unsure about documentation or have questions, please contact your home campus’ Accessibility Coordinator:

GBCC: Amanda Voce, [email protected]
LRCC: Nancy Blais, [email protected]
MCC: Melissa Olson, [email protected]
NCC: Jodi Quinn, [email protected]
NHTI: Joanna Willis, [email protected]
RVCC: Nickole Milo, [email protected]
WMCC: Lynne Bacon [email protected]

Non-Discrimination Policy

CCSNH does not discriminate in the administration of its admissions and educational
programs, activities, or employment practices on the basis of race, color, religion, national origin, age, sex, disability, veteran status, sexual orientation, or marital status. This statement is a reflection of the mission of the Community College System of New Hampshire but is not limited, to the provisions of the following laws:

1. Title VI and VII of the Civil Rights Act of 1964
2. The Age of Discrimination Act of 1967 (ADEA)
3. Title IX of the Education Amendment of 1972
4. Section 504 of the Rehabilitation Act of 1973
5. The Americans with Disabilities Act of 1990 (ADA)
6. Section 402 of the Vietnam Era Veteran’s Readjustment Assistance Act of 1974
7. NH Law Against Discrimination (RSA 354-A)