Accessibility Services

Students studying

All disabilities that affect learning require documentation that verifies the disability, clarifies the areas of learning affected and states the adjustments recommended in the educational setting.  In addition to documentation, a disabled student must be otherwise qualified for admission to or participation in a program  of  study with or without a reasonable adjustment.



Learning Disabilities

  • Psychological Profile not more than 3 years old or Adult normed and signed by an individual with the credentials to make the diagnosis.
  • Specific learning disability must be stated.
  • Individually administered intelligence test.
  • Oral language skills, social emotional status, specific academic deficits assessed.
  • Achievement assessment:  math, reading, written language skills.
  • Assessed using appropriate age norms.
  • Suggestions on possible accommodations in educational setting.
  • Information processing


  • Documentation (not more than 3 years old or Adult normed) written on letterhead and signed by an individual with the credentials to make the diagnosis.
  • Symptoms reported before age of 7.
  • Clear evidence/documentation of interference with developmentally appropriate academic, social, or vocational functioning.
  • Observation of current ADHD symptoms from 2 professionals working independently, under direction and time constraints.
  • Schizophrenia, borderline personality disorder, autism or mental retardation not the primary disability.
  • Suggestions on possible accommodations in educational setting.
  • Self report of at least 3 major behaviors from DSM-IV.
  • Documentation of 2 scales of ADHD behaviors.

Brain Injuries

  • Documentation written on letterhead and signed by the specialist detailing the impact of the limitations on ability to participate in post-secondary education.
  • Current assessment using adult norms of cognitive and psychological strengths and limitations, readiness to participate, and preferred learning style from a Neurologist or other appropriate medical specialist.
  • Evidence that impairment substantially limits one or more major life activities.
  • Suggestions on possible accommodations in educational setting.

Visual, Hearing, Health, and Mobility Impairments

  • Documentation written on letterhead and signed by an individual with the credentials to make the diagnosis.
  • Include the specific diagnosis for visual/hearing/health/mobility impairment and attach any test results that measures limitations on learning.
  • Report should include any medications or aids used by student, including effects these have on the learning limitations.
  • Suggestions on possible accommodations in educational setting.

Psychological Disorders

  • Report written on letterhead of diagnostician and signed by individual with credentials to make diagnosis.
  • DSM-IV diagnosis/date of diagnosis.
  • Assessment procedures used to make diagnosis and attach any tests used to measure learning limitations.
  • Major symptoms currently being manifested and date of last visit.
  • Level of symptom severity (Global Assessment of Functioning) and what is treatment plan and prognosis.
  • Report should include current medications student is taking and the impact it has on learning.
  • Suggestions on possible accommodations in educational setting.
Students studying

Access is a College-wide responsibility.  The Faculty plays a major role in instructional needs of all students.  Providing access to the courses at Albany Technical College requires the active participation of each instructor.

Learning Disabilities Mobility
Attention Deficit Disorder Speech/Language
Hearing Impairments Psychological
Vision TBI

Working With Students to Address Their Accommodations Needs

When a student who has provided documentation of a disability submits a request for accommodation form, the instructor will be sent a letter listing the approved accommodations/services.  If you have questions regarding accommodations it is useful to request a meeting with the student to discuss these and mutually work out the best way these can be provided in a timely and non-intrusive manner. 

Once a student has self identified through an accommodation letter and/or requested a meeting with you, discussion can begin with the student explaining her past experiences and the best ways she has found to deal with academic demands.  Utilizing past information can facilitate developing a plan for your class that meets both of your needs.

Students Who Claim a Disability Without a Letter From the Special Needs Coordinator (SNC)

Faculty should not provide accommodations for students which are not accompanied by a letter from the SNC.  Informal arrangements can lead to possible abuse, expectations of further accommodations and raise issues of fairness to other students in the class. In addition, students may not request accommodations in addition to those listed in the letter.  If further accommodation is necessary, the student should contact the SNC for an appointment to discuss the situation.

Discussing Disability Issues with Students Who Have Not Disclosed a Disability

If you have cause for concern over student academic performance or classroom behavior, you can refer the student to the SNC which provides both disability and counseling services to students.  The Special Needs office also can screen for possible disabilities and provide follow-up referral for evaluation if necessary.  In addition you can contact the SNC  by email or phone to discuss a student concern. (hyperlink to contact us)

Special Needs Coordinator Proctored Exams

When a student requests extra time and/or a quiet location for an exam it is generally best if arrangements can be made to administer the exam near the regular exam site or in the department office.  This allows students to have access to the instructor if questions arise. In those instances in which this can not be accommodated, arrangements can be made for exams to be proctored by the SNC.

About Learning Disabilities

What Is A Learning Disability?

Learning disabilities are difficulties related to the reception, processing, or expression of information that is not the result of lack of intelligence, past experience, or sensory difficulty. A student with a learning disability has a specific and significant achievement deficiency in the presence of adequate overall intelligence. Learning disabilities affect the ability to either interpret what is seen or heard or to link information from different parts of the brain.  These limitations are manifested as difficulties with spoken and/or written language, coordination, self control, attention, or mathematical reasoning or calculation. Signs of learning disabilities

What Should the Instructor Know?

Accommodations for students with learning disabilities will vary according to the student and his/her disability.  Some common accommodations made for individuals with learning disabilities are providing a note taker or allowing the student to tape record lectures, alternate texts, and accommodations in testing, such as the use of a Franklin speller or calculator, extended time on tests, or allowing the test to be proctored outside of the classroom to avoid normal distractions.  Disability Services will identify for you the accommodations a student in your class is requesting.  You should encourage dialogue with the student to arrange accommodations. Disability Services will facilitate accommodations where possible.  If a separate room is needed for testing, Disability Services can arrange the room and proctor.  Taped versions of textbooks and materials are also coordinated through the DS office. If a student in your class has need of this service, we will request a list of texts used for the course. Your prompt attention to this will facilitate the process of obtaining and/or recording books.  A minimum of three weeks lead time is necessary to provide timely recordings.  Any questions or concerns that you have about the accommodations requested should be directed to the Director of Disability Services. 

What Should the Student Know?

Documentation is required to verify that a student has a learning disability.  This documentation should be brought to the initial appointment with the Director of Disability Services or mailed in advance.  From this documentation, the Director and the student will develop a plan to aid the student's success at Albany Technical College.  With the student's permission, the Director will notify instructors of the need for accommodations.  The student is also encouraged to communicate his/her needs to the professor as well.
Guidelines for Documentation:

  • Disability Services aids students in obtaining alternative text. Providing taped texts can be a long process, so we encourage students to schedule classes as early as permitted and notify Disability Services of classes for which recorded texts/materials will be needed.
  • NCR paper can be requested for volunteer note takers in class.  The student should work with the professor in obtaining a volunteer note taker.
  • Testing accommodations should be made with the instructor well in advance.  If the instructor prefers an alternate test site, please contact SNC.
  • Tutoring services are provided on campus through the Special Population office- (229) 430-2753

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About Attention Deficit Hyperactivity Disorder

What is Attention Deficit Hyperactivity Disorder?

Attention Deficit Disorder or Attention Deficit/Hyperactivity Disorder is a neurobiological disorder characterized by chronic inattention, and/or hyperactivity and impulsiveness. It is associated with central nervous system dysfunction. Once considered to be a childhood disorder, it is now known that many symptoms continue into adulthood. Adults with ADHD are often restless, easily distracted, have difficulty sustaining attention and concentrating, are impulsive and impatient, have frequent mood swings and short tempers, are disorganized and fail to plan ahead. An abnormal sense of time passage may lead a student to delay work on a project, while organizational problems delay completion. A student with ADHD has difficulty in focusing attention, problems sustaining attention, or difficulty shifting attention from one task to another.

What Should the Instructor Know?

Students with ADHD may become impatient while waiting. Impulsivity may lead to nonproductive activity. In some cases, the "harder they try" to attend, the less productive they become. For some students, relaxation and moving slowly into the work allows them to be highly productive for a time. Awareness of time and personal organization are often disrupted. A student may hand in careless work. showing little attention to details, have difficulty with organizational skills, and may be forgetful and impulsive.

  • Verbal and visual instruction combined will aid the student with ADHD
  • Activities or group projects may prove more productive than lectures
  • Extended time on tests is often requested, or testing in an alternate, less-distracting location. In some cases, an oral examination will prove more successful than a written format
  • The  instructor may notice performance variability from day to day.
  • What works for one student may not work for another. Inquire of the student about specific strategies that might be most helpful to them.

What Should the Student Know?

  • Students can benefit from learning to structure their environment. This may involve using an appointment book, personal computer, or tape recorder.
  • Making a daily list of tasks, posting and carrying schedules, learning time management skills, and setting up a personal reward system may improve productivity.
  • Medications alone are often sufficient to bring about substantial improvement in performance.
  • Coaching may help the student work through organizational difficulties.
  • Sitting near the front of the classroom can help the student avoid distractions. The study room should be a quiet workspace free of distractions.
  • NCR paper can be requested for volunteer notetakers in class. The student should work with the professor in obtaining a volunteer notetaker.
  • Testing accommodations should be made with the instructor well in advance. If the instructor prefers an alternate test site, please have them contact SNC if they cannot provide this adjustment in the department.
  • Tutoring services are provided on campus through the Special Populations Office-(229) 430-2753.

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Hearing Impairments

What are the educational challenges for a student who is deaf or hard of hearing?

Because exposure to verbal communication is limited for students who are deaf/hard of hearing, even those with superior intelligence and abilities are at a great disadvantage in acquiring language skills. English, being a phonological language, is often a second language to sign language, a visual language, for students who are hearing impaired.  

Through amplification, many students who are deaf/hard of hearing are able to hear at an acceptable level. Personal hearing aids and assistive listening devices, using a radio link between instructor and student, in many cases enable the student to participate in the classroom without the help of an interpreter or aide.

What Should the Instructor Know?

A student who is deaf/hard of hearing may use a combination of techniques to comprehend what is spoken in class. They may use sound amplification, lipreading, sign language interpreting and "real time" captioning.

  • Transcribing services using a transcriber who keys in what is spoken in class. The student is able to read it as it is typed.
  • If an interpreter or other aide is present, look at the student when speaking rather than the aide.
  • If  a student is lip reading, be sure that the student is able to clearly see from his/her seat.
  • Providing  the student with a copy of lecture notes may help the student to better follow the lecture. A volunteer note taker in class may also be helpful.
  • If an assistive listening device is utilized, the instructor will wear a small wireless microphone on the lapel. The student will demonstrate its use to the instructor.

Discuss the preferred method of accommodation with the student. The student will be able to suggest the best methods for individual learning success.

What Should the Student Know?

  • An initial planning session with the Director of Disability Services will assist in planning proper accommodations for a student who is deaf/hard of hearing. After review of proper documentation of the disability, the student and the director can develop a strategy, using the student's preferences in accommodations, to ensure the success of the student.
  • Assistive listening devices are installed in all campus meeting rooms or classrooms which seat 50 or more.
  • Interpreter services can be arranged through Disability Services.
  • A text telephone (TTY) is available by contacting Disability Services.
  • Writing Workshop may be able to offer assistance to students in need of improving their written language skills.
  • Volunteer note takers can free the student to more closely follow visually without the distraction of taking notes.
  • Visual fire alarms will be installed in the dormitory room of a student who is deaf/hard of hearing to aid in evacuation in case of an emergency.

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About Vision Impairment

What are the types of visual impairments?

The most obvious impairment would be blindness, but partial vision impairment is far more common.  Examples include extreme myopia, lack of peripheral vision, lack of central vision, sensitivity to light, impaired movement of the eye, and problems with focus.  

What Should the Instructor Know?

Most college students will have already learned to cope with the disability and will have made adjustments in note taking and study habits.

  • It is helpful to verbalize as much as possible when using the chalkboard or overhead.
  • It may be helpful to the student to tape record lectures.
  • Announce reading assignments well in advance to facilitate obtaining taped materials or making alternative arrangements.
  • If a student in your class has need of alternate texts, Disability Services will provide the materials the student needs. Initiate discussion with the student to discover how best to facilitate success in your course.

What Should the Student Know?

  • Disability Services will aid in obtaining any recorded texts or materials.  Recordings for the Blind & Dyslexic is our first source for obtaining taped texts, but if the text is unavailable, we will provide alternate text. Since this can be a long process, we encourage you to schedule classes as early as permitted and see that Disability Services is aware of your schedule and classes for which you will need texts recorded.
  • Albany Technical College’s library has a closed-circuit television (CCTV) available and magnification software for two computers.
  • Reprographic Services can enlarge the print on printed materials. This expense will be covered by Disability Services. Enlarged print can also be obtained through use of E-text and screen enlarger software.
  • Disability Services will provide you with a letter to make your professors aware of any accommodations you request. You should speak with your instructors directly to ensure mutual understanding in accommodations.

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About Health/Mobility Impairments


What Accommodations are Needed for a Student with a Chronic Health Impairment?

A chronic health problem may require accommodations in classes or campus life. A health problem may cause a student to occasionally be absent from class.

Attendance issues are perhaps the most troubling problem for both students and faculty. Instructors have the right to determine how flexible they may be on attendance.  Occasional absences might be accommodated, but a student whose health condition leads to “excessive” absences (determined by the instructor) may be penalized for their absences. Only the instructor can determine when the number of absences has sufficiently reduced the student’s mastery of content that accommodation can no longer be made.  There should be no expectation that having a disability somehow eliminates those penalties.  The Office of Disability Services will never ask an instructor to lower course standards because of a student’s disability.

Chronic health problems may require a student to take a lighter course load, schedule periods of rest or arrange to make up classes during brief periods of illness. Students must communicate regularly with their instructors to be sure their work is completed within any agreed upon scheduled time.

If a student will need to be absent from campus for an extended time for treatment or recovery, ODS will coordinate mailings of assignments to help the student stay more current with classes.  The student may need to request an Incomplete for the course and finish the work at a later time. Courses where attendance and participation are essential may require a student to drop the class if absences are deemed excessive by the professor.

What Accommodations May Be Needed For Students With Mobility Impairments?

Mobility impairments vary greatly among students. Some may have reduced stamina or strength. Others may require use of crutches, a wheelchair, braces, or a motorized vehicle to move around campus. Travel between buildings or within buildings is sometimes restricted, although the College continues to work toward full physical accessibility.

Classroom accommodations might include helping the student obtain a volunteer note-taker. If requested by the student, instructors should ask for volunteers without revealing the student who has made the request, take names and phone numbers, then discretely give that information to the student in need after class. The student with the disability will make contact with the volunteer(s) outside of class. Information packets are available to the student to share with their instructor and volunteers.

Other accommodations might include facilitating making a desk or table wheelchair-accessible, providing copies of instructor notes or lecture outlines, providing for alternative tests or in-class written essays, and pairing the student with an able-bodied student when manipulatives are used in instruction. This applies to lab courses as well.

What Should the Instructor Know?

If a student will need to be absent from campus for an extended time for treatment or recovery, DS will coordinate mailings of assignments to help the student stay more current with classes.  The student may need to request an incomplete for the course and finish the work at a later time. Courses where attendance and participation are essential may require a student to drop if absences are deemed excessive by the professor.

A student who is mobility impaired will need to have access to the classroom.  A new classroom may need to be assigned if a student is enrolled in a class that meets in an inaccessible area.  Modifications may need to be made in expectations for students in physical education classes.

What Should the Student Know?

  • Access - Albany Technical College is working to improve campus accessibility. Most buildings have accessible restrooms, water fountains, ramps, and/or elevators. Proper signage is an area that is being studied at this time.
  • Library – Albany Technical College  provides wheelchair accessible computer stations. The library staff will assist in retrieving materials from hard-to reach shelves and displays.
  • Documentation - As with all disabilities covered under the ADA (Americans with Disabilities Act), proper documentation verifying the presence of the condition is necessary before accommodations are approved by Disability Services.

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About Speech/Language Disorders

What is a Speech/Language Disorder?

There is a difference between speech disorders and language disorders.  Symptoms of speech disorders are difficulty in articulation, voice disorders (such as dysphonia),or fluency disorders (such as stuttering).  Aphasia is an acquired speech disorder caused by brain damage which affects a person's ability to communicate.  Language disorders are recognized as problems in understanding or using the symbols and rules people use to communicate with each other. Developmental expressive language disorder and developmental receptive language disorder are examples of language disorders.  A student with a language disorder may not be able to think of the name of an object or call it by the correct name, may have difficulty following directions, may seem inattentive, or may struggle to compose complete, grammatical sentences.

What Should the Instructor Know?

Computerized speech devices enable students who would otherwise not be able to communicate vocally to express themselves.  An instructor of a student using such a device should assume the student has normal language skills in communicating with the student and display patience in waiting for the student to key in a response.

Course requirements need not be altered for a student who stutters, but adjustments in class expectations may be necessary.  Some students have had success in demonstrating understanding of course knowledge via E-mail. An office or phone conversation with the instructor may also be a helpful adjustment without compromising course standards.

Use of a Franklin Speller when taking exams may help a student who has a language disorder.

What Should the Student Know?

Alternate text will be helpful to some students with language disorders. Disability Services will assist the student in obtaining texts and course materials.  The student should register for classes as early as possible and notify Disability Services of courses for which they will need alternate texts/materials.

It may also be helpful for students with language disorders to tape lectures for later review or to use the services of a volunteer note taker.  Recorders with variable playback speed are recommended.

Library assistance is available.  Any of the librarians can assist you.

The student should discuss the disability with instructors of courses to aid in proper accommodation to ensure success in the course.

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About Psychological Disabilities

“Psychiatric disabilities” is a term used to refer to a variety of conditions involving psychological, emotional, and behavioral disorders and syndromes. The terms psychological disabilities/disorders, psychiatric disabilities/disorders, and mental illness are used somewhat interchangeably. While Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) are considered psychological or psychiatric disorders as well, due to the prevalence of ADD/ADHD, information is provided separately at this link.(hyperlink to Attention Deficits)

Most psychiatric disabilities fall under one of the following three categories: anxiety disorders, depressive disorders, and schizophrenia. The most common of these, anxiety disorder, is characterized by fear or anxiety associated with particular objects and situations. Panic disorder, phobias, post-traumatic stress disorder, and obsessive-compulsive disorder are forms of anxiety disorders. Depressive disorders are characterized by mood changes, usually involving either depression or mania (elation). With appropriate treatment, most people with depressive disorders improve substantially. Depression, bipolar, dysthymia and seasonal affective disorders are forms of depressive disorders. Schizophrenia is characterized by difficulty processing information. Symptoms include social isolation, loss of motivation, hallucinations, and delusions.

The unpredictable nature of psychiatric disabilities can make consistent school patterns difficult to maintain. Psychiatric disabilities may interfere with thinking skills, judgment, short-term memory, processing of information, concentration, reading, writing, organization and study skills, motivation, and social skills.
To be eligible for accommodations, the documentation must support the ADA definition of a disability. A psychiatric or psychological disability is a diagnosed mental illness or disorder that substantially limits one or more major life activities. A mental disorder is not necessarily a disability. Many psychological disorders can be controlled with medication and/or psychotherapy so that they do not “substantially limit” a student’s success in the academic environment.

Appropriate accommodations are determined based upon the recommendations in the documentation of the disability provided to Disability Services. These may include priority registration, reduced course load, extended time for exams, proctored testing, note taking assistance, alternate text, and special housing.

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About Traumatic Brain Injury

What is Traumatic Brain Injury?

Traumatic Brain Injury most often occurs from a head injury. Insufficient oxygen, poisoning or infection can also cause Traumatic Brain Injury. Symptoms of Traumatic Brain Injury include: seizures, loss of balance or coordination, difficulty with speech, limited concentration, memory loss, and loss of organizational and reasoning skills. Symptoms may lessen with time or recur episodically.

What Should the Instructor Know?

Obviously, the symptoms of Traumatic Brain Injury can make learning a difficult process. The symptoms can be similar to those demonstrated by students with learning disabilities. Instructors can help the student better organize work by using more than one means to present instructions in class. Other accommodations that students with traumatic brain injury may request include:

Exam modifications - It may help the student to have untimed exams or perhaps to take the test in a separate room, free from distractions.

Time extensions - A student with Traumatic Brain Injury may benefit from having additional time to complete assignments.

Taped lectures or Note takers - The use of a recorder or a note taker may help the student who is unable to concentrate and/or organize thoughts well enough to take complete notes.

Alternative assignments - In some cases, it may be beneficial to modify the assignment to meet the limitations of the disability.

What Should the Student Know?

Disability Services can help identify and obtain the accommodations necessary for success in college.

Training in study skills is available by appointment. Students with Traumatic Brain Injury may want to begin the college experience in the College Life program which will teach the skills necessary to succeed in college. Additional organizational/study skills counseling is available by appointment with the Director of Disability Services.

Alternate text may be a beneficial option to the student with traumatic brain injury that finds reading especially difficult.

Note taking paper is available in the Office of Disability Services. A class volunteer can take notes in class on NCR paper. The volunteer will keep a copy and give a copy to the student with the disability, or notebook notes can be copied for the student needing assistance.

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Students studying

Welcome. The Counseling and Special Needs office provides accommodations and services for students with disabilities. All Albany Technical College students with disabilities are encouraged to apply for services. with the Special Needs Coordinator and submit documentation of their disability prior to arrival.

The Application Process. The decision of whether to disclose your disability during the application process to enroll here at Albany Technical College is one that each student must decide. Albany Technical College does not have a separate application process for students with disabilities but does encourage students with disabilities to register with the Special Needs Coordinator. Students with disabilities need to meet the same standards as all other applicants. The admissions office reviews each application on its own merits.

Apply for Student Disability Services Print a copy in PDF format and turn it in to the Special Needs Coordinator.

Do I Qualify for Student Disability Services? Any student with a disability (physical or psychological) who has a documented need for classroom accommodations is eligible to receive services through the Special Needs office. Each student must provide documentation that indicates clearly what accommodations are appropriate in his or her individual circumstance.

The types of accommodations facilitated by the Special Needs office may include but are not limited to the following:

  • Textbooks in alternative format
  • Extended time on examinations (not unlimited time)
  • A distraction-reduced environment for taking tests
  • Note takers
  • Use of tape recorder in class
  • Preferential seating in the classroom
  • Textbooks on tape or in Braille
  • Readers or scribes (technology-based whenever possible)
  • Sign language interpreter in class
  • Large print material
  • Use of assistive technology devices
  • Classroom handouts in alternate form

It is the student's responsibility to request specific accommodations and to follow the policies and procedures for acquiring those accommodations as specified on the Policies and Procedures: Initial Process for Requesting Academic Accommodations and Services page.

Students studying

Initial Process for Requesting Academic Accommodations and Services

Students requesting accommodations and/or services on the basis of a disability must first submit documentation of the disability which meets the college requirements as outlined on the documentation requirements for disabilities form. Professionals providing the report must have appropriate credentials for diagnosis and treatment of the disability. Information on documentation of specific disabilities can be obtained by selecting from the documentation requirements for disabilities form.  A meeting with the student to discuss the documentation, history of accommodations and preferences regarding accommodations and services is a critical part of this review.  In the following semesters, after the student determines which accommodations/services to request for each class she only needs to complete a Request for Accommodations Form obtained from the Special Needs Coordinator.

Faculty members who suspect that a student may be in need of services may make a referral to the Special Needs Coordinator by completing a Student Referral Form.

Why must the information be current?
The quality and completeness of the disability documentation provides the staff of the Special Needs office with information to both determine the student’s eligibility for accommodations and plan appropriate academic accommodations and services.  College academic requirements can require a different scope of services than the student received in high school.  Courses will provide different challenges. As a result, information that is current is crucial to appropriate planning.

Policies and Procedures

Accommodations and Services

Classroom and Exam Accommodations

  1. At the beginning of each semester students who have completed the initial process for requesting accommodations services must submit a request for the accommodations and/or services they require for that term.  Students may request only the accommodations and services agreed upon in the initial planning meeting.  Students who may wish additional accommodations and services during a semester should contact the Special Needs Coordinator and request a meeting to discuss this additional assistance.
  2. Once a letter is sent to faculty regarding in class accommodations, the student is expected to meet with the faculty member to discuss the implementation of the accommodations.  For example, if a student is allowed extended time for an exam and a distraction free environment, the student and faculty member should discuss in advance how this can be provided.  In addition, the faculty member may have questions that can be raised at this time.  Developing the best plan for providing in class assistance to students is a collaborative process and one that should be ongoing over the course of the semester.
  3. Students requesting extra time for in class exams must consider whether this will result in missing portions of other class periods.  Arrangements should be made to either begin the exam earlier or to take it at a later point in the day.  Please check if you have a class immediately after one for which you are requesting extra time on exams.  Discuss your options with your professor well in advance of the first exam day.

Note taker Services

  1. Note takers are volunteers from the student’s class who are willing to share their notes.   Volunteer note takers are provided with a notebook containing carbonless paper.  The note taker keeps the original and the student receives the copy.   Most students identify themselves to the note taker and receive the copies at the end of each class period.  If a student wishes to maintain confidentiality, they should indicate this to the Special Need Coordinator. (SNC)  In that case the note taker will send the notes to the SNC through campus mail.  The SNC will then scan the notes and send them to the student.  This will result in a delay of about 3 days.
  2. If a student misses a class, the note taker will send the notes to the SNC through Campus mail.  The student may not request the notes for the day they are absent from the note taker.  The student will have to discuss the possibility of receiving the notes with the SNC.
  3. The faculty member for the course will not be involved in the note taker process.  This includes decisions regarding notes for missed class periods.

Alternative Format Materials

  1. Students requesting electronic format for academic texts must sign an electronic text distribution agreement.  This stipulates that the student must purchase a copy of any textbook received in alternative format, and that the electronic text will not be shared with any other person.
  2. The SNC will meet with students requiring electronic text format each semester to review current course needs.  Students are advised to inform the coordinator as soon as possible of course changes.
  3. Students may stipulate a preference for the Alternative Text Format (electronic text, mp3, RB&D).  While the coordinator will attempt to provide the preferred format, it may not always be efficient or possible to do so.  Other formats may be substituted as required.

Assistance for Low-Vision

  1. Students with low-vision can request scribes who will sit beside them in class and take down notes from the board in large print.
  2. A CCTV which provides visual enlargement of materials can be requested for classroom use.  This equipment is generally used with a microscope for lab use in science classes.  Students who wish to use this equipment should inform the SNC at the beginning of the semester.
  3. The library has a computer station equipped with Jaws, Zoomtext and Kurzweil 1000.  Please see Mr. Calhoun, Director/Library Media Center
Students studying

All students who apply for Special Services accommodations and support may not meet the disability requirements at Albany Technical College.  Some students are able to receive Special Services at the secondary level or with other governmental agencies but may not be eligible at the college level.  However, the denial of Special Services does not prevent a student from attending classes.

Albany Technical College follows the documentation criteria set forth by the Georgia Board of Regents.  These guidelines follow the requirements outlined by The Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and The State of Georgia.

When a student has been denied Special Services at Albany Technical College, the student should follow these procedures:

  • Request that the Special Services Office  conduct a documentation review.  If the student has additional information that might be helpful, it should be submitted at that time.
  • Make an appointment with the Special Services Office to discuss the review decision.
  • If the student feels that the review decision was not fair or appropriate based on the documentation submitted, the student should contact the Special Services Director, Regina Watts, at (229) 430-2854.
Students studying

National Drop Out Prevention Center for Students with Disabilities
Programs/strategies related to student retention and graduation, including the use of assistive technology and instructional technology to facilitate student academic performance.

National Center on Secondary Education and Transition
The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.

National Clearinghouse on Postsecondary Education for Individuals with Disabilities
This 192 page resource contains answers to counselors’ most frequently asked questions about postsecondary opportunities for students with disabilities. Students and their families are encouraged use the toolkit to help guide their transition planning for college and career.

National Alliance for Secondary Education and Transition
Information about standards for transition programs

Social Security Online
Access to Social Security information including publications and forms.

U.S. Department of Education
Info for students with disabilities who plan to attend Postsecondary education; helps students understand their rights and responsibilities when entering postsecondary education.

Disability Information
Disability Info provides quick and easy access to comprehensive information about disability programs, services, laws and benefits.
U.S. Department of Labor's Office of Disability Employment Policy

Helping Students with Visual Impairments

Think College
College options for people with intellectual disabilities.

List of College Scholarships and Financial Aid for Students With Disabilities (

The following websites show the local resources for the state of Georgia

Georgia Tools for Life
Information regarding assistive technology for all disability groups, also serves as a source of advocacy and instruction in self-advocacy

Georgia Vocational Rehabilitation Services
A good overview of services provided by Vocational Rehabilitation


-   Provides training so that youths can become strong self-advocates & leaders.
-   Develops a model of successful strategies. Builds a strong network to expand/sustain transition opportunities for youths.