Disability Access Services

Disability Access Services (DAS) approves accommodations and provides support to disabled students. We work to provide equal access and an equitable process for all students. This means more than just academic accommodations; we help students make the most of their college experience and achieve their goals.

Request for Accommodations Accommodate Login Interpreting Services

DisabilityPrideFlag_900x600.jpg displays the Disability Pride Flag, featuring a charcoal grey background. A diagonal band of five muted stripes in green, light blue, white, yellow, and red stretches from the top left to the bottom right.

We offer personalized support with:

• Obtaining and using accommodations
• Understanding how you think and learn
• Planning for your goals
• Self-advocating in all situations
• Executive functioning in school and life

Our office welcomes everyone to stop by, email, or call. We will answer any question you might have and share the information that you need.

Contact Us

Annapolis Hall (A-105)
Monday- Friday 8:30 a.m.- 4:30 p.m.
Phone: 301.846.2408(Voice)
Fax: 301.624.2778
[email protected]

Steps to Obtain Accommodations and Disability Resources

Any student who needs accommodations can start the process by filling out a request for accommodations form. Check your FCC email regularly! The office will reach out to schedule an appointment with a disability specialist to discuss your accommodations.

After that, we will stay in touch with you to make sure you have what you need to be successful.

Here’s the process you will follow:

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Submit Request for Services

Fill out the Request for Accommodations Form.
Upload documents to verify your disability and tell us more about what accommodations you need.
- educational and psychological evaluations
- letters from medical and psychological providers
- previous accommodation plans and IEPs/504 plans

Important things to know:

Students are encouraged to independently take the lead by completing forms, communicating directly with DAS, and speaking for themselves.
DAS keeps your information confidential.
Follow the Disability Documentation Guidelines if you are unsure of what documentation you may need to get, or if you want to make sure that what you have is what we need.

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Schedule a Meeting

Monitor your FCC email account. All DAS messages will be sent to your student email.
Follow the instructions to schedule an intake appointment or call the office to set that up.
Read the Intake Guidance to know what to expect.

Important things to know:

Students should talk to the disability specialist about how their disability affects them and where there are barriers to access.

Students can invite others to the meeting. Just let us know who you are bringing with you, please.

We will meet with you as quickly as possible after your documentation is submitted.

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Learn About Your Accommodations

The disability specialist will send a decision letter to your FCC email, letting you know what accommodations you may have been approved for.
DAS will send your accommodation plan to your professors at the start of classes or as soon as you get your plan.
Talk to your professors about how you will use your accommodations in their classes.

Important things to know:

If you do not agree with the decisions, read our Appeals Guidance to learn the next steps to take. DAS will help you take this step.

Disability specialists are here to help you with anything you might need.

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Disability Resources

DAS ensures that every student at Frederick Community College (FCC) receives an equitable standard of care and consideration, as we ensure equal access.

Disability specialists support independent achievement by:

• Connecting students to success resources
• Encouraging the use of FCC academic supports
• Empowering self-advocacy
• Fostering understanding of learning and executive functioning skills
• Coaching students toward independent achievement

Information and Operational Guidance

Purpose

This guidance ensures that every student at Frederick Community College (FCC) receives an equitable standard of care and consideration when requesting accommodations through Disability Access Services (DAS). This protects the integrity of the accommodation process.

Any student who wishes to request accommodations based on their disability should contact Disability Access Services through the website, via phone, or by email. All requests will be thoroughly considered through a comprehensive, interactive process.

Procedure

Every request for accommodations will be managed consistently via the process outlined herein. Every effort is made to ensure that this occurs in a timely manner.

Step 1: Request for Accommodations

Any student who contacts DAS to request accommodations, regardless of the method of communication, will be directed to use the online Request for Accommodations form.

The student will complete the form and provide all documentation necessary to verify their disability status. Students should have all documentation necessary gathered prior to engaging in the interactive process.

Step 2: Review the Documentation

The DAS staff will review the request for accommodations form and the documentation that is provided.

If the request is incomplete or the documentation does not meet the DAS Documentation Guidelines, the DAS staff will reach out to the student to request more information.

If the request is complete and the documentation is sufficient, the DAS staff will reach out to the student with instructions on how to schedule an intake appointment.

Step 3: Schedule the Intake Appointment

DAS will contact the student via email and phone to provide support and instructions for how to schedule an intake appointment. Appointments will be provided in the order that the student responds to the communications from the DAS office. The first available appointment that matches the student’s availability will be scheduled.

Step 4: Determine Eligibility

The Disability Specialist will make determinations regarding eligibility when all appropriate documentation and information has been provided to support the request and the student has explained how their disability affects their ability to fully access educational services and activities at FCC. All documentation will be reviewed and a thorough discussion with the student will take place during the interactive process.

The Disability Specialist will make one or more of the following decisions regarding eligibility for accommodations:

They may determine that a student is not eligible for accommodations because they do not have a qualifying disability that results in a barrier to access.
They may delay the determination of an accommodation request, and the student will be asked to provide additional documentation.
They may determine that the student is eligible for accommodations.

Step 5: Determine Specific Accommodations

The Disability Specialist will engage students who have been determined eligible for accommodations in a conversation about barriers to access they face at FCC as part of the interactive process.

As barriers to access are identified accommodations are discussed. Each specific request that the student has made will be evaluated. The Disability Specialist may suggest other accommodations.

The Disability Specialist will then make decisions regarding specific accommodations.

They may approve the accommodation request based on the conversation, the information provided, and the identification of a barrier to access.
They may deny a specific request on the basis that not enough information has been provided to support the existence of a barrier to access.
They may deny the specific request on the basis that it would result in a fundamental alteration of the technical or academic standards of the course.

Step 6: Notification of Decisions

Within two (2) business days of the completed intake process, DAS will send the student a written record of all decisions made during their intake appointment.

Immediately following the letter to the student, an accommodation plan will be sent to each of the student’s current professors. If the student is not currently enrolled in classes, the accommodation plan will be distributed to the student’s professors in the upcoming term.

Appeal of a Decision

If a student does not agree with any decision made by the Disability Specialist regarding eligibility or specific accommodations, they may initiate the appeal process.
DAS Appeals Guidance

Confidentiality and Storage

All documentation regarding a student’s request for accommodations is kept confidential in accordance with State and federal law, and will be securely stored electronically within the DAS office databases.

Documentation Guidelines:

In order to be eligible for services, students need to provide appropriate and current documentation of a disability. Although an Individualized Education Plan (IEP) or Section 504 Plan may help identify services that been effective in high school, these may not be considered sufficient documentation for all accommodations. Documentation should be prepared by a qualified professional in the disability area identified. All documentation is kept confidential in the DAS office.

The documentation must include the qualified professional’s name, title, professional credentials, and affiliation.
The documentation must reflect current symptoms and level of functioning.
Documentation should include the following:

Quantitative and qualitative information to support the diagnosis.

Summary and interpretation of assessment instruments (clinical interviews, behavioral checklists, observations, etc.);
Recommendations for prescriptive treatment, including medication;
Recommendations for academic accommodations; and
Evaluation information should include if there is any possibility of a dual diagnosis.

A 504 Plan or an IEP may not constitute sufficient documentation but may be submitted along with a medical or clinical evaluation. IEPs should include the most recent educational testing completed. IEPs and 504 Plans provide limited information, and for this reason the DAS office recommends that students submit medical and diagnostic information, as is possible.

*Disability verification for students with psychological disorders (including but not limited to depression, anxiety, and bipolar disorder) must be written/completed by a licensed mental health professional, which could include a psychiatrist, a clinical psychologist, a licensed clinical social worker, or a licensed professional counselor.

*Disability verification for students with ADHD must be written/completed by a licensed psychologist, psychiatrist, neurologist, clinical social worker, and in some instances general practice physicians. Applicable evaluation and testing reports are requested.

*Disability verification for students with learning disabilities should include a psycho-educational or neuropsychological evaluation that provides a diagnosis of a specific learning disability as defined by the DSM-5. This evaluation must be completed by a psychiatrist, psychologist, neuropsychologist, or other licensed/certified professional in the field of learning disabilities.

*Disability verification for physical, medical, sensory, and other disabilities must be completed by an appropriate medical provider/specialist in that field and include duration of disability, stability of disability, and other information noted in these guidelines.

Contact Information:

Disability Access Services (DAS) office
7932 Opossumtown Pike, Frederick, MD 21702
Office number: 301-846-2408 / Fax: 301-624-2778
Email: [email protected]

Information adapted from Howard Community College, Disability Support Services, www.howardcc.edu

Purpose
This guidance ensures that every student at Frederick Community College receives an equitable standard of care and consideration when requesting accommodations through Disability Access Services (DAS) and protects the integrity of the accommodation process. All requests will be
thoroughly considered.

Procedure
The interactive process including a review of documentation and is designed to identify barriers to equal access and appropriate accommodations.

Step 1: Provision of Documentation
Students are responsible for providing all appropriate documentation to support their eligibility for services and specific accommodation requests. The documentation should establish that the student has a disability, and identify the disability specifically, and it must describe the current
functional limitations caused by the disability.

Appropriate documentation
Disability Access Services at FCC follows the 2025 documentation guidance provided by the Association on Higher Education and Disability. All appropriate documentation must:

Be signed by an appropriate licensed or credentialed and qualified professional. There must be a match between the person making the diagnosis and their scope of practice.
Include a clear statement of the diagnosis and date that it was determined.
Explain the basis for the diagnosis, including evaluation methods, procedures, and clinical narrative. When addressing a learning or cognitive disorder, test scores and summary data should be included.
Describe progression or stability of the disability. Are there any expected changes, is the disability cyclical or episodic in nature?
Describe current and past accommodations, services, and/or treatments.
Describe the current functional limitations that affect a student’s ability to access education. This includes an explanation of how the disability affects the student in daily life.
Provide recommendations for accommodation.

Examples of appropriate documentation
The following documents typically meet the criteria necessary to be considered appropriate for use in determining eligibility and accommodations:

Medical records from medical or psychological healthcare providers
Letters from medical or psychological healthcare providers
Medical assessments, such as cardiac, vision or audiological reports
Vocational assessments
Neuropsychological assessments
Educational Assessments

Other supporting documentation
These following documents will typically be considered but may not be sufficient to meet the necessary criteria, depending on the credentials of the evaluator, the level of detail provided, and the comprehensiveness of the information provided:

Individual Education Plans (IEPs)
Section 504 Plans
Accommodation plans from other institutions of higher education
Treatment plans from institutions or service providers
Documents prepared for specific non-educational purposes (Social Security Administration, the Department of Veterans Affairs, or workplace accommodation plans).

Step 2: Determining Eligibility
The disability specialist will make determinations regarding eligibility and specific
accommodations when all appropriate documentation and information has been provided to support the request. All documentation will be reviewed during the interactive process.

When a review of the documentation and a thorough discussion with the student regarding their needs has taken place, barriers to the student’s access has been identified, and possible accommodations have been contemplated, the disability specialist will make one or more
decisions regarding the student’s request:

They may determine that a student is not eligible for accommodations because they do not have a qualifying disability.
They may approve the accommodation request based on the documentation that has been provided.
They may deny a specific request on the basis that not enough information has been provided to support the existence of a barrier to access.
The disability specialist may delay the determination of an accommodation request, and the student will be asked to provide additional documentation.

If a student does not agree with the decision of the disability specialist regarding accommodations, they may initiate the appeal process.
DAS Appeals Guidance

Confidentiality and Storage
All documentation regarding a student’s request for accommodations is kept confidential in accordance with all State and federal law and is securely stored electronically within the DAS
office databases.

Purpose
The Disability Access Services (DAS) office at Frederick Community College (FCC) is committed to ensuring that all students with disabilities have equal access to fully engage in all FCC programs, courses, activities, and services. The DAS office determines reasonable accommodations for students on a case-by-case basis to foster an inclusive and supportive learning environment. Every effort is made to review requests for accommodations in a timely manner.

This guidance ensures that every student at FCC receives an equitable standard of care and consideration when requesting accommodations and protects the integrity of the accommodation process. All requests will be thoroughly considered, and every effort is made to ensure decisions will be made in a timely manner.

Students have the right to request an appeal of any decision regarding a request for accommodations. Reasons for appealing a decision include:

A procedural error or oversight occurred that affected the decision
There is new information not known or provided to DAS at the time of the initial decision
The decision was not consistent with the documentation provided and information shared

Students may utilize the support of another individual to participate in or assist with the disability services process, and may request support when making an appeal by emailing [email protected].

All information related to the appeal process, including the appeal submission and supporting documentation, will be treated confidentially. This information will be limited to individuals directly involved in the appeal process and will be stored as part of the student’s DAS documentation.

Non-retaliation Statement
The College prohibits any person from engaging in retaliation against any student who exercises in good faith their own rights under College policy or State or federal law. This expectation extends to those who participate in or assist others in any process related to the appeal of a decision made by DAS.

Procedure
Step 1: Reconsideration
Students may request a reconsideration of the decisions made during the intake appointment.

This request should be made within 10 business days of receiving written notification of the initial request for accommodation(s) decision.

The request for reconsideration should be sent to [email protected].

The request for reconsideration should include:

New or updated documentation not presented during the initial request
The procedural error, if any occurred
Information regarding the impact of the disability and barriers to access

The request for reconsideration will be conducted by the DAS professional who made the initial decision or another DAS professional who has reviewed the initial request.

DAS will contact the student within 3 business days of receiving the request for a reconsideration to schedule an appointment. The appointment will be scheduled for within 10 business days of the receipt of the request.

At that appointment, the DAS professional will review all documentation, reconsider the decision, uphold or change the initial decision, and provide the student with an explanation of the next steps in the appeal process.

A written decision regarding the reconsideration will be sent to the student within 5 business days following the reconsideration appointment.

Step2: Review
Students who have met to have their accommodation decision reconsidered and believe that the issue was not resolved may request a review by the Director of Disability Access Services.

Request for Review
The request for a review should be submitted within 10 business days after receiving written notification of the decision resulting from the reconsideration meeting.

The request for review should be sent to DAS via email at [email protected]

The request must include:

A brief statement explaining the reason that the decision should be reviewed, which should include one or more of the following:
- A procedural error that is believed to have occurred that affected the decision
- New information not known or provided to DAS at the time of the reconsideration of the decision
Information outlining why the decision was not consistent with the documentation provided and information previously shared
Additional supporting documentation per the documentation policy
Evidence of a barrier to access that was not previously identified

Process for the Review
DAS will contact the student within 3 business days of receiving the request for a reconsideration to schedule an appointment. The appointment will be scheduled for within 10 business days of the receipt of the request.

The review will be conducted by the Director of DAS or a designee who was not part of the original decisions.

DAS will contact the student within 3 business days of receiving the request for a review to schedule an appointment with the Director of DAS. The appointment will be scheduled for within 10 business days of the receipt of the request.

The Director of DAS will meet with the student, review all documentation, reconsider the decision, uphold or change the initial decision, and review the right to file a complaint.

The decision will be emailed to the student within 5 business days of the review appointment.

The decisions of the Director of DAS are considered final within Frederick Community College internal processes.

Right to File Complaint
Students retain the right to pursue complaints under the college’s nondiscrimination policy or through state and federal agencies. Frederick Community College is committed to the principles of equal opportunity and strictly prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, pregnancy (including childbirth, lactation and related medical conditions) or veteran status in its activities, admissions, educational programs, and employment.

Non-Discrimination Policy at FCC

External Government Agencies That Address Discrimination Complaints:
Students who believe that they have been discriminated against because of their race, color, national origin, disability, age, sex, or religion, may file a complaint with the State of Maryland Commission on Civil Rights and/or the Office for Civil Rights.

State of Maryland Commission Civil Rights
6 Saint Paul Street, Suite 900
Baltimore, MD 21202-1631
800.637.6247 | 410.767.8600
Maryland Relay: 711
Initiate an Inquiry Form

Office for Civil Rights
U.S. Department of Health and Human Services 801 Market Street, Suite 9300
Philadelphia, PA 19107-3134
Customer Response Center:
800.368.1019
Fax: 202.619.3818
TDD: 800.537.7697
Email:[email protected]
OCR Complaint Portal

When facing a situation at FCC that they feel is not appropriate or discriminatory, they have the right to pursue complaints under the college’s Student Complaint Policy, Non-Discrimination Policy or through state and federal agencies.

Frederick Community College is committed to the principles of equal opportunity and strictly prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, pregnancy (including childbirth, lactation and related medical conditions) or veteran status in its activities, admissions, educational programs, and employment.

External Government Agencies That Address Discrimination Complaints:
Students who believe that they have been discriminated against because of their race, color, national origin, disability, age, sex, or religion, may file a complaint with the State of Maryland Commission on Civil Rights and/or the Office for Civil Rights.

State of Maryland Commission Civil Rights
6 Saint Paul Street, Suite 900
Baltimore, MD 21202-1631
800.637.6247 | 410.767.8600
Maryland Relay: 711
Initiate an Inquiry Form

Office for Civil Rights
U.S. Department of Health and Human Services 801 Market Street, Suite 9300
Philadelphia, PA 19107-3134
Customer Response Center:
800.368.1019
Fax: 202.619.3818
TDD: 800.537.7697
Email:[email protected]
OCR Complaint Portal

High School vs College

There are some important differences between higher education and high school. In high school, the laws require schools to ensure that students make academic progress and are successful. In college, the school is required to ensure that students have access to their education. The student is responsible for progress and success.

DAS will work with you to make sure you can access everything you need. Your success is up to you! FCC offers a variety of academic supports that DAS will help you access.

Students
Provide documentation that verifies your disability status.

Meet regularly with DAS staff to discuss your progress and success.

Speak with your professors about your accommodation plan and how you will use it.

Monitor your work and grades.
Plan to meet due dates and study for exams.

Notify DAS if you have questions or concerns about your accommodations.

Disability Access Services
Review Documentation that verifies your disability status.

Meet with you to discuss your individual needs.

Collaborate to create an accommodation plan for access.

Support you in speaking with your professors.

Help you if you are not granted your accommodations.

Direct you to FCC supports that will help you be successful.

High School
School Staff can discuss academic performance.

Parents/Guardians have access to student records.

College
The student has FERPA rights. The college will not discuss academic performance or other college issues.

Parents do not have access to student records unless express permission is given.

High School
Modifications to the curriculum may be made to ensure student success.

The school staff maintains student records.

School staff will monitor academic progress.

College
Students must meet each course's technical standards, course expectations, and criteria.

Students must provide documentation that verifies their disability status and meets the FCC guidelines.

Students must independently monitor academic progress and assignment completion.

High School
Schools must identify students with disabilities.

Parents/Guardians and school staff initiate the process for IEPs and 504 plans.

Parents/Guardians may access student records, advocate for students, and participate in the accommodation process.

Parents/Guardians and school staff advocate on behalf of the student.

College
Students must self-identify/disclose their disability and register through Disability Access Services. (DAS) Students must meet with DAS to go through the interactive process before being approved for accommodations.

Not all accommodations carry over from high school to college.

Students are responsible for managing their documentation, requests for accommodations, and renewing accommodations each semester. (even if the student is under 18)

Student records are confidential under FERPA, and DAS cannot talk to parents without the student's permission.
Students are expected to self-advocate.

High School
Schools individually design instruction and modify the curriculum to ensure student progress.

Accommodations are provided, and modifications to the curriculum are permitted to ensure that students are successful.

Modifications may be made that change course outcomes.

Schools provide assessments to determine the disability of students.

School teams will develop an IEP or 504 plan on behalf of students.
The IEP/504 team determines accommodations.

Tutoring and extra support to understand/complete assignments may be provided as part of services.

College
Reasonable accommodations are provided to ensure student access to their education.>

Accommodations are provided to allow students to access their education. Modifications to the courses/curriculum are not provided for students.

Modifications that change the course's technical standards or essential requirements are not made.

Students must provide documentation that verifies their disability status and meets the requirements of FCC.

Students must request specific accommodations, with supporting evidence of how the accommodations remove a barrier to access.

Accommodations are approved based on the interaction between the student, Disability Access Services, and faculty.

Academic supports are not considered accommodations. FCC offers tutoring and other academic supports to all students.