Note-taking assistance is provided as an academic adjustment for students whose documented disabilities interfere with their abilities to take notes. Note-taker assistance is intended for a student’s personal study use only and is not to be shared with other individuals. This service is provided as a necessary academic adjustment and is not considered a substitute for a student’s full participation in class. Students are responsible for notifying SAS if notetaking arrangements have not been made within the first two weeks of the class or if other difficulties occur during the semester. Note-takers are hired by the SAS and are responsible only for taking notes while in the classroom; they are not hired as personal tutors for students.
Sign Language Interpreters
New students should meet with SAS to determine eligibility for sign language interpreting and to determine if ASL or Oral interpreting is required. New and returning students should provide SAS with a copy of their schedule and request interpreters immediately upon registration for the new semester in order to provide sufficient time to set up services. Inform SAS as soon as possible if there have been any changes to the schedule so that there is sufficient time to accommodate the changes. Students requesting interpreters for additional activities, appointments, or tutoring sessions, must put the requests in writing including the date, time, and room/campus location of the event.
Personal Assistants work directly for the student with a disability. If a student has been approved for the use of a personal assistant/educational coach by SAS, it is the student’s responsibility to make a contract with that individual. GCC is not responsible for providing services of a personal nature, such as a personal assistant. Students who use PAs are responsible for securing, training, supervising, and paying their assistants.
Student Accessibility Services does not have a role in determining course attendance policies. Because attendance may be integral to the pedagogic process, these policies are set by faculty at the college, departmental, or individual level.
In some cases, attendance is fundamental to course objectives; for example, students may be required to interact with others in the class, to demonstrate the ability to think and argue critically, or to participate in group projects. In other instances, faculty may determine that students can master course content despite some or many absences. Rarely, faculty may decide that students do not need to attend classes at all.
Similarly, faculty also determine policies regarding make-up work and missed quizzes and exams. Faculty are not required to lower or effect substantial modifications of standards for adjustment purposes.
SAS can provide students with written verification of their disabilities, based on appropriate medical and/or psychological documentation. These verification letters may be distributed by students to faculty in order to initiate discussions of attendance and make-up policies and procedures. Accessibility Specialists may also e-mail faculty on students' behalf if a particular absence is as a result of a disability.