The DSS Office/Central Campus will be closed on the following dates:

• Monday, December 18th - Monday, January 1st for Christmas/Holiday Break  

Contact information, location, service hours, academic advising & appointments:

Disability Support Services (DSS) is located on the Central Campus in the Student Services Bldg. 215, Room 111. DSS CST Office Hours: Monday - Thursday from 7:30am to 5:30pm and Friday from 7:30am to 11:30am. Director of DSS: Dr. Christy Shank (christy.shank@ctcd.edu; 254-526-1291). Students located outside of the service area may contact a DSS coordinator directly or speak with your site director for assistance in contacting Disability Support Services (DSS).

You can reach a DSS Coordinator via phone, email or by appointment (in-person or virtual appointments available). DSS Coordinators are now available to assist DSS students with academic advising. DSS students needing academic advising or assistance with accommodations are encouraged to schedule an appointment with a DSS Coordinator. If a sign language interpreter (SLI) is needed for any meetings with DSS or other CTC departments, at least 3 business days advanced notice is required. If materials are needed in braille, this request must be submitted to the DSS office at least 3 weeks in advance. Individuals needing a SLI for meetings, materials in braille or other alternative formats for a disability can contact the DSS office at 254-526-1195 or contact the DSS Coordinators listed below for further assistance.

*Students may click on the Live Chat icon (bottom right corner) to speak to someone from Student Success and Persistence (DSS) during normal business hours

PARENT INFORMATION AND STUDENTS’ LEGAL RIGHTS

Parents may only request basic office information about the policies and procedures regarding the process of how students may request accommodations for their college courses. Parents may NOT request accommodations and/or services on behalf of their son and/or daughter for college level courses. The STUDENT must submit the appropriate documentation of disability and request accommodations (Brown Mackie College, and Texas Southern University No. 06-02-2078 OCR 12/06/2002). Per FERPA, before a college may disclose any information it must first have written consent by the student authorizing types of disclosure. (34 CFR 99.30(b). Under FERPA regulations, a written consent only permits a college to provide some information, it does not require action on the part of the DSS office or college (Brown Mackie College, OCR ruling). These written consents do not entitle parents to actively participate in the DSS office process on behalf of their son and/or daughter. Central Texas College is not obligated to write accommodations when the student has not requested accommodations from the DSS office. OCR (Office of Civil Rights) has concluded “it stands to reason that if the student objects to, refuses offers of accommodations, or denies the need for accommodations, the institution is not obligated to act on parent’s assertions of student’s needs (Northwestern Michigan College No. 15-02-2047 OCR 02/10/2003). *OCR has ruled students should initiate the process, be active participants in the accommodation process and have direct interaction/contact with the DSS coordinator. These policies apply to all CTC students, including dual credit, STEM and early college high school students, as these students are enrolled in college level courses.

Equal Access at CTC

Through collaboration and support of the entire campus community, Disability Support Services (DSS) provides educational access for students who submit appropriate disability documentation. Students with disabilities are encouraged to visit with a disability support coordinator to discuss documentation requirements and any reasonable accommodation options for your classes.

To qualify for accommodations through DSS, students must have a qualifying disability as defined by the Americans with Disabilities Act (ADA). ADA defines a person with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activity. Major life activities include caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating and working. A major life activity also includes the operation of a major bodily function, including functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive functions.

*Students are responsible for following all the required procedures for requesting accommodations.

• Procedures for requesting accommodations can be found under the “Requesting Accommodations” web-page and "Instructions: DSS e-Forms for Requesting Accommodations (New Students)" web-page

*Students are responsible for reading and adhering to all the policies set forth in the DSS Student Procedures Manual and set forth on the DSS website/web-pages.

• This manual is located under "Student Responsibilities" web-page and can also be found on the following link: DSS Student Handbook/Procedures Manual

Please note there are MANY significant differences between secondary (K-12th grade) and post-secondary (college) disability laws and accommodations for disability students. 

• It is the student's responsibility to be aware of and understand these differences, which are explained in the comparison chart: Differences between High School and College Accommodations for Students with Disabilities located under the Student Responsibilities web-page. Students may also access this chart by clicking on the following link: Comparison Chart - HS vs College.

In addition, DSS strongly encourages students to read the following manuals/guides:

• Students with Disabilities Preparing for Post-secondary Education

• U.S. Department of Education Transition of Students with Disabilities to Post-secondary Education: A Guide for High School Educators

QUICK LINKS AND RESOURCES:

• Students with Disabilities Preparing for Post-secondary Education

• ADA Law for Higher Ed

• U.S. Department of Education Transition of Students with Disabilities to Post-secondary Education: A Guide for High School Educators

• Section 504 of the Rehabilitation Act

• Campus ADA Routes

• AIE College/Financial Resources

Central Texas College does not discriminate in admissions or access to, or treatment or employment in, its programs and activities on the basis of race, color, religion, national origin, gender, disability, age, veteran’s status, genetic information, sexual orientation or gender identity.