Our Mission
to empower DACC students in removing academic and personal barriers by providing a supportive educational environment to ensure full access and participation.
Students Served
Disabilities of students served by the SAS are classified into the following categories:
- Learning Disabilities – a neurological impairment, resulting in below-average functioning in some academic areas with average to above-average functioning in other areas.
- Attention Deficit Disorder – a neurological impairment resulting in an inability to focus attention on one stimulus. Characterized by an inability to focus and concentrate for long periods.
- Sensory – a reduction in the ability to see or hear.
- Health Disabilities – a wide range of disabilities that result from medical conditions. These include lupus, arthritis, multiple sclerosis, cancer, epilepsy, respiratory problems, etc.
- Non-Ambulatory – because of the nature of the disability, a wheelchair or scooter is used for mobility.
- Psychological – a disability characterized by a reduction in appropriate thinking or social behavior.
- Traumatic Brain Injury – neurological impairment resulting in loss of cognitive, psychological and physical functioning.
SAS Purpose
- Assistance in obtaining appropriate documentation.
- Determination of reasonable academic accommodations.
- Provision of adaptive equipment.
- Advocacy with faculty members.
- Resolution of problems of physical accessibility.
Americans with Disabilities Act (ADA)
Section 504 of the Rehabilitation Act, 1973
The Federal Rehabilitation Act is a Civil Rights statute designed to prevent discrimination against individuals with disabilities.
For more information visit: https://www2.ed.gov/about/offices/list/ocr/504faq.html
Americans with Disabilities Act (ADA), 1990
Americans with Disabilities Amendments Act (ADAA), 2008
The ADAA covers rights associated with ticket purchases, services animals, personal mobility devices, among other disability-related regulations.
For more information visit: https://www.ada.gov/regs2010/titleIII_2010/titleIII_2010_withbold.htm