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ÌÇÐÄ´«Ã½ is committed to ensuring that all individuals have equal access to programs and services offered by the college. If you are a student with a documented disability seeking accommodations, please follow the guidelines below after applying to the college. MassBay uses the Accommodate platform for all accommodation requests. You can find Accommodate on OneLogin.

1. Complete the Accommodation Request Form

Once you are an admitted student with a MassBay email and ID number, complete the . You can upload documentation directly to this form or email to arc@massbay.edu. Once the form is complete, you’ll receive an email about how to make an appointment.

2. Schedule an Initial Meeting

Schedule an initial meeting with our office to complete the registration process. You can schedule meetings through the Accommodate (Students) tile on OneLogin or email arc@massbay.edu

3. Activate your accommodations each semester by completing a Semester Request

Submitting a Semester Request creates your accommodation letter and sends it to your current instructors. In Accommodate, click Accommodation > Semester Request > Add New > Choose current semester from pull-down menu > Review the Renewal.

Accommodations may differ from class to class (and semester to semester) because your needs may differ based on the academic topic and nature of instruction in a particular class.

It is the student’s responsibility to communicate with instructors regarding the use of accommodations throughout the semester. Connecting with available resources and self-advocacy skills are key to college success. Stay in touch with your instructors and the Accessibility Resources Center and reach out to us if you have questions or need support.

1. Schedule an Intake Meeting with Accessibility Resources
   Schedule an intake meeting with an Accessibility Specialist to disclose and document your disability and to register with the Accessibility Resources Center. Appropriate documentation should be submitted prior to your intake meeting. Submit your documentation via email to arc@massbay.edu or directly to the Specialist with whom you are meeting.
2. Schedule an Individual Date for Placement Testing
   Contact Accessibility Resources to schedule an individual placement test date to be proctored by an Accessibility Specialist. Do not schedule on a group testing date. When you schedule the appointment, the Specialist will discuss any accommodations you may need for the test. The test consists of three parts — Reading, Writing and Math — you may schedule the parts of the test on different dates if necessary.
3. Preparing for the Placement Test
   There is a wealth of information about the placement test, including available test prep workshops, on the MassBay website.
   You can find practice questions on the as well.
4. After Testing
   After you complete the placement test, your proctor can review your score with you. The next step is to register for the MassBay Orientation, and there you will be connected to an Advisor who can help you choose the right classes.

Determinations of reasonable accommodations are made on a case-by-case basis using the interactive process.

• Extended time on exams and quizzes
• Exams Administered in a reduced-distraction environment
• Use of a classroom note-taker
• Use of alternative format text
• Use of a recording device for lectures
• Assistive technology

For students requesting ASL Interpreters, CART resources or other assistive technologies, please contact our Assistive Technology Accessibility Specialist, Ellen DiMarzo at edimarzo@massbay.edu or 508-270-4286.

Services that we do not provide:

• Personal Care Attendants
• Transportation
• Diagnostic evaluations
• Modified coursework

The dimensions of good documentation discussed below are suggested as a best practices approach for defining reasonable accommodations. By identifying the essential dimensions of documentation, the Accessibility Resources Center at MassBay allows for flexibility in accepting documentation from the full range of theoretical and clinical perspectives. This approach enhances consistency and provides stakeholders (students, prospective students, parents and professionals) with the information they need to assist students in establishing eligibility for services and receiving appropriate accommodations.

1. The Credentials of the Evaluator(s)
   The best quality documentation is provided by a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training, has relevant experience, and has no personal relationship with the individual being evaluated. A good match between the credentials of the individual making the diagnosis and the condition being reported is expected (e.g., an orthopedic limitation might be documented by a physician, but not a licensed psychologist).
2. A Diagnostic Statement Identifying the Disability
   Quality documentation includes a clear diagnostic statement that describes how the condition was diagnosed, provides information on the functional impact, and details the typical progression or prognosis of the condition. While diagnostic codes from the Diagnostic Statistical Manual of the American Psychiatric Association (DSM-V) or the International Classification of Functioning, Disability and Health (ICF) of the World Health Organization are helpful in providing this information, a full clinical description will also convey the necessary information.
3. A Description of the Diagnostic Methodology Used
   Quality documentation includes a description of the diagnostic criteria, evaluation methods, procedures, tests and dates of administration, as well as a clinical narrative, observation, and specific results. Where appropriate to the nature of the disability, having both summary data and specific test scores (with the norming population identified) within the report is recommended. Diagnostic methods that are congruent with the particular disability and current professional practices in the field are recommended. Methods may include formal instruments, medical examinations, structured interview protocols, performance observations and unstructured interviews. If results from informal, non-standardized or less common methods of evaluation are reported, an explanation of their role and significance in the diagnostic process will strengthen their value in providing useful information.
4. A Description of the Current Functional Limitations
   Information on how the disabling condition(s) currently impacts the individual provides useful information for both establishing a disability and identifying possible accommodations. A combination of the results of formal evaluation procedures, clinical narrative, and the individual’s self-report is the most comprehensive approach to fully documenting impact. The best quality documentation is thorough enough to demonstrate whether and how a major life activity is substantially limited by providing a clear sense of the severity, frequency and pervasiveness of the condition(s). While relatively recent documentation is recommended in most circumstances, common sense and discretion in accepting older documentation of conditions that are permanent or non-varying is recommended. Likewise, changing conditions and/or changes in how the condition impacts the individual brought on by growth and development may warrant frequent updates in order to provide an accurate picture. It is important to remember that documentation is not time-bound; the need for recent documentation depends on the facts and circumstances of the individual’s condition(s).
5. A Description of the Expected Progression or Stability of the Disability
   It is helpful when documentation provides information on expected changes in the functional impact of the disability over time and context. Information on the cyclical or episodic nature of the disability and known or suspected environmental triggers to episodes provides opportunities to anticipate and plan for varying functional impacts. If the condition is not stable, information on interventions (including the individual’s own strategies) for exacerbations and recommended timelines for re-evaluation are most helpful.
6. A Description of Current and Past Accommodations, Services and/or Medications
   The most comprehensive documentation will include a description of both current and past medications, auxiliary aids, assistive devices, support services, and accommodations, including their effectiveness in ameliorating functional impacts of the disability. A discussion of any significant side effects from current medications or services that may impact physical, perceptual, behavioral or cognitive performance is helpful when included in the report. While accommodations provided in another setting are not binding at MassBay, they may provide insight in the decision-making process.
7. Recommendations for Accommodations, Adaptive Devices, Assistive Services, Compensatory Strategies, and/or Collateral Support Services
   Recommendations from professionals with a history of working with the individual provide valuable information for review and the planning process.  It is most helpful when recommended accommodations and strategies are logically related to functional limitations; if connections are not obvious, a clear explanation of their relationship can be useful in decision-making. While MassBay has no obligation to provide or adopt recommendations made by outside entities, those that are congruent with the programs, services, and benefits offered by the college or program may be appropriate. When recommendations go beyond equitable and inclusive services and benefits, they may still be useful in suggesting alternative accommodations and/or services.
   
   Adapted from AHEAD: Seven Elements of Quality Disability Documentation

The process for determining accommodations for students in college is different than in high school.

Phoebe Bustamante, Director of Accessibility Resources
pbustamante@massbay.edu
781-239-2626

Lisa Armstrong Smith, Coordinator of Accessibility Resources
larmstrongsmith@massbay.edu
781-239-2622

Ellen Brown, Assistive Technology Accessibility Specialist
ebrown@massbay.edu
508-270-4286

Whitney Bowler, Accessibility Specialist
wbowler@massbay.edu
781-239-2234

Cristina Valente, Accessibility Specialist
cvalente@massbay.edu
508-270-4267

Thomas Sheehan, Accessibility Specialist
tsheehan@massbay.edu
781-239-2234

The Accessibility Resources Center (ARC) provides students with executive function coaching to support the transition to college and promote academic success. These services are available to students registered with ARC. 

Students receive support in:

• Executive function skills like time management, organization, and planning and prioritizing
• Navigating campus resources
• Guidance with non-academic challenges
• Support with college transition
• Goal-setting and accountability

Kelly Corrigan, Executive Function Coach
kcorrigan@massbay.edu

Eleni Cortis, Executive Function Coach
ecortis@massbay.edu

Shanera Brodie, Special Program Coordinator
sbrodie@massbay.edu