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Preparing for Your Welcome Meeting with Student Accessibility Services (SAS)

Your Welcome Meeting is an opportunity to talk with the Accommodations Coordinator about how Student Accessibility Services can support your access and success at Georgia Piedmont Technical College. Being prepared will help us better understand your needs and determine appropriate accommodations.

During the meeting, you should be ready to discuss your disability and how it impacts you in an academic setting. The more information you are comfortable sharing, the better we can partner with you.

Please be prepared to discuss the following:

Understanding Your Disability

  • What is your disability? Be able to name and describe it in your own words.

Impact in the College Setting

How does your disability impact you in any of the following areas?

  • Classroom experiences (lectures, group work, labs, physical activity, sitting for long periods)
  • Quizzes and exams (multiple-choice, essay, timed tests, online or in-person exams)
  • Communication (listening, speaking, writing, using email or technology)
  • Course work and materials (reading, writing, note-taking, listening)
  • Campus access (mobility, navigation, orientation)

Previous Supports

  • What accommodations or supports have you used in the past?
  • How did those accommodations help you?

Current Accommodation Needs

  • What accommodations do you believe you will need at GPTC?
  • Why are these accommodations necessary as they relate to your disability?

Your Welcome Meeting is a collaborative conversation focused on access, not limitations. Our goal is to ensure you have equal opportunity to participate fully in your courses and campus life.

If you have questions before your meeting, please contact Student Accessibility Services at accessibility@gptc.edu.

Differences Between High School and College

Legal Comparisons

Topic Public School System (K-12) College or University
What law tells the school system what to do for students? Individuals with Disabilities Education Act (IDEA) ensures free and appropriate public education for children with disabilities in the K-12 educational system. The ADA and Section 504 of the 1973 Rehabilitation Act also apply. Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act protect college students with disabilities from discrimination by providing equal access to programs and services.
Who is this law for? Students whose disabilities impact their ability to do well in school. Any student with a physical or mental impairment that substantially limits one or more major life activities.
Who is responsible for helping students with disabilities? Parents and teachers identify students needing assistance. Schools pay for needed accommodations and testing. Students must self-identify as needing assistance due to a disability. Institutions are responsible for providing equal access.
What type of plan is made for a student who has a disability that impacts their performance? Individual education plans are developed and updated throughout the student’s school years. Reasonable accommodations are determined through an interactive process between the student and the institution. Accommodations generally remain in place while the student is enrolled unless a change is requested.

Accommodation Process

Topic Public School System (K-12) College or University
Who starts the modifications or accommodations? Once a disability is documented, services are provided to the student. The school is ultimately responsible for identifying a student’s educational needs. Once accommodations are approved, students are responsible for requesting the accommodations each time they are needed while following established processes.
Does a student’s family know about the accommodations? Until the child reaches age of majority, families must be invited to attend the IEP meeting to discuss support for their child. Parents are not notified of services or accommodations unless the student grants written permission that information may be released.
Who is responsible for helping the student obtain what they need in school? Teachers, Principals, and other school staff. Students must advocate for themselves and request what they need. Institutions must provide any approved accommodations thereafter
Are assignments changed? Assignments and tests may be changed as a modification. A student may have a lower standard of course mastery. Students have the same assignments and take the same exams as their peers unless a make-up is needed.

Academic Expectations

Topic Public School System (K-12) College or University
How much of a student’s time is spent in the classroom? Approximately 30 hours per week is spent in class. The students’ time is monitored and structured. Approximately 12 to 15 hours per week is spent in class. An additional 2 to 3 times may be spent studying outside of class. Students are responsible for managing their own time.
Can a student make up work and obtain class notes when they miss class? Teachers are required to provide students with missed assignments and notes. Generally, course materials are posted in the online learning management system utilized by the institution. If not, students are expected to ask for materials from missed classes from their instructor and notes from their peers. Assignments and exams are allowed to be made up according to the professor’s course policy as established in the syllabus. Accommodations may be provided for make-up exams.
Do students have to read the textbook? Students are usually assigned short and frequent readings. Most high school teachers will teach and review the reading in class. Students are told what they need to know. Generally, students are assigned readings from the textbook. They are expected to read and comprehend it on their own time. Most of the materials are generally covered in the lecture; so it is important to take good notes from the textbook and during the lecture.
Will there be homework assignments? Homework may be frequent, and assignments are usually checked or turned in. Students are reminded if assignments are missing. Course assignments are frequent in higher education and students are expected to complete them by the established deadlines. Reminders are sometimes provided.
What if I don’t understand what my teacher is teaching me? Teachers may approach you if they believe you need help, or you “appear” to look confused. Professors expect you to come to them if you need assistance. They usually have office hours each week and students are welcome to stop by for assistance or request an appointment. This information is generally available on the course syllabus.
How often are students tested on the material? Testing is frequent and covers small amounts of material. Testing is usually infrequent and may cover large amounts of material. A class may have only 2 to 3 tests in a semester.

Got a question for us? Take a look at some of our most frequently asked question from prospective students:

Does my IEP/504 transfer from High School?

One of the major differences between high school and college for students with disabilities is that at the college level, you MUST SELF-IDENTIFY by disclosing disability to the SAS in order to receive accommodations. This means that unless you contact the SAS, we will not know that you are a student with a disability, nor will we have any of your information or documentation.

Some of the accommodations on your IEP/504 from high school might still be possible to implement in college, but please do not assume that we know anything about your disability or your accommodations if you have not contact us directly.

What accommodations can I have?

The SAS determines accommodations during a one-on-one interactive intake with each student. Two students with the same disability may face different barriers, require different accommodations, and have different preferences for their accommodation plan. The following are examples of some of the accommodations that may be provided:

Accommodations for Exams/Quizzes

  • Additional Time
  • Quiet/Reduced Distraction Environment
  • Use of Assistive Technology

Accessible Technology

  • Text to Speech Programs
  • Speech to Text Programs
  • Digital Recorders
  • LiveScribe Pens

Alternative Formats

  • Large Print
  • Electronic Text
  • Braille

Notetaking Services

  • Peer Notetaker
  • Notetaking Applications

Communication Access

  • ASL Interpreting
  • Real-time captioning
  • Captioned Videos

Classroom Accommodations

  • Accessible Furniture
  • Accessible attendance
  • Mobility assistance

If I register with the SAS, who will know about my disability?

All documentation and conversations with the SAS remain confidential unless a student gives us express permission to share. This means that you as a student are in the driver’s seat of who knows about your accommodations and your disability. Our Letters of Accommodation (LOAs) do not include any information about diagnosis, only details about accommodations to be implemented. Instructors and/or staff members should not ask for a student’s medical or diagnostic information – if this happens to you, notify the SAS right away and we can help to explain your rights to the faculty or staff member in question.

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