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Students with disabilities have a right to equal access to all college programs, activities, services and facilities. RCC works to ensure that the needs of students with disabilities are met both inside and outside of the classroom. In order to receive accessibility services, students must provide appropriate documentation of their disability as well as adhere to the policies and procedures that are outlined in the Accessibility Services Handbook.

Accessibility Services Handbook
The Accessibility Services Handbook serves as a guide for both students and faculty. It is the main document that includes all policies and procedures related to accessibility services. Students are expected to follow all policies, procedures and guidelines described in the handbook; failure to do so could impact the ability to receive accommodations at the college.


Registration packet for Accessibility Services - Please submit this form to the Accessibility Counselor to request accommodations and/or accessibility services. Contact information is below.

2016-2017 Accessibility Services Handbook - This describes processes of Accessibility services at RCC.

FAQs on Accessibility Services for Faculty and Staff - This handout describes processes for faculty/staff on providing accommodations to students 


Section 504/ADA Grievance Procedure


Students who believe they have been subjected to discrimination on the basis of disability, or have been denied access to services or accommodations for which they are entitled, may file a grievance under this procedure.

  • When to Use the 504/ADA Grievance Procedure?
    The 504/ADA Grievance Procedure is applicable to all students at the College. It is designed to address disputes that include, but are not limited to, the following:
    1. Disagreements about a requested service or accommodation of a College practice or requirement.
    2. Inaccessibility of a program or activity.
    3. Harassment or discrimination on the basis of disability.
    4. Violation of privacy in the context of a disability.
    For all disability-related grievances, the 504/ADA Grievance Procedure is to be used. The 504/ADA Grievance Procedure can be viewed in its entirety by accessing page 28 of the Accessibility Services Handbook.

  • Requesting Services & Counselor Contact Information?
    You must self-disclose to the Counseling Services Department that you have a disability and request services. Appropriate documentation of educational needs relevant to a disability and functional limitations is required before services are provided.

  •  Dr. Bob Lowdermilk, VP for Student Development 
    336.342.4261, ext. 2128

  •  Deborah Wodhanil, Accessibility Counselor
    336.342.4261, ext. 2243

Frequently Asked Questions

  • What services do you have for persons with disabilities?
    A counselor coordinates accommodations for all qualified students with documented disabilities. The services an individual receives are determined by his/her disability documentation and functional limitations.

  • What kind of financial assistance is available for persons with disabilities?
    All students are encouraged to apply for financial aid. The primary responsibility for financing a college education rests with the individual student. However, financial aid is available to students who qualify and is used to supplement personal, family, and community resources. Agencies such as Vocational Rehabilitation and Services for the Blind may provide similar assistance to eligible students. Aid includes grants, scholarships, employment and loans. The Financial Aid Office is open until 6:00 p.m. on Wednesday nights. If you would like additional information, stop by the Financial Aid office in Whitcomb Student Center or call 336.342.4261, ext. 2203

  • Do you do testing for learning disabilities or attention deficit disorder?
    RCC does not do any type of testing for disabilities. However, referrals for testing can be made to appropriate community resources

Responsibilities for Students & Faculty

  • Students:
    Students with disabilities must maintain the same responsibility for their education as non-disabled students. This includes maintaining the same academic progression standards, maintaining appropriate behavior and giving timely notification on any needs requiring reasonable accommodations. Each college student with a disability must identify him/herself as a student with a disability within a reasonable and timely manner.  A student may choose to self-disclose his/her disability to faculty members or Student Development staff. However, to receive accommodations, students must meet with the Accessibility Counselor (or designee), and provide appropriate documentation of the disability. Each student is encouraged to discuss special needs he/she may have in a specific setting with his/her instructor. Self-advocacy promotes independence and develops the skills the student needs to function successfully in the work world.

  • Faculty:
    Faculty should include a statement on their course syllabi that urges students to contact the Accessibility Counselor if they would like to receive accommodations due to a disability. Faculty are not required to provide accommodations until they receive notification from the Counseling Services office.  Students and faculty can get more information about their individual responsibilities by accessing pages 10 & 11 of the Accessibility Services Handbook.

Tips for Student Success:

  • Set realistic goals and priorities for course work. You may want to begin with a reduced course load.

    Be prepared to request reasonable accommodations in your course work so you can learn and demonstrate your knowledge of course material.

    Become knowledgeable and comfortable about describing your disability and related academic limitations/concerns so you can advocate for yourself with faculty and staff.

  • Keep only one calendar with all relevant dates, assignments, and appointments. Do not try to keep a schedule in your head. Refer to it frequently.

    Attend class regularly. Sit toward the front of the classroom to maximize your contact and to reduce distractions.

    Audio-record lectures. Get instructor permission first. You may get a better quality by putting the recorder near the speaker, rather than on your desk. Selectively record key points using the pause switch.

  • Listen to the audio-recording or review your written notes as soon as possible after class to refresh your memory and to fill in any gaps. General good study practice says within 24 hours.

    Estimate how long a given class assignment will take, generally planning on two hours outside of class for every hour in class. Build in study breaks; fatigue is a big time waster.

    If you learn better by listening to others and discussing what you have learned, start or join a study group.

  • Take advantage of campus resources, labs and tutors that are available to all students.

    If you are having trouble or feel overwhelmed, talk with the instructor immediately. Do not hesitate to seek help. It is critical that you link up with campus supports before you fall behind in your work.

Campus Resources