Disability Support Services

Your path to equal access

students on campus
Connect with DSS

Disability Support Services (DSS) has a Canvas page where current students can find information about our services, how to contact us and other helpful links.

Are you a current DSS student? You may now request your accommodations from our Canvas page.

DSS Canvas

What is Disability Support Services?

Disability Support Services (DSS) is dedicated to ensuring equal access and inclusion for all students with either provisional or permanent physical, health, learning, sensory or psychological disabilities. Accommodations may include adaptive equipment, technology, testing, classroom tools and information.

Are you experiencing learning challenges? Do you study, but don't get the grades you want? Do you have trouble understanding what you read? Is there a subject that seems harder than it should? Is it difficult to pay attention in class? 

DSS might be able to help you get the answers you need! Come in or call us for an appointment today. We may be able to refer you for a formal evaluation at no cost to you!

 

At this time, due to COVID-19, we do not have staff on campus. Our current contact information is listed at the bottom of this page.

Privacy is our priority, however, faculty and staff may be informed of your need for reasonable accommodations once you qualify for services. Information regarding a student's disability is considered confidential and will not be released without written permission. 

Resource Center students

DSS Office Location

map indicating DSS Office location

Meet Our Team

As the Director of Disability Support Services, my job is focused on reducing and removing barriers to access across campus. By reviewing accommodation requests, creating accessibility initiatives and collaborating on institutional practices, I am able to help improve student success both inside and outside the classroom. 

Contact me:
509-544-4904 
ldelucaFREECOLUMBIA_BASIN 

My job helps students have the right tools for the job, which includes the belief that they are capable of great things. 

Contact me:
509-542-4661 
npetersonFREECOLUMBIA_BASIN 

My role as an accessibility specialist allows me to work alongside my students to gather them a supply of tools and resources that they can then use to build and create their own success. I may help students get started or steady, but in the end, they can attribute their success to being the phenomenal individuals that they prove themselves to be each day.

Contact me:
509-542-5557 
bbullockFREECOLUMBIA_BASIN 

I am fortunate to have been employed with Disability Support Services at CBC for the past 23 years. Being able to interact with students, instructors, CBC staff and community agencies, providing classroom accommodations, problem solving and sharing department information has not just been a job, but a rewarding career that I truly love. The student success I see daily, really warms my heart.

Contact me:
509-544-8794 
kfreemanFREECOLUMBIA_BASIN 

photo of Vicki Walton

My job helps students access all digital content with assistive technology and any type of device they need to use to navigate this content. I also help students in their classrooms with any hardware or software they may need to use to improve their learning experience. 

Contact me:
509-542-4428 
vwaltonFREECOLUMBIA_BASIN 

photo of Donny Anderson

As part of the Assistive Technology team, I help students find technology-based solutions to ensure they can access content in their coursework and across campus, as well as the training they need to utilize the technology they use. I also help ensure our digital content is accessible to students and the greater community.

Contact me:
509-543-1448 
dandersonFREECOLUMBIA_BASIN 

photo of Kim Cutsforth

I influence student success while interacting with students at the front desk, making it a supportive encounter and through the management of Test Proctoring, making sure it is run as smoothly as possible for our students and instructors. Behind the scenes, I work on the budget and organization for the group that help to ensure a positive experience for students who utilize our services.

Contact me:
509-542-5525 
kcutsforthFREECOLUMBIA_BASIN 

Documentation Guidelines

Disability Support Services cannot authorize any accommodation unless it is supported by appropriate documentation. The documentation helps to establish that the student can be considered a person with a disability, the impact of the disability and determine which reasonable accommodations are appropriate for the student. In accordance with state and federal laws, accommodations must be determined on a case-by-case basis supported with documentation from a qualified practitioner who is properly licensed and/or credentialed to diagnose and treat the condition within the scope of their practice.

You need a written statement from a qualified practitioner including:

  1. A diagnosis of the disability/health condition.
  2. Statement of clearly defined current functional limitations related to the disability/health condition with specific focus on barriers to the educational and/or housing environment.
  3. Statement of prognosis: permanent or temporary. If temporary, information on the expected duration of the disability/health condition and timeline for re-evaluation.
  4. Information regarding medications prescribed and the side effects of those medications (if needed for identification of appropriate accommodations).
  5. All documentation must be on the diagnostician’s letterhead, and signed and dated by a clearly identified diagnostician on the report. Reports should include credentials and contact information for the individual providing the diagnosis.

You need a written statement from a qualified practitioner including:

  1. Audiology report.
  2. Statement of the extent of hearing loss, and prescribed adaptive equipment (e.g. hearing aids, FM system, etc.).
  3. Statement of clearly defined current functional limitations related to the disability/health condition with specific focus on barriers to the educational and/or housing environment.
  4. Audiology report must include the diagnosing practitioner’s interpretation of the results.
  5. All documentation must be on the diagnostician’s letterhead, and signed and dated by a clearly identified diagnostician on the report. Reports should include credentials and contact information for the individual providing the diagnosis.

You need a written statement from a qualified practitioner including:

  1. Ophthalmologic or optometric report.
  2. Statement of the extent of vision loss, and prescribed adaptive equipment (e.g. JAWS, other screen reader, etc.).
  3. Statement of clearly defined current functional limitations related to the disability/health condition with specific focus on barriers to the educational and/or housing environment.
  4. Ophthalmologic or optometric report must include the diagnosing practitioner’s interpretation of the results.
  5. All documentation must be on the diagnostician’s letterhead, and signed and dated by a clearly identified diagnostician on the report. Reports should include credentials and contact information for the individual providing the diagnosis.

You need copies of public school diagnostic testing records or the results of psycho-educational tests administered by a qualified practitioner (psychologist or educational diagnostician). Documentation should have been performed at the adult level.

A single test and/or an informal screening instrument (such as Slingerland) is not acceptable for the purpose of diagnosis.

Individual Education Plans (IEPs) and/or 504 plans, are not sufficient for the purpose of documentation, unless they include the following information:

  1. One instrument which measures aptitude (such as the Wechsler Adult Intelligence Scale-Revised).
  2. One instrument which measures achievement (such as the Woodcock-Johnson Psycho-educational Battery-
    Revised).
  3. DSM diagnostic classification.
  4. Clear evidence of the diagnosis.
  5. A written interpretation of the test results, including the academic areas affected, and functional limitations
    focused on barriers to the educational environment.
  6. Reports should include credentials and contact information for the individual providing the diagnosis.

You documentation should have been performed at the adult level. You need a written statement from a qualified practitioner including:

  1. A diagnosis of ADHD, identifies the ADHD subtype (e.g., inattentive, hyperactive, combined).
  2. DSM diagnostic classification.
  3. A summary of assessment procedures and evaluation instruments used to make the diagnosis, including
    evaluation results and standardized scores.
  4. A written interpretation of the test results, including the academic areas affected, and functional limitations
    focused on barriers to the educational environment.
  5. Medications prescribed, as well as side effects of those medications (if needed for identification of appropriate
    accommodations).
  6. All documentation must be on the diagnostician’s letterhead, and signed and dated by a clearly identified
    diagnostician on the report. Reports should include credentials and contact information for the individual
    providing the diagnosis.

You need a written statement from a qualified practitioner including:

  1. DSM diagnostic, diagnosis of the psychological condition.
  2. A written interpretation of the test results used to make the diagnosis.
  3. Statement of clearly defined current functional limitations related to the disability/health condition with specific
    focus on barriers to the educational and/or housing environment.
  4. Medications prescribed, as well as side effects of those medications (if needed for identification of appropriate
    accommodations).
  5. All documentation must be on the diagnostician’s letterhead, and signed and dated by a clearly identified
    diagnostician on the report. Reports should include credentials and contact information for the individual
    providing the diagnosis.

 

Student testing

 

“Disability Support Services is awesome. They are always helpful and courteous to both faculty and students. The team is there not only to help students achieve, but also to facilitate faculty in equitably assessing student progress.”

Cara Anderson, Assistant Professor for Business

“I am so grateful for the dedicated staff of Disability Support Services (formerly Resource Center) for their commitment to helping faculty provide necessary accommodations to qualifying students. In my nearly 30 years at CBC, many of my students have used their services, mostly for students requiring extra time or other testing accommodations. They have been well organized, giving clear directions and protocols to both students and faculty. When I have forgotten to provide some necessary item, they have given reminder emails or calls. When something goes wrong, they are flexible and make sure that the end result is that the student gets their full accommodation. They go out of their way, including working long hours, to make sure that the student (and faculty) gets what they need. In their capacity, they could take a bureaucratic and officious position, but they go the extra mile with a smile, instead.”

Meg Bartrand, Senior Professor of Mathematics

 

 

What are your rights?

You have a right to services and reasonable accommodations which ensures that you have equal access to all programs and services provided by Columbia Basin College. 

Faculty and staff may be informed of your need for reasonable accommodation once you qualify for services. Information regarding a student’s disability is considered confidential. Information will not be released without the expressed written permission of the student. 

FEDERAL LAW STATES: 

“No qualified individual with a disability shall, by reason of such disability, be excluded from the participation in or be denied the benefits of the services, programs, or activities of any public entity, or be subject to discrimination by any such entity.” 

Americans with Disabilities Act, 1990
Section 202 

 “No otherwise qualified, handicapped individual in the United States shall solely by reasons of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance.” 

Rehabilitation Act of Congress, 1973 
Title V; Section 504 

Students are encouraged to resolve concerns by first contacting Disability Support Services, 509-542-4412 or 1-800-833-6384 Relay Services for deaf and hard of hearing, to discuss their issues. It is in everyone’s best interest that disputes over reasonable accommodations for students with disabilities be settled as quickly and informally as possible. Columbia Basin College also offers a formal procedure for students to lodge a complaint or grievance with the institution. However, anyone who believes there has been an act of discrimination by the College on the basis of disability against any person or group may file a complaint with the: 

U.S. Department of Education Office for Civil Rights

1-800-421-3481 (VOICE) 
1-800-877-8339 (TDD)  

Washington State Human Rights Commission 

1-800-233-3247 

 

If you need this notice in an alternative format, please Contact Disability Support Services. 

T Building, Room T403 
2600 N. 20th Avenue MS-T7
Pasco, WA 99301 
509-542-4412 

MAILING ADDRESS: 

Disability Support Services 
Columbia Basin College 
2600 N. 20th Ave, MS-T7  
Pasco, WA 99301 

PHYSICAL ADDRESS: 

Disability Support Services 
Columbia Basin College 
2600 N. 20th Ave,  
T Building, Room T403 
Pasco, WA 99301 

 

FAST FACTS Disabilty Support Services

1 in 4

People live with a disability in the United States

800+

Students accommodated since fall 2016

100%

Disability Support Services serves students in every program

1

Accommodations are individualized for each student

contact

Students walking around CBC's Pasco campus