Disability Services

Welcome to Disability Services. MCC aims to provide an inclusive campus that is accessible to all students, including those with disabilities. Disability Services is committed to serving the diverse student population at MCC by promoting full participation and equal opportunity for students with disabilities to pursue higher education. We look forward to working with you.

MCC Disability Services is available both on campus and remotely to support students with disabilities. if you prefer a remote appointment, please download Microsoft Teams prior to the meeting.  Microsoft Teams allows us to conduct appointments with both video and audio.  Students can download Office 365 for free through myCommNet, which includes Microsoft Teams.  Here are instructions on how to download Microsoft Teams:

Download Microsoft Teams instructions
Microsoft Teams Quick Start Guide

If you are new to MCC and are seeking services because of a disability, or are a current student seeking services, the first step is to send us documentation of your disability.

Once your documentation has been received and reviewed, you will be contacted  to schedule your intake appointment with one of our disability specialists. If you do not hear from us after one week, please contact our office to ensure that we have received your documentation.

Please use the upload page  to provide us with documentation of your disability.

Documentation Requirements for All Diagnoses

  • Identification of a specific diagnosis; vague descriptions such as “learning issues” or “anxiety problems” are not sufficient
  • Explanation of diagnosis from an authorized agency, individual or medical source
  • Description of how your disability may affect you in an academic setting
  • Names, titles and professional credentials of the evaluators included on official letterhead
  • Summary of Performance (SOP) and most recent IEP or 504 Plan, if available

Documentation Requirements for Specific Diagnoses

In addition to the documentation required for all diagnoses (see above), here is a list of additional documentation requirements for specific diagnoses.

Learning Disabilities

  • Full, comprehensive diagnostic report, including subtest scores and interpretation of results
  • Testing should include both Standardized Cognitive Testing – examples include Wechsler Adult Intelligence Scale (WAIS), Wechsler Intelligence Scale for Children (WISC), Woodcock-Johnson Tests of Cognitive Abilities, Stanford-Binet Intelligence Scale – and Standardized Achievement Testing – examples include  Wechsler Individual Achievement Test (WIAT), Woodcock-Johnson Tests of Achievement


Documentation must come from a clinical psychologist, licensed counselor, psychiatrist, neurologist or certified school-based evaluator; we do not accept documentation from pediatricians or family physicians. Documentation should include:

    • History of attention deficit symptoms, including how it affected you in an educational setting
    • List of evaluation methods, such as rating scales, interviews, and observations, used to diagnose the ADHD and rule out other diagnoses
    • Specific diagnosis based on DSM-V diagnostic criteria
    • Interpretive report that summarizes results and makes specific recommendations based on these results

Autism Spectrum Disorder

  • A diagnostic report from either a neurologist, a psychologist or a psychiatrist
  • Standardized cognitive testing, such as the WAIS (Wechsler Adult Intelligence Scale) or Wechsler Intelligence Scale for Children (WISC)
  • Achievement testing, if available

Low Vision or Blindness

An ocular evaluation from an ophthalmologist with:

    • Supporting numerical description including visual acuity with and without correction
    • Description of any visual aids currently used
    • Description of educational impact of your visual impairment
    • Specific recommendations for accommodations

Deaf or Hard of Hearing

An audiological evaluation or audiogram documenting:

    • The type, degree, and configuration of hearing loss
    • Description of any audiological technologies currently used, including hearing function with these technologies
    • Description of educational impact of your hearing impairment
    • Specific recommendations for accommodations

Physical, Mobility, or Chronic Medical Conditions

A letter from your treating physician documenting:

  • A specific diagnosis using ICD-10 criteria
  • A description of how your diagnosis affects you in an educational setting
  • Specific recommendations for accommodations

Mental Health Conditions

A letter from your treating mental health professional (e.g., licensed clinical psychologist, psychiatrist, neurologist, marriage and family therapist, licensed clinical social worker, licensed professional counselor) which contains:

  • A specific psychiatric diagnosis using DSM-V criteria
  • A description of how your diagnosis affects you in an educational setting
  • Specific recommendations for accommodations
  • Date of last clinical contact (should have been within the last year)

“Emotional Disturbance” (ED) or “Serious Emotional Disturbance” (SED) are not acceptable diagnoses at the post-secondary level.

If you have worked with us in the past, please email the individual provider with whom you originally had your intake appointment:

Provider name Provider email
Amy Anderson aanderson@manchestercc.edu
Gail Stanton gstanton@manchestercc.edu
Georgette Hyman ghyman@manchestercc.edu
Joseph Navarra jnavarra@manchestercc.edu

If you do not remember who your provider is, you can contact Joseph Navarra at jnavarra@manchestercc.edu or 860-512-3592 and he will direct you to the appropriate staff member.

Mission Statement

Manchester Community College is committed to providing equal access to students with disabilities in accordance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973.

Disabilities services at MCC are designed to help you develop strategies that will help you succeed in college. Our services will help remove obstacles to the learning process that are related to your disability. Ultimately, our aim is to provide reasonable accommodations to provide you with the same opportunity to learn as any other student on campus.

Assistive Technology and Software

The following assistive technology is currently available:

  • FM System: For students with a hearing impairment; this device enables the student to hear what the professor is saying.
  • CCTV: For students with low vision, documents can be place under its camera and enlarged, and have its color or contrast adjusted.

The following software types are currently available:

  • Speech-to-Text: For students with fine motor skills impairment; this software allows stduents to type using their voice.
  • Text-to-Speech: For students with reading disabilities; this software presents textbooks in both visual and auditory formats.  Students are able to listen to their textbook as they read.
  • Screen Readers: For students who are blind/or have low vision; this software verbalizes actions on the computer screen.
  • Screen Magnifiers: For students with visual impairments; this software magnifies the computer screen.
  • Visual writing  organizers: For students needing assistance to organize their written assignments

For students needing  assistive technology or E-books, Jacquelyn Dannaher, serves as our Assistive Technology Specialist.  She can be reached at 860-512-3594 or jdannaher@manchestercc.edu. She is available to provide training to students with disabilities in the college’s Assistive Technology Lab (L131) on how to use our computer-based assistive technology. She also provides textbooks in an electronic format (e-books) to students who qualify.   Note: You must first have your intake appointment with one of the above providers before you can access assistive technology or E-books.

Download the E-Book Request Form

Service Animals

Service animals, under the Americans with Disabilities Act, are dogs that have been trained to perform a specific task, and are able to go wherever their owner goes, with very few exceptions.

Service animals perform many functions, like guiding someone who is blind, helping a person with physical limitations to walk or press automatic door openers, or helping an owner to short-circuit psychiatric symptoms associated with PTSD or Panic Disorder.

There are only 2 questions that can be asked of the owner of a service animal to determine its legitimacy:

  1. Do you have the animal because of a disability?
  2. What is the animal trained to do?

If it is readily apparent that the dog is providing a service, as in the case of helping to guide a blind person, these questions are considered inappropriate and should not be asked.

There is no requirement that service animals be “certified”, “registered” or wear a vest. Owners will sometimes use these devices to alert or educate the public, but there is no legal expectation for their use.

The owner of a service animal is responsible for cleaning up after it. A service animal can be banned if it is not housebroken or if the animal is disruptive.

A service animal cannot be excluded from a class merely because another student has a dog allergy. Our staff would work with an instructor to make sure the service animal and the student with a dog allergy keep a safe distance in the classroom.

With the owner’s permission, others may interact with a service animal.

For those interested in learning more about service animals, the following Department of Justice publications are available: one with the final regulations about service animals, and the other to a frequently-asked-questions page.

Final Regulations on Service Animals
Frequently Asked Questions about Service Animals and the ADA

Reasonable Accommodations

A reasonable accommodation is a modification or adjustment to a course, program, service, job activity, or facility that ensures an equal opportunity for qualified students with disabilities to participate in, and enjoy the benefits of, a service, program, or activity. Aids, benefits, or services need not produce equal results, but must afford an equal opportunity to achieve equal results. When necessary, Disability Services staff will consult with faculty regarding whether an accommodation would fundamentally alter the nature of the service, program or activity or whether an academic requirement is essential to the instruction being pursued or to any directly related licensing requirement. In doing so, Disability Services will examine the following:

  • Barriers between individuals with disabilities and the campus environment in accessing courses, programs, services, jobs, activities or facilities without accommodations;
  • Requested modifications, accommodations, and auxiliary aids;
  • Whether the proposed accommodations would fundamentally alter the nature of the course, program, service, job, activity, or facility;
  • Whether an academic requirement is essential to the instruction or to any directly related licensing requirement;
  • Whether effective alternatives exist that would allow the individual with a disability to participate without lowering essential requirements or fundamentally altering the nature of the program.

When the college determines that a modification related to facilities or communication would result in a fundamental alteration or undue burden, Disability Services shall acquire the written opinion of the proper authority, i.e. department chair of impacted discipline, providing the reasoning supporting the decision.

Download the Disabilities Services Handbook

Student Services Center, SSC L131

Contact Information

Disability Services
Great Path, MS #8
P.O. Box 1046
Manchester, CT 06045

Phone: 860-512-3590
Fax: 860-512-3591