Intake Process

The Application Process:

NOTE: Complete the COCC application process before applying for services. Please see below for information regarding admissions.

1. Review your documentation (with an appropriate licensed professional if needed) ahead of time and make a list of the accommodations that are recommended to you. Ask for explanations of your disability, its limitations, management strategies to help, etc. The more information you know of this disability/documentation, the more you will be able to know what to self-advocate for. Here are example questions you can use as a guide to ask your medical provider. You can even show your provider a copy of the documentation guidelines and ask them to provide more information in their written documentation in order to meet the documentation guidelines. Take notes during this meeting! Refer to our documentation guidelines in the "Do I Qualify" section for details. We encourage you to use that as your checklist to see if your documentation qualifies.

2. Fill out the online application, including reading the Disclosure Form, located on the previous webpage

3. Upload a copy of appropriate documentation of your disability which states a documented disability, notes its substantial impact to one or more major life activities, and explains functional limitations. You will be prompted to upload your documentation after submitting the online application.  An easy way to do this is to save an electronic copy of it to your device, then upload it to the application link.  You may need to upload it in separate files depending on the length of your documentation. 

4. You will be contacted within three business days to schedule an appointment once your application and documentation have been received and reviewed. If your documentation is not suffice, or additional forms are needed, you will be notified via email that more information is needed before your appointment can be scheduled.

If you would like to allow permission for Disability Services to respond to inquiries on your behalf, then you will need to complete and send back our release of information.  This is separate from the Admissions and Records release in order to comply with confidentiality laws pertaining to disability.  You as the student will still be included on any responses.  You can email the release to or upload it to the documentation link you received when you submitted your application.   

The Appointment Process:

During your appointment, you may be asked to discuss any of the following:

1. Describe your disability and where it creates barriers for you in the physical/learning environment. Be prepared to disclose and discuss this in depth. Can you answer the questions: "What is my diagnosed disability(ies)? What is it's impact on my academics? How does it interfere with my learning?" Here are example questions you can use as a guide to help you describe your disability and the functional limitations you experience.

2. Review the documentation of disability you provided which supports the accommodation requests you are making. Can you answer this question: "What accommodations have I previously had and/or are asking for, and how does my documentation support this?"

3. Review the strategies and accommodations which have worked for you in other learning environments, and of your existing support system.

4. Request specific services and accommodations at COCC, and discuss your responsibilities to advocate for yourself.

5. Discuss your plans and goals, COCC's services, programs and facilities and what is readily available.

6. Refer to other outside services such as community resources, low cost technology, etc. (See the 'support resources' tab)


The Accommodation Request Process:

After your intake process is complete, follow these steps to request your accommodations:

1. You will receive a recap email that states the accommodations you were approved for, as well as directions for how to submit your accommodation requests for your courses.  These directions are also listed on the main page in the 'Returning Student' section.  Once you submit your requests, you and your instructor will receive an email containing your letter of accommodations, which contains further directions on how to implement the accommodations.  You will need to submit these requests for every class, every term that you are requesting accommodations. 

3. Speak to your instructors in order to confirm the email was received and your plan of implementation for your accommodation requests.  Some of your accommodations may have options to choose from, or need advance notice of at least 24 hours, so you and your instructor need to confirm these.  It is recommended for you to request a time to meet with them during their office hours to review the accommodations.  Instructors are willing to assist students once they know that accommodations are reasonable and are based on documented disabilities.

4. Work collaboratively to implement and trouble shoot problems throughout the term. This reiterates open dialogue and constant communication with your instructors. You are not required to disclose your disability to anyone outside of the Disability Services Office, however coordinating the preparation of accommodation use will require discussion with each instructor. In addition, the Coordinator is available to confer with the instructor and/or student regarding any questions about accommodations being provided.

Preparing for College

If you believe you will need any accommodation based on learning or physical barriers you encounter, it is important that you connect with the Services for Students with Disabilities Department early on, or even before, the term begins. This early contact will help us, and you, to do the appropriate planning. COCC will make every reasonable effort to accommodate you even if you do not meet these recommended timelines, and certain accommodations can be arranged without a lot of pre-planning. Determining what assistance you are eligible for and making the necessary arrangements to have it in place by the time classes begin often takes time. (Examples of accommodations where early planning is very important include requests for sign language interpreters, print material in alternate format or specialized equipment.). Students in high school transition programs will want to make this contact even earlier, about midway through their senior year.

The college environment differs greatly from high school or other learning environments you may have previously encountered. According to the Oregon Post-Secondary Education Transition Guide:

"If students are interested in attending college, they need to know about and do many things in order to be successful in that setting. This is particularly true for those who wish to enroll in and complete Academic and Professional-Technical Programs."

The Guide lists the following key factors for a student's success:

  • level of interest and motivation
  • independence, self-direction and self-advocacy skills, knowledge about him or herself
  • academic abilities
  • information about college programs and services
  • resources for support.

These factors are equally important whether you are a traditional student transitioning from high school, or a student returning to school at a later time in your life.

Admission & Registration

Admission procedures are outlined in the college catalog and in the schedule of classes published each term. You may also go to the COCC Admissions website, for more information.

Adult Basic Skills

Students who are interested in COCC, but not ready for college credit instruction-should look into Adult Basic Skills (ABS). The ABS program provides high school completion courses, GED test preparation, and basic skills instruction in reading, writing, spelling, math, study skills and basic computer technology. Assessments are available to help the student determine current skill levels and learning style. Enrollment occurs through the quarter. For more information, call COCC Adult Basic Skills, (541) 504-2950, or go to Adult Basic Skills.


Return to Guide for Students with Disabilities Index