Instructional Student Support Services

Disability Services - Special Populations

Students who have disabilities, are academically or economically disadvantaged, are majoring in nontraditional programs for their gender, or have English as a second language are considered Special Populations students. They should see one of the specialists listed below - located on both the Kilgore and Longview campuses.

Apply for Special Populations Support Services at Kilgore College

Qualifications for Special Populations support services:

One or more of the following:

  • Individuals with disabilities
  • Individuals from economically disadvantaged families
  • Individuals preparing for nontraditional training and employment
  • Single parents, including single pregnant women
  • Displaced homemakers
  • Individuals with limited English proficiency

Office Locations:

  • Kilgore: Devall Student Center, second floor
  • Longview: Room 104 in the Hendrix Building; Room 101 in the Longview North Building

Special Populations

Services Offered and Requirements of the Program

Services Offered:

  • Assistance with child care, textbook, gas assistance
  • Part-time employment
  • Referral to community resources
  • Tutoring and study skills assistance-Partnership with Student Success
  • Advising and personal counseling
  • Aptitude and interest assessments
  • Career planning, job readiness and placement services
  • QUEST advisement
  • ADA Services-Test Proctoring
  • Professional Development
  • Equipment for workforce programs
  • Nontraditional student advisement/mentoring

NOTE: Services are limited to Special Population students and Career Technical Students.

The program requirements are:

  • Career/Technical major
  • Full-time student
  • Show financial need
  • 2.0 GPA – progress to completion
Support for Special Populations Students

Kilgore College offers support services to students who are career technical majors, are classified as a special population, and have economic need. Special population students include single parents, displaced homemakers, persons with disabilities, students in majors non-traditional for their gender, limited English proficiency and academically disadvantaged students.

Qualified students may apply for assistance with childcare, textbook lending and transportation prior to the beginning of each semester. Special Populations Students are eligible for walk-in tutoring services while they are enrolled in courses at KC. For additional information contact the Director of Instructional Student Support Services at (903) 236-2030.

Disability Services for KC Students

The college provides services to students with documented disabilities. The Special Populations Counselor who can be reached at (903) 983-8682 serves as a clearinghouse for all students with disabilities. These services may include, but are not limited to, accommodations in class, tutoring, interpreting for the deaf, readers, scribes, note takers and taped texts. Students seeking accommodations must contact the Special Populations Counselor and provide the necessary documentation in a timely manner.

Although Kilgore College can assist students with support and guidance, students have the final responsibility for their success.  In order to be processed by the first day of classes, new students should request services prior to the final day of regular registration.

New students:

  • In order to be processed by the first day of classes, new students should request services prior to the final day of regular registration.
  • First you must be admitted to Kilgore College (KC). Online KC admission procedures
  • Obtain an Application for Services (pdf) and an Information Release (pdf) form here or from a disability services counselor on the Kilgore campus. Complete and return the forms.
  • Bring relevant diagnostic reports signed by a professional authorized to diagnose and/or treat your disability. The report should be on the professional’s letterhead and recent enough to be reflective of your current status and situation.
  • Tuition Exemptions for Students who are deaf or blind: If you are a student who is deaf or blind, you will need to bring proof of your disability, letter of intent and letter of recommendation before KC can process a tuition exemption for you.
  • Read over the Quick Reference Guide and Differences between High School and College links.
  • Review the Examples of Disabilities and Service Provider Documentation Required for disabilities.
  • Make an appointment for the KC Assessment test. Discuss with any disability counselor about the test accommodations that you need. The test selected depends on your choice of major and if you plan to pursue a degree or a certificate.
  • Attend a KC New Student Orientation required for new students.
  • Meet with a counselor at the Kilgore campus. Bring your scores from the KC Assessment Test. This will help to place you in the right classes.
  • After you have registered, pay for your classes by the designated deadline or contact your sponsoring agency with your tuition information.

Examples of Reasonable Accommodations:

Reasonable accommodations in a college or university setting are defined as: adjustments made in programs or services that give qualified individuals with a disability equal and effective access needed to participate. Educational accommodations may vary and depend on approved diagnostic evaluations and the nature of the courses you plan to take.  Services and the types of accommodations approved differ greatly between college and high school; click here to learn more.

Examples of some reasonable accommodations, by disability:

  • Learning disabilities
  • Accommodations may include:
  • Use of computer with spell check/grammar check during essay exams
  • Duplication of overhead transparencies
  • Note sharing
  • Tape recorder in the classroom
  • Testing in a distraction reduced environment
  • Use of textbooks on audiotape for students with reading disabilities
  • Use of a calculator during testing of students with math calculation or math reasoning disabilities
  • Extended testing time that is proctored in most appropriate setting -- classroom, OSD, or Testing Center
  • Extended time for in-class assignments to correct spelling, punctuation, grammar
  • No penalty or spelling on assignments written in-class without dictionary/spell check
  • Reader for tests for students with reading disability

Attention deficit/hyperactivity disorder:

Accommodations may include:

  • Providing the student with a copy of overhead transparencies
  • Note sharing
  • Use of a tape recorder to facilitate note taking
  • Priority seating in the classroom
  • Proctored testing in a distraction-reduced environment
  • Textbooks on tape
  • Alternative testing format (i.e., extended time for tests in most appropriate setting – classroom, OSD, or Testing Center)
  • Supervised breaks during exams

Visual impairment:

Accommodations may include:

  • Use of low vision aids such as a magnifying glass, monocular, or CCTV
  • Use of computer with programs like JAWS or ZoomText
  • Duplication of overhead transparencies
  • Enlarged print for testing
  • Note sharing
  • Priority seating in the classroom
  • Readers for tests
  • Scribe for exams
  • Tape recorder in the classroom
  • Textbooks on tape
  • Written materials provided in an alternative format
  • Learning assistant
  • Alternative testing format (i.e., tests in Braille, extended testing time in OSD)
  • Types of alternate format of printed material for student with blindness/visual impairments include:
  • Audio tape: Most textbooks can be ordered on tape from Recordings for the Blind and Dyslexic (1-800-221-4792)
  • Large print: Standard sized materials can be enlarged on a copier using 11" x 17" paper
  • Computer disk: Convert the text of materials to ASCII format
  • Braille: Adaptive equipment will be necessary to provide alternate format in Braille. Braille is probably the least requested alternate format for students with blindness.

Hearing impairment:

Accommodations may include:

  • Providing a sign language interpreter
  • Ensuring that an interpreter is located where the student can see both the interpreter and the lecturer
  • Note sharing
  • Priority seating in the classroom
  • Use of captioned videos, when available
  • Extended time on oral tests that require an interpreter in most appropriate setting – classroom or OSD

Mobility Impairment:

Accommodations may include:

  • Special seating in classroom (i.e., chair, larger desk, wheelchair accessible desk)
  • Duplication of overhead transparencies (i.e., for students with fine-motor disabilities)
  • Early registration
  • Note sharing
  • Scribe for exams
  • Tape recorder in classroom
  • Extended testing time in most appropriate setting – classroom, OSD, or Testing Center

Service provider guidelines for documenting a disability:

Diagnostic Documents:

  • Appropriate diagnostic documentation of disability must be submitted to ODS in order to receive services.
  • Official reports documenting your disability must originate with an appropriate professional in the field who is eligible to diagnose and treat the type of disability that applies to your case. The diagnostic report should be recent enough to reflect your current status.
  • ODS supervisors determine if the diagnostic information that you provide is sufficient.
  • Diagnostic reports should include the names of tests administered, test results, diagnosis and prognosis. Statements regarding how the disability may impact your academic performance are helpful. Special education paperwork from high school (ARD papers) without specific diagnostic reports are not sufficient.

The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for accommodations that are appropriate and reasonable.

Learning disabilities:

In Texas, licensed psychologists, licensed specialists in school psychology and certified educational diagnosticians are professionals qualified to conduct comprehensive assessments for specific learning disabilities.

Recommended documentation:

  • Testing that is comprehensive, including a measure of both aptitude (IQ) and achievement in the areas of reading, mathematics and written language
  • Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations)
  • A clear statement that a learning disability is present along with the rationale for this diagnosis. (Note: individual "learning deficits," "learning styles," and "learning differences," do not, constitute a learning disability)
  • A narrative summary, including all scores, which supports the diagnosis
  • A statement of strengths and needs that will impact the student's ability to meet the demands of the higher education environment
  • Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity (fuctional limitations).

Attention deficit/hyperactive disorder:

Attention Deficit/Hyperactive Disorder (AD/HD) is considered a medical or clinical diagnosis. Individuals qualified to render a diagnosis for this disorder are practitioners who have been trained in the assessment of AD/HD and are experienced in assessing the needs of adult learners. Recommended practitioners may include: developmental pediatricians, neurologists, psychiatrists, licensed clinical or educational psychologists, family physicians, or a combination of such professionals. The diagnostician should be an impartial individual who is not a family member of the student.

Recommended documents:

  • A clear statement of ADD or AD/HD with the DSM-IV diagnosis and a description of supporting past and present symptoms
  • Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodations)
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis
  • A narrative summary, including all scores, which supports the diagnosis
  • Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment
  • Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activities ("functional limitations" as described by the ADA. Limitations must be significant to be defined as a legal disability)

Visual impairment:

Authorized professional Ophthalmologists are the primary professionals involved in diagnosis and medical treatment of individuals who are blind or experience low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties (including but not limited to: eye movement disorders, inefficiency in using both eyes together, misalignment of the eyes, lazy eye, focusing problems, visual sensory disorders and motor integration). Fellows of the College of Optometrists in Vision Development may also provide therapy in treating the above optometric conditions.

Recommended documents:

  • A clear statement of vision related disability with supporting numerical description (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores
  • Present symptoms, which meet the criteria for diagnosis
  • Medical information relating to the student's needs and the status of the individual's vision (static or changing) and its impact on the demands of the academic program
  • Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities which might be helpful in understanding the student's profile including the use of corrective lenses and ongoing visual therapy (if appropriate)
  • Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity (fuctional limitations).

Hearing impairment:

Authorized professional Physicians (i.e., otologists) are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms.

Recommended documents:

  • A clear statement of deafness or hearing loss, with a current audiogram
  • (the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations)
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate
  • Medical information relating to the student's needs and the status of the individual's hearing (static or changing) and its impact on the demands of the academic program
  • A statement regarding the use of hearing aids (if appropriate)
  • Most importantly, in order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity (fuctional limitations).

Speech impairment:

Diagnostic report provided by speech pathologist.

Mobility impairment:

Authorized professional Mobility impairments and physical disabilities are considered to be in the medical domain and require the expertise of a physician, including an orthopedist, physical therapist, neurologist, or other medical specialist with experience and expertise in the area for which accommodations are being requested.

Recommended documents:

  • A clear statement of the medical diagnosis of the physical disability or systemic illness
  • Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable
  • A description of present symptoms which meet the criteria for diagnosis
  • Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment
  • In order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity (fuctional limitations).

Emotional impairment:

Authorized professional Psychological disorders that cause emotional impairment (i.e., severe depression, panic disorder, thought disorder) require a formal report from a professional. A diagnosis by a mental health professional who is licensed to diagnose and treat mental disorders (i.e., physician, psychiatrist, psychologist). The report should include the license number of the mental health professional.

Recommended documents:

  • A clear statement of the disability, including the DSM-IV-TR diagnosis and a summary of present symptoms
  • Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
  • A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results, including standardized or percentile scores
  • Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the postsecondary environment
  • In order to determine appropriate and effective accommodations, please describe the significant impact of this disability on any major life activity (fuctional limitations).

Traumatic brain injury:

Recommended documents:  Reports from a neurologist or neuro-psychologist.

Bring relevant diagnostic reports signed by a professional authorized to diagnose and/or treat your disability. The report should be on the professional’s letterhead and recent enough to be reflective of your current status and situation.

  • Tuition Exemptions for Students who are deaf or blind: If you are a student who is deaf or blind, you will need to bring proof of your disability, letter of intent and letter of recommendation before KC can process a tuition exemption for you.
  • Read over the Quick Reference Guide and Differences between High School and College links.
  • Make an appointment for the KC Assessment test. Discuss any test accommodations that you need. The test selected depends on your choice of major and if you plan to pursue a degree or a certificate.
  • Attend a KC New Student Orientation required for new students.
  • Meet with a Disability Services Counselor at the Kilgore campus. Bring your scores from the KC Assessment test. This will help to place you in the right classes.
  • After you have registered, pay for your classes by the designated deadline or contact your sponsoring agency with your tuition information.

Quick Reference Guide:

Student's Responsibilities:

  • Self identify or disclose their disability to the Special Populations Office for Students with Disabilities (ODS)
  • Obtain documentation of assessment and test results and provide them to ODS
  • Meet with ODS Counselor each semester to complete a request for services and to obtain an accommodation letter for each class.
  • Act as independent adults, use appropriate self-advisory strategies
  • Arrange their own weekly schedules
  • Contact their instructors at start of semester to activate and adopt accommodations for each class
  • Arrange for and obtain their own personal attendants, tutoring and individually fitted or designed assistive technologies
  • Notify the ODS staff if ODS services are no longer needed
  • Observe KC rules for student conduct
  • Be on time for services. ODS sponsored sessions are cancelled if a student has not arrived 15 minutes after their appointment time
  • Participate in their educational planning
  • Communicate to ODS in a timely manner any question or problems arising due to their disability or assigned accommodations

KC's Responsibilities:

  • Provide accessible facilities and related equipment
  • Protect a student's right to privacy and confidentiality
  • Provide access to programs and services
  • Inform students of ODS office locations and procedures for requesting accommodations
  • Make reasonable accommodations for students who meet the qualifying criteria
  • Provide reasonable access to program and service choices equal to those available to the general public
  • Suggest reasonable adjustments in teaching methods which do not alter the essential content of a course or program
  • Assure that off-campus and contracted program facilities also comply with Section 504 (Subpart E) and ADA
  • Inform students of their rights and responsibilities

Office of Disabilities Responsibilities:

  • Assist students regarding educational and disability accommodative issues applicable under federal and state law
  • Collect and evaluate educational, psychological, medical, and vocational diagnostic information provided by the student or others assisting the student, to determine eligibility for accommodations
  • Advise students regarding appropriate course selection and individualized educational accommodations
  • Coordinate the registration process for identified students with disabilities
  • Arrange for appropriate reasonable accommodations
  • Assist students in accessing technology available to address their identified accommodation needs
  • Monitor the effectiveness of student accommodations
  • Educate students about student rights and responsibilities

Differences Between High School and College:

Legal requirements for disability services and accommodations vary widely between the high school and college level. The chart below will help you understand the differences between high school and college services for students with disabilities.

High schools are required to:

  • Identify students with disabilities
  • Provide assessment of learning disabilities
  • Classify disabilities according to specified diagnostic categories
  • Involve parents or guardians in placement decisions
  • Provide certain nonacademic services
  • Place students in programs where they can benefit (in any way) by placement committee with parent participation and approval
  • Structure a large part of the student’s weekly schedule
  • Modify educational programs
  • Prepare Individualized Educational Plans (IEPs)
  • Provide a free and appropriate education
  • Provide appropriate services by school nurse or health service

Colleges are required to:

  • Protect a student’s right to privacy and confidentiality
  • Provide access to programs and services
  • Inform students of office location and procedures for requesting accommodations
  • Accept and evaluate verifying documentation
  • Determine (via documentation) that an impairment causes a substantial limitation on a major life activity
  • Determine for students who are otherwise qualified for participation in the program or service whether a reasonable accommodation is possible
  • Make reasonable accommodations for students who meet the above criteria
  • Provide reasonable access to program and service choices equal to those available to general public
  • Suggest reasonable adjustments in teaching methods that do not alter the essential content of a course or program
  • Assure that off-campus and contracted program facilities also comply with Section 504 (Subpart E) and ADA
  • Inform students of their rights and responsibilities

For information about Special Populations:

Kory Kimble
Disability Services Assistant, Interpreter
Coord. of Deaf and Hard of Hearing
Phone:
(903) 988-3780
Office:
Devall Student Center (DSC), 2nd Floor
Ebony Dennis
Director
Instructional Student Support Services
Phone:
(903) 236-2030
Office:
KC-Longview North Bldg. (LN) 101
Hollyann Davis
Coord. of Disability Services, Counselor
Special Populations
Phone:
(903) 983-8682
Office:
Devall Student Center (DSC), 2nd Floor
Sandy Teel
Assistant Coordinator, Special Populations
Kilgore College-Longview
Phone:
(903) 236-2029
Mary Stephens
Assistant Coordinator
Instructional Student Support
Phone:
(903) 236-2031