Disability Resources and Services

Maricopa Community Colleges complies with Title II of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act as it applies to public colleges of higher education.

Our goal is to provide accessible learning environments and provide the resources, services, and auxiliary aids necessary to allow each qualified student with a disability equal opportunity to pursue academic, occupational, developmental, and personal enrichment goals. We do this through Disability Resources and Services (DRS) offices, which are located at each of our 10 colleges.

If you are a student and would like to learn more about registering and requesting DRS Services adjustments, contact your college’s DRS office.

For more information on documentation requirements and other policies regarding these services, see Maricopa Community Colleges’ Administrative Regulation 2.8, Students with Disabilities. While an Individual Education Plan (IEP) under the Individuals with Disabilities Education Act or a 504 Plan obtained in grade school can be submitted for disability verification purposes, Maricopa Community Colleges does not automatically implement services included in any such plan.

If you have already been approved for services at one of our colleges and want to receive services at another Maricopa Community College, you do not need to complete a new DRS Connect application. However, you will need to contact the DRS office at the other college because accommodations and academic adjustments may be different depending on the essential requirements of the program or courses being pursued at that college. DRS services are determined on a case-by-case basis by each college.

If you are an employee seeking accommodations or more information, visit our Maricopa Employee Accessibility Resources page (login required). Employment discrimination is prohibited against “qualified individuals with disabilities,” and Maricopa Community Colleges does not discriminate on the basis of disability in its hiring or employment practices as put forth by the Equal Employment Opportunity Commission (EEOC) under Title I of the Americans with Disabilities Act Amendments Act.

Transition to College for Students With Disabilities

College can be a significant adjustment for students who are accustomed to strong parental/guardian advocacy with intervention on their behalf. Due to the Family Educational Rights and Privacy Act (FERPA), family members or care providers are not automatically provided with access to student information regarding disabilities, accommodations, or academic progress. Regardless of parental/support, a student must self-advocate and participate in the interactive process to receive accommodations. DRS can assist students in this area as well as the following:

Information regarding differences between secondary and post-secondary education for students with disabilities
Supplemental program advice taking a student's disability into consideration
College and community referrals and resources to foster student inclusiveness, success, and engagement
Consultation with students regarding concerns with accommodation implementation
Accessibility consultation regarding classroom materials, software, and other classroom resources

Contact the DRS office at the college you plan to attend for additional information.

Electronic Information Access

In higher education, faculty bear a crucial responsibility for ensuring that course materials are accessible to all students, regardless of their abilities or backgrounds. This responsibility encompasses various aspects, including selecting textbooks and supplementary materials that are available in alternative formats such as audio or braille, designing course content with principles of universal design in mind to accommodate diverse learning styles, providing captions and transcripts for multimedia resources, and being responsive to individual student needs by offering accommodations or modifications when necessary. By proactively considering accessibility in their teaching practices, faculty not only promote equitable learning opportunities but also foster an inclusive educational environment where all students can thrive and succeed.