Accessibility Resources

Accessibility Resource Center (ARC) offers exam accommodations for students with disabilities such as extended time, alternative formats, and assistive technology depending on the student’s disability.  These accommodations are implemented to give students with disabilities equal access to testing and accommodates for certain limitations related to the student’s disability.

Testing outside the classroom or academic department is warranted only if circumstances prevent the instructor from making localized arrangements or if student needs assistive technology at ARC.  Therefore, when testing accommodations or alternative testing is needed, students are responsible for discussing this issue with the professor to make the appropriate arrangements to have the exam administered.  It is the responsibility of the student to schedule exams with ARC at least one week prior to the exam date.  Failure to schedule an exam one week in advance may lead to ARC denying the requested time and date for the exam.  ARC will make every effort to accommodate students in a timely and reasonable manner.

Standard testing procedures for ARC:

1. Students must fill out an exam proctoring authorization form in order to notify ARC about their needs for alternative testing and accommodations. 
2. This form must be completed, signed, and delivered to ARC by the student before exams will be administered. The student’s name, exam date, time of the exam, and the course name and number should be specified on the form. Instructor should indicate on the form any materials that the student can use during the exam and any directions that the student should be made aware of to take the exam.
3. Students should submit an exam authorization form to ARC at least one week prior to the examination date and request professors to make arrangements to have the exam sent to ARC. 
4. Professors may arrange to have the exam sent to ARC by having the exam delivered to ARC, emailing the exam as an attachment, faxing the exam, or having the student pick up the exam in a sealed and signed envelope prior to testing. 
5. ARC will proctor the examination on the date and time indicated on the authorization form while providing the recommended accommodations needed by the student. With the exception of evening classes, students should take the test the SAME TIME the class regularly meets unless the instructor provides permission for an alternate time. ARC is authorized to proctor the exam only during the time specified by the professor on the testing authorization form. 
6. The instructor should specify the date and time he or she will pick up the exam at ARC on the exam authorization form.  ARC staff will email the instructor if an exam is not retrieved by the end of the semester in which it was taken.  An exam left in ARC after such notification will be filed in the respective student’s file.  

Students who arrive at ARC late for an exam may have this time deducted from their scheduled testing time, as in the case of classroom testing.  If a student does not come in to take a scheduled exam at ARC, the examination will be sent back to the professor.  Therefore, students must have the professor approve any change in time of administration of exams before ARC will make an appointment to reschedule proctoring the exam again.

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1. Make an accommodation appointment with ARC the first week of class each semester by calling 910.521.6695.
2. OR apply for services and wait to hear from the ARC office. You will either receive a letter or a phone call from ARC.

Apply for Services

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In order to qualify as a student with a disability at the University of North Carolina at Pembroke, an enrolled student (whether full-time, part-time or online) with a disability or chronic medical condition should present documentation to the Accessibility Resource Center. The documentation should contain information describing the student’s level of functioning within the academic setting of the university.

The documentation should be conducted by a professional who is licensed or certified in the area for which the diagnosis is made and who is not related to the student. The report must be presented on practice letterhead and signed by the professional.

Information for the Professional:

Although this is not intended to be a template, it is requested that the pertinent information set out below be included in the report. Additional information needed for persons with certain specific types of disability is listed in the next section.

• History of personal, social, medical and education activities as it pertains to the cause for evaluation
• Diagnostic statement identifying the disability (ICD-DSM classifications)
• Description of the diagnostic methodology used, including all data from appropriate instruments of evaluation.
• Description of limitations as they relate to meeting the various demands of University life. The report should contain a discussion and evidence of impact as it relates to academic achievement, or lack of achievement. If known, indicate any prior use of academic accommodations or services. If pertinent, information should also be included regarding the past two or three years, explaining how and why the student’s academic performance has, or has not, been affected by the disability.
• Expected progression or stability of the disability or medical condition.
• Medication which mitigates impact and/or expected side effects
• Any co-morbid conditions. If multiple diagnoses are provided, indications of primary and secondary conditions should be included as well as how each may affect learning.
• Explanation of any differential or exclusionary diagnosis
• Any recommendations or suggestions for accommodations should be directly linked to the impact of the disability and associated issues (e.g. medication) and not simply to the diagnosis.

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Reactions When Students enter College

Most parents experience:

• Adventurous feelings
• Sense of loneliness
• An openness to change
• Independence
• Depression

Adjustments, Concerns, and Transitions

Most parents are:

• Having more free time
• Responsible for fewer people at home
• Re-establishing their own personal identity
• Having separation anxiety from their student
• Trying to fill a void
• Relinquishing control
• Adjusting to being left out of their student's daily activities and decisions
• Understanding that their student will ascertain his/her independence
• Realizing the student will be exploring new social and academic opportunities

Adjustment and Establishing New Relations

Most parents need to:

• Encourage students to trust themselves by providing support and freedom
• Promote students to establish new relationships and explore opportunities
• Develop new interests of their own
• Trust the student to function as a successful young adult
• Guide rather than pressure their student
• Allow for mistakes while understanding there will be ups and downs
• Determine appropriate expectations and guidelines while being explicit
• Offer advice when asked and listen
• Support student's problem-solving skills rather than rushing to solve the problem
• Realize the student's life is his/her own
• Acknowledge and accept student's limits and strengths
• Expect change
• Occasionally visit and write

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For commencement and special occasion accommodations, please contact ARC by calling 910.521.6695. or emailing arc@uncp.edu

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This publication is available in alternative formats upon request. Please contact the Accessibility Resource Center, Oxendine Administrative Building, Room 110, or call 910.521.6695.

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For commencement and special occasion accommodations, please contact ARC by calling 910.521.6695. or emailing arc@uncp.eduBack to Top

If you need an interpreter/transliterator for a UNCP sponsored activity, please contact ARC by calling 910.521.6695. or emailing arc@uncp.edu at least 3 weeks in advance.

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All faculty, staff, and graduating seniors who have personal accommodation needs or needs for guests, must contact Accessibility Resource Center at least one week prior to graduation.  The University will continue to make a good-faith effort to arrange accommodations for any requests made up until the day of the event.

Reserved Parking

A limited number of designated wheelchair accessible parking spaces will be available during graduation. This area will be blocked off and reserved for cars displaying their handicap placard.  Transportation from the parking lots to the graduation site, for those who are ambulatory, but can not walk long distances, will be provided.  Courtesy golf carts will be circling campus parking lots.  There may be a short wait, depending upon the number of people requesting this service.

Reserved Seating 

1. Seating for guests who use wheelchairs will be located in designated areas in compliance with fire and safety codes.   One person may accompany the person in the wheelchair. 

2. Seating for those who are ambulatory will be located in the closest available area to seating.  It is important to arrive early to guarantee access to these seats.

3. Seating for persons who are hearing impaired will be located within the first  row of the event  and at the closest point to the interpreter.

Graduating seniors who would like to guarantee reserved seating for a disabled guest must make a reservation through the Accessibility Resource Center at least one week in advance of graduation.  A reservation will guarantee up to two seats in a reserved seating area, one for the disabled guest and one for a companion.  Because the reserved area is designated for disabled persons and those assisting them, we regret that it is not possible to seat whole families together in that area.

Every reasonable effort will be made to accommodate a last minute, unanticipated need for reserved seating, as space is available. In such cases though, it may be possible to accommodate only the person with the disability.  People with a reservation will be served on a first come first serve basis.  Seating cannot be guaranteed unless it is reserved in advance.

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A Sign Language Interpreter, using American Sign Language, will be available for graduation.  Deaf guests who need priority seating must make prior arrangements with the Accessibility Resource Center for reserved seating.

For those who are hearing impaired, an Assistive Listening Device has been installed.  Those who will need a receiver should contact the Accessibility Resource Center to reserve one.

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For More Information or Requests for Accommodations Contact:

Accessibility Resource Center at
The University of North Carolina at Pembroke
PO Box 1510
Pembroke, NC 28372-1510
Phone: 910.521.6695

FAX: 910.521.6891
NC Relay: 711
Email: arc@uncp.edu

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In accordance with the mandates of Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990 and its Amendments Act of 2008 (ADA and ADAAA), the University of North Carolina at Pembroke (UNCP) will ensure equal access to university facilities, policies, and programs so that no person with a disability will be excluded from, denied the benefits of, nor be subjected to discrimination.

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If you are a UNCP employee impacted by a medical condition or disability, please contact the Director of Employee Relations & Workforce Development, Dr. Back to Top

The UNCP Student ADA Grievance Policy is for students who believe they have been subjected to discrimination on the basis of their disability, such as being denied access to a university program, being denied a reasonable accommodation, or being subjected to harassment based upon their disability. The ADA Coordinator will assist students in navigating the policy and process.

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