Support Starts Here: STLCC’s Access Office and Disability Services

April 02, 2025

Posted by STLCC in Student Resources 

When Sarah Arciszewski was told she would not succeed in college, she did not let that prediction define her.

Instead, it motivated her.

With support from St. Louis Community College’s access office, Arciszewski earned an Associate of Arts at STLCC-Meramec. She went on to earn a Bachelor of Science and Master of Arts at Fontbonne University, all while working full time at Target.

“Going to school full time and working full time wasn't easy, but I did it,” she said.

Today, Arciszewski helps high school students with Individualized Education Programs, or IEPs, transition from high school to adulthood as a district transition specialist at Francis Howell School District. Her work has earned recognition, including the 2020-21 Abilities Awareness Award and Teacher of the Year honors at the district and building levels.

She credits part of her success to the support she received at STLCC.

“The access office helped me come out of my shell by learning how to self-advocate,” Arciszewski said.

Learning to Ask for Support

Arciszewski has a language disability, which can make it difficult to understand or use spoken or written language. Her kindergarten teacher first noticed that she struggled to understand instructions and sometimes left assignments blank, even when she was paying attention.

“I remember one time writing ‘I don't know’ on the top of my paper,” Arciszewski said. “I began language therapy with a speech and language pathologist soon after.”

When she came to STLCC-Meramec, Arciszewski knew she wanted support with writing and math. She met with the access office to learn what accommodations and resources were available.

The office provided accommodation handouts for her instructors. Arciszewski then talked with each professor before or after class, or during a meeting, to explain what she needed.

“The access office helped me to become more independent,” she said. “This independence helped me to better self-advocate for my needs. I wouldn't have graduated or become who I am today without the fantastic support I received from the access office.”

What Disability Support Can Look Like

Support looks different for every student. Some students need testing accommodations. Others may need help with note-taking, classroom access, assistive technology or communication with instructors.

For Arciszewski, access office support included a connection with the testing center, where she could take exams in a quiet environment with extended time. She also used STLCC’s academic success and tutoring resources for math and writing support.

You Do Not Need a Visible Disability to Ask for Help

Some students hesitate to contact the access office because they think disability services only apply to students with visible disabilities. That is not true.

Amy Bird, director of access and student success, MSEd, said many students served by the access office have disabilities that are not immediately visible.

“Students mistakenly believe our services do not apply to them,” Bird said. “Many are surprised to learn that we serve more than 1,000 students each semester and only a small number have visible or readily identifiable disabilities.”

Bird said common diagnostic categories include attention-deficit disorder and psychiatric disabilities. More than 85% of students served by the access office have invisible or semi-visible disabilities.

Equal Access Means Fair Access

For Arciszewski, equal access is about making sure students with disabilities have the same opportunity to participate and succeed.

“Equal access means providing services and/or accommodations to even the playing field for all,” she said.

She explained that accommodations are sometimes misunderstood. Some people may think accommodations give students an advantage. In reality, accommodations help remove barriers that could keep a student from having the same opportunity as other students.

For example, equal access could mean making a classroom, lab or learning environment usable for a student with a physical disability. It could also mean providing testing accommodations, assistive technology or other support based on a student’s documented needs.

Building Confidence Through Self-Advocacy

College can be a big adjustment because students are often asked to speak up for what they need. That can feel intimidating, especially for students who are shy, nervous or unsure how to explain their disability.

Arciszewski remembers feeling nervous when she first connected with the access office. Over time, that support helped her build confidence.

“The access office staff was fun and kind and helped my nervousness melt away,” she said. “I also realized that the resources the access office were providing me were there to help me succeed.”

Bird also remembers Arciszewski as a powerful student advocate.

“Sarah was one of my very first students when I started at STLCC,” Bird said. “She was not afraid to let instructors know what she needed and to advocate for her accommodations.”

Bird said Arciszewski also participated in student groups, club activities and Disability Awareness Day events. Her openness helped other students see what was possible.

“Sarah always wanted to become the kind of teacher she wished she had,” Bird said. “She has absolutely been impactful in her years as an educator because she understands her students in ways that no one else can.”

Why Students Should Reach Out Early

Students often connect with the access office after leaving high school with an IEP or 504 plan. Others may be adult learners returning to college with a previous diagnosis or a new diagnosis.

No matter when a student reaches out, starting early can make the process easier. Accommodations may take time to discuss, approve and put in place. Connecting before classes begin, or as soon as a need comes up, can help students avoid unnecessary stress.

Students do not need to wait until they are struggling. Asking questions early can help them understand what support may be available and what steps they need to take.

Success Looks Different for Everyone

Arciszewski believes students should not compare their timeline to someone else’s. Some students finish quickly. Others take more time. Both paths can lead to success.

“We all want to be successful, but for some, it may take time, and that is okay,” she said. “We will all get to the finish line, but at different times and in various ways.”

Bird has seen many students with disabilities accomplish more than they once thought possible. She said representation matters, which is why she created a bulletin board of access office graduates to inspire current and future students.

“The board still attracts a lot of attention including people who continually say that they too will be on that board one day or parents and students who are new who are surprised to see so many students with disabilities graduate,” Bird said.

For Arciszewski, the message is simple: students with disabilities belong in college, and support is available to help them succeed.