Kimele Carter is the director of the Center for Student Accessibility.
Kimele Carter, executive director of the Center for Student Accessibility (CFSA) at the University of Tennessee at Chattanooga, brings decades of higher education experience to her role. A self-described lifelong campus person, Carter grew up around college campuses, began her career in academic advising and later found her calling in accessibility services.
Carter’s role involves helping students connect with accommodations, assistive technology, guidance and support. She wants students to know the space is welcoming, not intimidating, and that any student can stop by with questions.
* * * * *
The Center for Student Accessibility is located in the University Center Room 203. Click here to learn more about its resources.
* * * * *
What should students know first about CFSA?
“We’re here for you. We jokingly say we’re not the principal’s office, even though sometimes it can feel that way before students walk in. But we really are an amazing resource on campus. We are part of the journey that can help you become who you want to become.
“When students finally get to us, we hear all the time, ‘I don’t know why it took me so long to get here.’ Once a student connects with CFSA, we get to know the person—not just the diagnosis. We really believe in a holistic, wraparound approach for the person, and that matters a lot to us.”
What kinds of accommodations or support does CFSA help provide?
“Testing accommodations are one of our biggest areas, and one we vet pretty deeply. That can mean extended time on quizzes, exams or tests. Depending on the student and the documentation, that might be time-and-a-half, double time or something more specific.
“There are also accommodations connected to mobility, such as scheduling support so a student has enough time to move between classes. We also work with assistive technology, and it can look very different depending on the student. It might be something as simple as using a laptop or a recorder in class. It might be note-taking technology, a Braille machine for a student who is blind or has low vision, or an FM system that helps amplify a faculty member’s voice for a student with hearing loss.
“We also review housing-related requests, which have become more common. That can include emotional support animals, private rooms or other housing accommodations. Those requests are important, but they can also be complex, so we review them carefully as a team. We want to make sure we are doing the right thing and really understanding the student’s access needs.”
What should students understand about the difference between disability support in K-12 and in college?
“Students need to know that in college, they have to come to us. We cannot go to them and say, ‘Hey, we think you have a disability, come talk to us.’ We legally cannot do that. That is very different from K-12, where the school may identify and approach the student. At the University, the student has to make that first connection, and then we can walk with them through the process.”
What is Mosaic, and how does it support students?
“Mosaic is a program for students who have been diagnosed with autism. Students interview to be part of the program, and it helps them build the skills they need to be successful as college students. That can include executive functioning, social development and just learning how to navigate the University environment.
“Students in Mosaic take a class, work with a coach weekly and also have a peer mentor—a fellow student who can help with social connection and everyday campus life. It is a really thoughtful program. There is also a career-focused class toward the end to help students prepare for what comes next.”
How can students get started with CFSA?
“The webpage is probably the easiest place to start. There is a link that takes students directly into Accommodate, which is our scheduling system. From there, students can connect with us and upload documentation.
“If a student is coming from high school and has an IEP or a 504 plan, they can send that to us. Sometimes that gives us everything we need, and sometimes we need additional documentation. Students can also send documentation from a licensed clinical social worker, psychologist, psychiatrist, physician, nurse practitioner—anyone licensed to diagnose.
“What we need is information about the diagnosis and how it impacts the student academically, because our role is to make sure the student has the same level of access as their classmates. Once we have that, the student connects with an access coordinator and we begin talking through what kinds of accommodations may make sense.”
Why are some students hesitant to reach out for accommodations or support?
“There is still a stigma, unfortunately. Some of that depends on the community a student grew up in. There are cultural stigmas around accommodations and disability. There are families who have been told, or who believe, ‘There is nothing wrong with my child,’ and there are also very real historical reasons some communities do not trust systems. That part is real.
“Then there is the fear that if a student gets a diagnosis, it is going to follow them for the rest of their life and prevent them from doing certain things. That part is simply not true, but it is one of the biggest stigmas we still see.
“There are also students who never had the opportunity to get tested earlier in life. I worked in a community college where many students were 60 and older, and some of them were only then learning they had ADHD, dyslexia or another disability. So a lot of this is helping students and families understand that support is not something to be ashamed of. It is simply a tool to help students access what they are here to do.”
What do you want students to know if they are unsure whether to reach out?
“Come by. Say hi. Let us give you a tour. Our new space is amazing. Even if you are not sure whether you want to use accommodations, come see what we offer and let us talk with you.
“I really want students to know that there is often more waiting and worrying than there needs to be. Once students connect with us, there is not just advocacy happening. There is a lot of mentoring that happens in our office, too. Students get to know the staff, and because our team has been in a lot of different spaces and roles, we are well connected across campus. We can help students navigate more than they realize.
“We are here to support students not only while they are at the University, but also as they move toward graduation and beyond. We want them to know they do not have to do this alone.”
What made accessibility work become your calling?
“I really believe everything happens for a reason and when it should. I did not realize this was going to be my calling or my space, but it absolutely became that. Somebody saw that I could do the work, and I was brave enough—and probably young enough and naive enough at the time—to say, ‘Sure, why not, let’s see what happens.’
“What keeps me here is knowing that this work helps students get what they need so they can reach their goals. That matters to me a great deal. I use my own story a lot when I talk to students and families. I found out I was dyslexic in my senior year of college. I was an avid reader and I was a great student. But I still needed support. I use that example to help people understand that a diagnosis does not mean you cannot succeed.”
Learn more
Center for Student Accessibility
