Center for Accessibility Resources

Center for Accessibility Resources Hours, RCH-105
SUMMER HOURS (June 15 - August 27)
Monday-Thursday 9:00 AM - 3:00 PM.
All LBCC campuses are closed to the public on Fridays (June 26, July 3, 10, 17, 24, 31 and August 7,14, 21, 28).

Support Lab Hours, RCH-114
The Support Lab is closed as an open computer lab during Summer term. The Support Lab is open by appointment only to students who have been assigned testing accommodations. 

The LBCC Center for Accessibility Resources and YOU!

Accessibility Resources provides assistance to students who have documented disabilities by:

  • Reviewing documentation, provided by the student, that provides evidence of disability
  • Planning reasonable accommodations
  • Coordinating services in the classroom
  • Providing support i.e. assistive technology, testing accommodations, and classroom accommodations
  • Success coaching and advocating

If you have a disability and feel that you will need accommodations as a student at Linn-Benton Community College, Accessibility Resources is here to support you.

What is a Disability?

The definition of disability set forth in the Americans with Disabilities Act of 1990 does not distinguish between type, severity, or duration of the disability.

It states: "The term 'disability' means, with respect to an individual, a physical or mental impairment that substantially limits one or more of the major life activities of such individual; a record of such impairment; or being regarded as having such an impairment."

Proving Your Disability

Linn-Benton Community College’s Center for Accessibility Resources applies standards for documentation requirements established by the Association for Higher Education and Disabilities (AHEAD, http://www.ahead.org/ ).

Disability documentation will vary in weight and value depending on the original context, credentials of the evaluator, and the level of detail provided.

Acceptable sources of documentation for proving a student’s disability and requests can take a variety of forms. These may include:

  • Documents from a credentialed professional (medical doctor, licensed therapist, an educational diagnostician, psychologist or psychiatrist) indicating diagnosis, date of onset, how condition significantly impacts abilities, and recommended accommodations.
  • Individual Education Plan (IEP) or 504 Plan from educational facility, complete with special education determination and testing scores.

Documentation should be applicable, identifying how the disability affects the student, but it may not necessarily be recent.  Documentation is meant to supplement and confirm what the student identifies as the barriers to learning or accessing an education.

The Center for Accessibility Resources recognizes that students play a vital role in knowing how the disability impacts them and are a source in determining how a disability limits them in their lives and education. 

  • Students who self-report having a disability can often identify how it is currently impacting them in classes and on campus.
  • Historical information and the student’s self-report may be enough to describe how the condition impacts the student’s learning. 
  • This is determined on an individual basis.  No blanket statement will be made.

The Center for Accessibility Resources welcomes questions and recommends students contact the office directly if unsure about the documentation guidelines or if they do not have access to getting the supporting documentation.