Faculty Guide to Accommodations

Accessible Faculty Guide to Accommodations (downloadable PDF)

CFAR Quick Reference Guide to Student Accommodations (downloadable PDF)

Memory Aids Faculty Guide(downloadable PDF)

Flexibility in Attendance Faculty Guide (downloadable PDF)


What does the Center for Accessibility Resources do?

Instructor Responsibilities

Common Questions

What Other Tips Would Benefit Me as I Prepare to Teach a New Term at LBCC?

Non-Discrimination Policy

About This Guide

The college is committed to providing a learning environment with excellence in instruction and best practices in disability accommodation. We comply with local, state, and federal law regarding students with disabilities, including Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). The law requires that no qualified student may be discriminated against based on disability. Every student with a disability must be provided reasonable accommodations and an opportunity to participate fully in activities and programs for which they are qualified with or without accommodation. 

LBCC never excludes a qualified student from a program based on disability or perception of a disability. 

LBCC offers every student opportunity for success at college. 

LBCC is committed to retaining students and promoting academic success. 

LBCC expects students to meet all academic requirements and earn grades received. 

LBCC faculty members and the Center for Accessibility Resources collaborate to deliver instructional support and reasonable accommodations to students with disabilities. 

LBCC asks each faculty member to use Universal Design for Learning (UDL) when designing instruction and testing methods to include all qualified students. 

This guide is designed to answer as many of the most common questions about what the Center for Accessibility Resources does for Linn-Benton's faculty and students. Our goal is to collaborate with faculty and staff to provide opportunities for a high quality education that is appropriate, equitable, and accessible. To this end, we've designed this document to help faculty understand how best to work with the Center for Accessibility Resources in accommodating students with disabilities. 


What does the Center for Accessibility Resources do?

The Center for Accessibility Resources takes the lead in documenting, meeting with, and planning for students with disabilities. Below are some questions that are frequently asked: 

How does a student arrive at the Center for Accessibility Resources?

  • Self-referral. 
  • LBCC counselor or staff referral. 
  • High School teacher/counselor or parent referral. 
  • Support Lab or Learning Center referral. 
  • Placement referral. 
  • Instructor referral. 

What accommodations are offered at LBCC? 

Here are some of the most common:

Classroom Accommodations: 

  • Volunteer notes from a student (selected by instructor). 
  • Computer-assisted note taker or classroom assistant (assigned by the Center for Accessibility Resources). 
  • Copies of instructor lecture notes (made by instructor and given to student, if available). 
  • Copies of handouts or PowerPoint presentations.
  • Special seating needs (front or back of classroom, ergonomic chair, etc.). 
  • Extra time on daily work or large assignments (deadlines adjusted and agreed upon in advance). 
  • Digital recording of lectures. 
  • Sign language interpreters or sound amplification equipment (instructor wears a microphone provided by the Center for Accessibility Resources). 

Testing Accommodations: 

  • Extra time. 
  • Breaks (5-10 minutes), not counted in test time. 
  • Word processor. 
  • Assistive technologies. 
  • Calculator or math tables. 
  • Memory aid or note card with instructor approval. 
  • Reduced distraction testing space. 

Assistive Technology: 

  • Computers and software. 
  • Accessible text formats (audio, e-text, or braille). 
  • Ergonomic devices. 

Classroom Materials in Accessible Formats: 

  • Closed captioning. 
  • Accessible text formats for handouts (audio, e-text, or braille). 

Additional Tutoring Hours

  • 5 hours weekly in the Learning Center. 


Instructor Responsibilities

Complete your Course Syllabus with a CFAR Statement 

It is preferable to use sans-serif (Arial, Tahoma, or Helvetica) font, size 12-14, for readability while formatting your course syllabi. It is also good use of Universal Design practice to post your syllabus and all other printed materials online to assure access in a variety of formats. 

It is required that instructors include one of our approved statements on each course syllabus. Select ONE of the following statements to include in your syllabus. 

Option 1: 

LBCC is committed to inclusiveness and equal access to higher education. If you have approved accommodations through the Center for Accessibility Resources (CFAR) and would like to use your accommodations in this class, please talk to your instructor as soon as possible to discuss your needs. If you believe you may need accommodations but are not yet registered with CFAR, please visit the CFAR website for steps on how to apply for services or call 541-917-4789. 

Option 2: 

Students who may need accommodations due to documented disabilities, who have medical information which the instructor should know, or who need special arrangements in an emergency should speak with their instructor during the first week of class. If you believe you may need accommodations but are not yet registered with the Center for Accessibility Resources (CFAR), please visit the CFAR Website for steps on how to apply for services or call 541-917-4789. 

Option 3: 

You should meet with your instructor during the first week of class if: 

  1. You have a documented disability and need accommodations. 
  2. Your instructor needs to know medical information about you. 
  3. You need special arrangements in the event of an emergency. 

If you have documented your disability, remember that you must make your request for accommodations through the Center for Accessibility Resources Online Services webpage every term in order to receive accommodations. If you believe you may need accommodations but are not yet registered with CFAR, please visit the CFAR Website for steps on how to apply for services or call 541-917-4789. 

Option 4 (Online Class Option)

LBCC is committed to inclusiveness and equal access to higher education. If you have approved accommodations through the Center for Accessibility Resources (CFAR) and would like to use your accommodations in this class, please talk to your instructor as soon as possible to discuss your needs. If you think you are eligible for accommodations but are not yet registered with CFAR, please visit the CFAR Website for steps on how to apply for services. Online course accommodations may be different from those for on-campus courses, so it is important that you make contact with CFAR as soon as possible.

Meet with Student to Review Accommodations

You should receive a Faculty Notification Letter when a student registered in one of your classes has requested accommodations for that class. 

If a student is claiming accommodations services and you have not received a Faculty Notification Letter from the Center for Accessibility Resources, suggest that they check their customized Center for Accessibility Resources accommodation home page (AIM). You can also refer the student ot our office. Accommodations are, generally, not retroactive. 

Students are required to meet with each instructor, in private, as soon as their accommodations are approved. This may be the first week of the term - or later if services are approved later in the term. 

This meeting should be a collaborative conversation between you and the student about how all of the accommodations can be met in your course. Even though this conversation is the student's responsibility to initiate, please keep in mind that it may be a difficult conversation for the student for a variety of reasons (e.g. embarrassment, unfamiliarity with the process, memory issues). 

You might consider inviting the student to "check-in" with you during your office hours. This often prompts a conversation. The same invitation might be extended later in the term if you know the student to be struggling and not using their accommodations. Some students choose not to use them until later in the term or not at all. 

Things to discuss during the meeting: 

  • Does the student need the instructor to arrange a volunteer note taker?
    • The instructor will receive a recruitment email if the student has requested a note taker in their class. 
    • The instructor will print out the recruitment email and follow the directions for making an announcement to the class. 
    • When someone has volunteered, the instructor will hand the volunteer the recruitment email, which has directions on how to sign up. 
    • The volunteer will follow the directions on the recruitment email to sign up by going to the Online Services Website
  • Does the student know your expectations regarding grading, attendance, and participation? How and when do you want the student to notify you if absent due to disability? Will you allow make-up work/credit if the absence is due to disability?
  • Do all of the approved accommodations in the Faculty Notification Letter work in your class? If not, is there another approach that would meet the student's needs? If this becomes uncertain, please consult with the Center for Accessibility Resources. Please do not deny an accommodation without speaking to the CFAR Manager. 
  • Where will the student test? If the student has an accommodation to test outside of the classroom it will be noted on the e-letter you receive from the Center for Accessibility Resources. This allows for an alternate site, but the student may not choose to test elsewhere without the granted accommodation. The student is responsible for arranging testing outside of the classroom and giving you advance notice. Do not assume they will test outside of the classroom and take the test to the site. Hold the student responsible for making the arrangement. Discuss how much notice you require to respond to an out of class test. 
    • You are always welcome to proctor your own tests providing the time allowance and other testing accommodations outlined in the accommodation request. 
    • Is the student testing in Student Assessment? Please follow the instructor directions for Student Assessment (RCH 111). 
    • If the student is approved for testing in the Support Lab (RCH 114), they are required to bring you a Support Lab Testing Form, which will advise you of the appointment time. 
      • Please fill out the rest of the form, attach the test to it, and deliver it to the Center for Accessibility Resources Support Lab at least 24 hours prior to the time of the appointment. 
      • There is a lockbox located outside of RCH 114 where you can place the exam for after-hours drop off. Additional forms are also located outside of the door. 
      • Due to limited space, we ask students to schedule quiz and test appointments 1 week in advance. Midterms and finals should be scheduled at least 3 weeks in advance. 
      • Students may need to be reminded to schedule their appointments; however, it is the student's responsibility to remember to schedule the test. 
  • If you cannot provide test accommodations or proctoring and the test is not portable (e.g. a science lab or auto mechanics), contact the Center for Accessibility Resources at least 2 weeks in advance or as soon as you know accommodations or proctoring is needed. Only LBCC employees or faculty may proctor a test. A student may not select a proctor. An LBCC test proctor will have photo identification and/or a Center for Accessibility Resources staff name badge. If you have any questions about proctoring, please contact Carol Raymundo at 541-917-4832. 
  • Because grades are such an important area for students, it is a good topic to discuss. What grades are available in your class? Is an incomplete an option? Students with chronic conditions may need an incomplete if there is a disability interruption in their education. If you allow for an incomplete, what does a student need to do to finish and get a grade in your course?
  • Are your materials posted on the web? This is a very good Universal Design practice, making all printed materials available online. It also allows for students to access your course in a variety of alternate forms. It would be advantageous to demonstrate to students where to find your website and access your materials during the first class period of the term. Remind students that there are computers available in many locations on campus. 
  • Ask the student if they have any other tips for how you may work with them. Examples include "I read lips", "Please face me when you speak", or "I would like to come to your office weekly so that I keep myself current on my progress". 
  • Do you have any other tips for succeeding in your course? Example: "Come see me again in a few weeks and we'll talk about how you are doing in class". 
  • When will accommodations begin? Accommodations are to be implemented as soon as the student meets with you. If the student is late in meeting with you, the accommodations are not, typically, retroactive. 


Common Questions

Is it ever reasonable to refuse a particular accommodation?

It depends. BEFORE you deny an accommodation, contact the Center for Accessibility Resources for a consultation. 

If an accommodation compromises an essential element of your course content, you may seek an alternate way to give the student access to learning or opportunity to demonstrate that the material was learned. If the accommodation creates unreasonable burden, it might also be disallowed. 

What should I do if I believe an accommodation is inappropriate or compromises the essential elements of my course?

Contact the Center for Accessibility Resources Manager directly at 541-917-4832. 

What are Note Taking Services?

Note taking is an accommodation which, in most cases, is meant to supplement the student's own notes. All students are encouraged by the Center for Accessibility Resources to take notes to the best of their ability. Certain disabilities allow a student to either focus on the instructor or focus on note taking, but not both successfully. The student is responsible for discussing their need for a volunteer note taker with their instructor. Please assist these students by helping to find a volunteer student note taker as described in "Things to Discuss During the Meeting". 

If you have more than one student eligible for notes in your class, please recruit only ONE note taker. Volunteers will receive additional compensation for each additional student they take notes for in the class. 

If there is already a CFAR classroom assistant or note taker in your class, please let that staff member know there are additional students in class that need notes. They will be responsible for sending notes to the additional student(s). 

If you do not get a volunteer note taker in your class after making three attempts, please contact our office at 541-917-4789 for assistance. 

Be prepared to review the quality of the volunteer class notes. Students are encouraged to check in with their instructor during the first week to ensure that the notes are a good record of the class. If you are concerned about the quality of a note taker's notes, please contact the Center for Accessibility Resources at 541-917-4789 for assistance. 

Is a student entitled to notes when they are absent? Disability accommodations do not take the place of coming to school when able. The note taker should not question an absence, however. If you, as the instructor, note that a student with a note taker is often absent, please let our office know and we can help determine what is appropriate in that specific case. 

What is accessible format?

Accessible format (or accessible text) refers to the conversion of required course materials such as textbooks, electronic documents, exams, and other print materials into an accessible format, such as PDF, RTF (Rich text format) or DOC (document), audio, and/or braille. We operate on a first come, first served basis, so the earlier the request comes in the quicker they are processed and sent out. 

If you are in the process of selecting a new textbook, please ask the publisher/distributor if the textbook is available in an electronic format. If you find that your decision is between two or more books, please consider adopting the fully accessible textbook. 

When ordering your new textbooks, please consider requesting a student copy to donate to the Center for Accessibility Resources. Often times, we spend department funds to purchase a textbook that is not available from the publisher/distributor electronically just so we can cut the binding off and scan the textbook. This is especially important when selecting textbooks that are custom or come from smaller publishing companies. 

Is there anything I need to know about web pages?

Yes. All web pages must be constructed in an accessible format. Web pages need to be designed to be accessible across multiple platforms (speech output, screen enlargement, etc.). If media is embedded into pages, an accessible alternative must be provided in the form of descriptive text or captioning. For assistance regarding web page accessibility, please contact Media Services or Steve Smith at 541-917-4640 or smiths@linnbenton.edu. 

What if I use videos or instructional media?

Assure that crucial lessons are not presented in only one manner (i.e. visual or audio). The Center for Accessibility Resources staff are available to brainstorm alternative means of presenting instructional media. 

How do I refer students of concern for Accessibility Resources or counseling?

If you have a concern regarding a student who is working with the Center for Accessibility Resources, please contact the CFAR Manager about these issues. Violations of the LBCC Student Conduct Code should ALWAYS be reported to the Associate Dean of Students. If we, as college members, are not each reporting, it is difficult to establish inappropriate patterns of behavior happening across campus - not just in your classroom or area. Early intervention is the most desirable outcome. 

What is the Center for Accessibility Resources' "policy" on attendance?

The Center for Accessibility Resources does not have a role in determining course attendance policies. Because attendance may be integral to the pedagogic process, faculty establishes attendance policy. 

Students with chronic health conditions will need to make informed choices about which courses to take. The Principles of Universal Design in Instruction say that the most inclusive attendance or participation policies include options to make-up work or to take tests on a re-take date. 

If faculty intends to disallow or restrict absences, they may choose to use wording similar to this: "Your presence and/or participation is fundamental to meeting the objectives of this course. There will be only (0, 1, 2, 3, 7, 9) permitted absences, and (1, 2, 4) make-up quizzes/exams allowed per student". A deduction of points for not attending class should never be part of your grading rubric. 

I believe a student has a disability - what might I appropriately say to the student?

  • "I am wondering if you might benefit by visiting with the staff in the Center for Accessibility Resources office. They may have some strategies or tools to support your success at college." 
  • Please - NEVER say to a student, "I think you might be disabled". 
  • Avoid using the word "special", as it has a negative connotation in the culture of disabilities. 
  • You may say, "I think we might have additional tools and resources to support your success". 
  • If a student asks why they need additional tools, you might reference their course progress. 

Are there statements to avoid or that may lead to misunderstanding?

  • "I don't have to give you accommodations. It's my choice." 
    • It's not a matter of choice. It's a matter of law. Accommodations are a legal entitlement once disability is proven. It is up to the instructor to determine how an accommodation is accomplished and protect the essential elements of the course you teach. When in doubt or needing guidance, please contact the Center for Accessibility Resources for consultation. Please do not deny an accommodation without speaking with the Manager of the Center for Accessibility Resources. 
  • "I don't think you have a disability" or "You don't need that accommodation". 
    • Disability documentation is screened and accepted/rejected according to ADA laws. We ask instructors to accept the Center for Accessibility Resources letter as evidence of documented disability. The Center for Accessibility Resources frees instructors from the role of determining who is eligible for accommodations and allows you to focus on your course and how the student will learn and demonstrate learning to you. 
  • "I treat everyone the same. It's only fair."
    • We are not all the same. Students with disabilities are considered to start out with greater obstacles. Accommodations are the means to creating fair opportunity for success. Many individuals will learn and succeed with the support of accommodations. Disability law is based on a policy and belief that students with disabilities are useful, can work, and do contribute to society. The law considers accommodations the "fair" approach. 
  • "You don't belong in this program."
    • LBCC encourages students to try. Students may explore to find their path to success. It is not an instructor's place to tell a student they will fail when the student has not been given the opportunity to try. If you have concerns about a student's ability to succeed, please talk with them and their success coach about the student's goals for the program. 
  • "Grow up and be an adult."
    • We encourage individuals to distinguish expectations of responsibility from requests for accommodations. Some behaviors that flow from disability might look like irresponsibility, but the source may in fact be a physiological barrier. By asking for disability accommodations to learn, to work, and to succeed, the student is showing their maturity as an adult. Help to create a positive and accepting climate for learning. 
  • "I think you are disabled" or "I think you have a disability". 
    • LBCC employees do not diagnose disability. Refer to the Center for Accessibility Resources for "support" or "tools" to aid in a student's success. 
  • "The instructor said I am failing because of my disability." 
    • If, in fact, a student fails or is failing, focus discussion on performance, not disability. 
  • "This student will never succeed."
    • Plan for success. Refer student to the manager in the Center for Accessibility Resources. 

LBCC is a fair and inclusive environment. All students, including those with accommodations, are expected to meet your academic standards. 


What other tips would benefit me as I prepare to teach a new term at LBCC?

  • Expect students with disabilities to complete their work according to your agreements. 
  • Grade students on the same criteria. All students must earn their grades. 
  • Be available for students to check-in, request clarifications, and supplement instruction. 
  • Offer students strategies for academic improvement. 
  • Be open to new ideas, methods, and accommodations. The Center for Accessibility Resources is always working with technology and researching new tools to reach the same goals or measure learning. 
  • Refer students to their Academic Success Coach for specific instruction in learning strategies or to tutoring in the Learning Center for individual course-specific tutoring. 
  • Consult with colleagues, your department chair, and your Division Dean. 
  • Students are eligible to use their approved accommodations in every class (traditional lecture, online, Community Education sponsored, etc.), lab, clinical/field experience, club/co-curricular/student life activity, play, Cooperative Work Experience, Learn and Earn, Career and Technical Educaton (CTE) and Accelerated Short Term Training program classes held at, or sponsored by, any Linn-Benton Community College campus. 

All information about students and disabilities is to be kept confidential. 

Never identify an individual, their disability, or their accommodation in public. If a student approaches you to discuss accommodations in a public place, ask to take the discussion to a confidential place. 

If you need a sign language interpreter to meet with a student, call 541-917-4789. 

Interpreters may take several days to schedule. An effective method for quickly communicating with the student is to have an "on-screen" conversation. Type your comments and then allow the student to ask questions and respond. You can then "save" the conversation and give a copy to the student. The same can be done with paper and pencil. 

What other services can the Center for Accessibility Resources provide?

The Center for Accessibility Resources offers instructional strategies and creative approaches for specific students or groups. 

For a consult on instructional strategies, contact the Manager of the Center for Accessibility Resources at 541-917-4832. 

If you have questions or concerns about a specific accommodation, please contact the Manager at 541-917-4832. 

We are happy to attend a departmental meeting if you are interested in learning more about a specific topic or issue. Please invite us to join you! 

How many persons with disabilities are in Oregon and at LBCC?

More than 800,000 Oregon adults aged 18 and older have a disability. This is almost one-third (27.3%) of the adult population of Oregon. 

In 2013-14, LBCC educated and served approximately 620 students with disabilities. We thank our faculty for excellent collaboration and instructional support. 

Can I email the Center for Accessibility Resources for help?

Absolutely! Email cfar@linnbenton.edu and your question will be directed to the appropriate person. 

Email Tips: 

  • Use only one student's name per email. This is crucial for maintaining separate records and confidentiality. 
  • Remember, each email goes into the student's file and is available to the student. 
  • Describe behavior or concerns in objective, professional terms. Select words to focus on what the student said, did, or did not do. 
  • Don't use email to vent feelings. All email communication is subject to scrutiny in legal issues. If a situation is sensitive, and you have a concern about putting it in writing, please contact the Center for Accessibility Resources Manager so we can assist with problem solving. 


LBCC Comprehensive Statement of Nondiscrimination

LBCC prohibits unlawful discrimination based on race, color, religion, ethnicity, use of native language, national origin, sex, sexual orientation, gender, gender identity, marital status, disability, veteran status, age, or any other status protected under applicable federal, state, or local laws. For further information see Board Policy P1015 in our Board Policies and Administrative Rules