Center For Accessibility Resources

Faculty Guide to Accommodations


About This Guide

Linn-Benton Community College is committed to providing learning environments with excellence in instruction and best practices in implementing disability accommodations. LBCC complies with local, state and federal law regarding students who experience disabilities including Section 504 of the Rehabilitation Act and the Americans with Disability Act (ADA). The laws require that “no qualified student may be discriminated against based on disability” and that “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 an 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. 

The Faculty Guide to Accommodations is designed to answer common questions about the services provided by the Center for Accessibility Resources to LBCC’s faculty and students. Our role is to collaborate with faculty and staff to provide opportunities for high-quality education that is accessible, inclusive and equitable. This guide is designed to assist faculty in their efforts to implement approved accommodations to students who experience disabilities. 



What does the Center for Accessibility Resources do?

How are students referred to Center for Accessibiltiy 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 are the most common accommodations provided by CFAR?

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, sound amplification equipment, real-time transcription 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 technology for reading and/or writing
  • Calculation tool
  • Memory aid or note card with instructor approval.
  • Distraction-reduced testing space.

Assistive Technology:

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

Classroom Materials in Accessible Formats:

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

Additional Tutoring Hours

  • For a total of 5 hours weekly in the Learning Center.



Required Course Syllabus Statements

Complete your Course Syllabus with a Center for Accessibility Resources 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/Remote 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.



Instructor Responsibilities

Meet with Student to Review Accommodations

You should receive a Faculty Notification Letter, via email, when a student registered in one of your classes has requested accommodations. If a student claims to have accommodations but you have not received a Faculty Notification Letter from the Center for Accessibility Resources, suggest that they check their Center for Accessibility Resource’s accommodation home page (Online Services). You can also refer the student to our office. Generally, accommodations are not retroactive.

Students are required to communicate with each instructor about how their accommodations will work in a class once they are requested. This may be the first week of the term, or later if services are approved later in the term.  Communication may occur through a private in-person meeting, by Zoom, or through email for online classes.

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, communication disorder, etc.).

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

Will you allow make-up work/credit if the absence is due to disability?

How and when do you want the student to notify you if absent due to disability?

Are your materials posted online?

  • This is a very good Universal Design practice, making all printed materials available online.
  • It also allows 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.

Do all of the approved accommodations in the Faculty Notification Letter work in you class?

  • Every accommodation listed on the Faculty Notificaiton Letter my not apply to your class.
  • This is particularly true for online and remote classes.
  • Explain the accommodations that would or wouldn't work in your class.
  • For example, a volunteer note taker would not apply to asynchronous online classes, or if an instructor supplies class notes to every student.
  • Another example, a student in an online or remote class would not go to a physical testing center to test - the instructor would extend the testing window for that student through the LMS.

Does the student know your expectations regarding grading, attendance, and participation in your class?

Please review the Flexibility for Attendance Guide if this is an approved accommodation.

Does the student need a volunteer note taker?

  • If you do not already provide notes for students, they may need you to help recruit a volunteer note taker from the class.
  • You will receive a Volunteer Note Taker Recruitment email with directions, if a student has requested a note taker in your class.
  • Please print out or save the recruitment email and follow the directions for making an announcement to the class.
  • When someone has volunteered, the instructor should give or send the volunteer the recruitment email to the volunteer, which has directions on how to sign up.
  • The instructor will receive an email when the note taker completes the sign up process.
  • Instructors may be asked to review the quality of notes being provided, help secure a substitute note taker and/or help deliver notes to a student in the event the note take is ill.

Does the student have testing accommodations?

  • Testing accommodations apply to online, remote and in-person classes.
  • The student is responsible for arranging testing accommodations and giving instructors advance notice.
  • Do not assume students will use their testing accommodations and deliver tests or extend testing times without talking with student. Hold the student responsible for making the arrangements.
  • For online or remote classes, instructors will open timed testing windows within the LMS.
  • For in person classes, discuss how much notice you require to arrange for an out of class test and how that notice should be given (in person, in writing, etc.) 

Is the student testing in Student Assessment, RCH-111?

  • Testing and directions can also be uploaded electronically to:
  • The instructor will need to let the student know when the test will be in RCH-111 and when the test deadline is.
  • The instructor will fill out the Student Assessment Testing Form with proctoring directions, attach the test, and deliver to Student Assessment.
  • An after-hours drop box is available.

Is the student testing in the Support Lab, RCH-114?

  • Here, students are required to schedule a testing appointment in advance.
  • They will bring you a yellow Support Lab Testing Form, advising you of the appointment time.
  • Please fill out the proctoring directions, attach the test and deliver to RCH-114 at least 24 hours prior to the appointment time.
  • An after-hours drop box is located outside of RCH-114.
  • Tests and proctoring directions can also be uploaded electronically at
  • Students may need to be reminded to schedule their appointments; however, it is the student’s responsibility to remember to schedule the test.

If 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?

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 begin when the instructor receives the faculty notification letter and when the student indicates they want to use the accommodations in your course.
  • Accommodations are not typically retroactive.
  • Please communicate with the student and/or contact CFAR if you have questions or concerns.



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 class content or if it impacts an assignment or course outcome, you may seek an alternate way to give the student access to learning or opportunity to perform an assessment.

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 Director 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 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. According to College Policy and Federal Law, 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 at (541) 917-4672 or

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.
  • All videos, either created by yourself or from outside sources, should be closed captioned.

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

  • If you have a concern about a student who is currently connected to the Center for Accessibility Resources, please contact the CFAR Director to discuss your concerns. 
  • Students may also be refered to the Advising Center, where crisis counselors available 24/7.
  • Violations of the LBCC Student Conduct Code should ALWAYS be reported to the Dean of Student Development using the person of concern/complaint form link.
  • 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 a student has an approved accommodation for flexibility in attendance, please review the faculty guide. CFAR recommends 24-48 hour flexibility in submitting assignments or taking exams/quizzes that were missed due to disability-related issues. 

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 have noticed _______ (e.g., “you are running out of time on quizzes or exams”) - "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.

"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 Education (CTE) and Accelerated Short Term Training program classes held at, or sponsored by, any Linn-Benton Community College campus.

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 1015 in our Board Policies and Administrative Rules and also our Equal Opportunity and Non-Discrimination page.