Accommodations in Detail

The student requires all field trips to be fully accessible.

• It is essential to request this accommodation as early as possible to allow adequate time for instructors to prepare.

• Students are encouraged to review syllabi at the beginning of each term for notification of any field trips and to discuss details with instructors.

• Accessibility Resources can help arrange accessible transportation in select circumstances.

The student requires an adjustable table.  Although the College is continuously working to place at least 1 adjustable table in every LBCC classroom and lab, some student spaces may need to have furniture moved to provide access.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place furniture where necessary.

• Accessible furniture will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of furniture up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if a specific type of adjustable table is required, if there is a specific location for placement of the table within a particular room, or if the designated location of the class permanently changes.

• On occasion, students may find that another student is using accessible furniture specifically placed in the classroom for them.  In this situation, students can:

  • • Respectfully address the other student with a phrase such as “I have an approved accommodation for that table, would you please choose another one?”

    • Work with the instructor to come up with a plan to ensure access to the furniture.

    • Contact the Accessibility Resources Main Office for help communicating with the instructor.

The student requires an ergonomic chair. Although the College is continuously working to place at least 1 ergonomic chair in every LBCC classroom and lab, some student spaces may need furniture moved to ensure access.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place furniture where necessary.  

• Accessible furniture will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of furniture up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if the type of chair placed does not work for them, if the chair is no longer in the classroom after initial placement, or if the designated location of the class permanently changes.

• The physical location of the chair within the designated room can not be guaranteed between classes, as others may be assigned or use the chair at different times.  

• Students who request this accommodation have the right to the ergonomic chair during their scheduled class time and may move the chair to their desired sitting location within the room.

• In the event that more than one student with this accommodation has requested an ergonomic chair for the same class, multiple ergonomic chairs will be placed in the room.

• On occasion, students may find that another student is using accessible furniture specifically placed in the classroom for them.  In this situation, students can:

  • • • Respectfully address the other student with a phrase such as “I have an approved accommodation for that chair, would you please choose another one?”

      • Work with the instructor to come up with a plan to ensure access to the furniture

      • Contact the Accessibility Resources Main Office for help communicating with the instructor

The student requires an ergonomic chair, with arms. Although the College is continuously working to place at least 1 ergonomic chair in every LBCC classroom and lab, some student spaces may need furniture moved to ensure access.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place furniture where necessary.  

• Accessible furniture will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of furniture up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if the type of chair placed does not work for them, if the chair is no longer in the classroom after initial placement, or if the designated location of the class permanently changes.

• The physical location of the chair within the designated room can not be guaranteed between classes, as others may be assigned or use the chair at different times.  

• Students who request this accommodation have the right to the ergonomic chair during their scheduled class time and may move the chair to their desired sitting location within the room.

• In the event that more than one student with this accommodation has requested an ergonomic chair for the same class, multiple ergonomic chairs will be placed in the room.

• On occasion, students may find that another student is using accessible furniture specifically placed in the classroom for them.  In this situation, students can:

  • • • Respectfully address the other student with a phrase such as “I have an approved accommodation for that chair, would you please choose another one?”

      • Work with the instructor to come up with a plan to ensure access to the furniture

      • Contact the Accessibility Resources Main Office for help communicating with the instructor

The Student requires an accessible keyboard to meet their individual needs.  The student will work with Accessibility Resources staff to determine what that keyboard will look like and where it will be placed.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place equipment where necessary.  

• An accessible keyboard will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of equipment up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if the type of keyboard placed does not work for them, if the equipment is no longer in the classroom after initial placement, or if the designated location of the class permanently changes.

• On occasion, students may find that another student is using equipment  specifically placed in the classroom for them.  In this situation, students can:

  • • • Respectfully address the other student with a phrase such as “I have an approved accommodation for that keyboard, would you please choose another one?”

      • Work with the instructor to come up with a plan to ensure access to the equipment.

      • Contact the Accessibility Resources Main Office for help communicating with the instructor.

The student requires an accessible computer monitor to meet their individual needs.  The student will work with Accessibility Resources staff to determine what that monitor will look like and where it will be placed.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place equipment where necessary.  

• An accessible monitor will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of equipment up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if the type of monitor placed does not work for them, if the equipment is no longer in the classroom after initial placement, or if the designated location of the class permanently changes.

• On occasion, students may find that another student is using equipment  specifically placed in the classroom for them.  In this situation, students can:

  • • Respectfully address the other student with a phrase such as “I have an approved accommodation for that monitor, would you please choose another one?”

    • Work with the instructor to come up with a plan to ensure access to the equipment.

    • Contact the Accessibility Resources Main Office for help communicating with the instructor.

This designation provides notification to instructors that the student may require preferential seating within a classroom or lab.  

• It is recommended that the student share with the instructor what works, or does not work, best for them in this situation.  

• Students never have to disclose information about disability or diagnosis when talking with instructors.

• On occasion, students may find that another student is sitting in their preferred seating location.  In this situation, students can:

  • 1. • Respectfully address the other student with a phrase such as “I have an approved accommodation to sit there, would you please choose another place to sit?”

       • Work with the instructor to come up with a plan to ensure access to the location

       • Contact the Accessibility Resources Main Office for help communicating with the instructor

The student requires a standard chair with arms and no wheels.  The student will work with Accessibility Resources staff to determine what type of chair is needed, which may include previewing existing classroom furniture in assigned classrooms.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place furniture where necessary.  

• An accessible chair will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of the chair up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if the type of chair placed does not work for them, if the chair is no longer in the classroom after initial placement, or if the designated location of the class permanently changes.

• The physical location of the chair within the designated room can not be guaranteed between classes, as others may be assigned or use the chair at different times.  

• Students who request this accommodation have the right to the standard chair during their scheduled class time and may move the chair to their desired sitting location within the room.

• In the event that more than one student with this accommodation has requested a standard chair for the same class, multiple standard chairs will be placed in the room.

• On occasion, students may find that another student is using furniture specifically placed in the classroom.  In this situation, students can:

  • 1. • Respectfully address the other student with a phrase such as “I have an approved accommodation for that chair, would you please choose another chair?”

       • Work with the instructor to come up with a plan to ensure access to the furniture.

       • Contact the Accessibility Resources Main Office for help communicating with the instructor.

The student requires wheelchair access.  Although the College is continuously working to ensure accessibility of our campuses, some student spaces may need to have furniture moved to provide wheelchair access or assigned classrooms may need to be relocated.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare, move and place furniture where necessary, or to arrange for alternate classroom locations.

• Accessible furniture (desk/table) will be placed in the classroom before the first day of classes if the accommodation is requested in a timely manner.  

• Waiting to request accommodations after the first day of classes may delay placement of furniture up to 10 business days after the request.

• It is the student’s responsibility to notify Accessibility Resources if a specific type of furniture is required, if there is a specific location for placement of the furniture within a particular room, or if the designated location of the class permanently changes. It is also important to notify Accessibility Resources if there is a desk or other fixture in the class that is limiting access.

• The location of elevators and accessible restrooms can be found on the LBCC Campus Location Maps.

• Please review Accessible Routes from LBCC Parking Lots as well.

If possible, textbooks are made available to the student in audio format. Students use a computer or smartphone to listen to the files. Note that not all books are available in audio format. If a book is unavailable in audio, an accessible PDF (see section 2.1.4 E-Text) will be provided unless otherwise discussed and agreed upon. 

• It is essential to request this accommodation as early as possible to allow adequate time to prepare.  

• Accessible format conversions can take 4-6 weeks to complete.  

• Requesting accommodations when registering for classes is highly recommended.

• Requests are processed on a first requested, first served basis.

• Students will meet with an Accessible Technology Specialist to determine specific technology needs and formats.

• Read&Write, a free text to speech screen reading software, is available to all LBCC students to listen to accessible formats.

• When students request Audio for the first time, they will receive an email sharing a folder in Google Drive titled Accessibility Resources E-Text: Lastname, Firstname. SAVE THIS FOLDER.

• Every term, information on how to access requested/required files will be placed inside this same folder when complete.  AGAIN, SAVE THE FOLDER when it is initially shared - it will only be shared once.

  • • Video: Accessing E-Texts in Google Drive

• Students are still responsible for purchasing required textbooks and course materials when receiving accessible formatted versions.

• Accessibility Resources reserves the right to request proof of ownership for all required textbooks being provided in an accessible format at any time. An example of proof of ownership is a bookstore receipt or presenting a physical copy of the book.

• Students may not copy, share, distribute or sell any accessible format files with anyone else, as they are copyrighted.

• Students must agree to this by electronically signing the Accessibility Agreement Form every term when requesting this accommodation.

All questions or concerns regarding accessible format may be directed to formata@linnbenton.edu. 

Printed textbooks and course materials are converted into Braille. Students will help determine the preferred format. 

• It is essential to request this accommodation as early as possible to allow adequate time to prepare. 

• Students are encouraged to work with Accessibility Resources a minimum of 1-2 terms in advance to adequately plan for staffing and material acquisition.

• Braille conversions can take months to complete. 

• Students will meet with an Accessible Technology Specialist to determine specific technology needs, formats and delivery methods.

• Students are still responsible for purchasing required textbooks and course materials when receiving accessible formatted versions.

• Accessibility Resources reserves the right to request proof of ownership for all required textbooks being provided in an accessible format at any time. An example of proof of ownership is a bookstore receipt or presenting a physical copy of the book.

• Students may not copy, share, distribute or sell any accessible format files with anyone else, as they are copyrighted.

• Students must agree to this by electronically signing the Accessibility Agreement Form every term when requesting this accommodation.

• All questions or concerns regarding accessible format may be directed to  formata@linnbenton.edu.

Printed textbooks and course materials are converted into an enlarged or enlargeable format. Students will help determine the preferred format.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare.  

• Accessible format conversions can take 4-6 weeks to complete.  

• Requesting accommodations when registering for classes is highly recommended.

• Requests are processed on a first requested, first served basis.

• Students will meet with an Accessible Technology Specialist to determine specific technology needs, formats and delivery methods.

• Students are still responsible for purchasing required textbooks and course materials when receiving accessible formatted versions.

• Accessibility Resources reserves the right to request proof of ownership for all required textbooks being provided in an accessible format at any time. An example of proof of ownership is a bookstore receipt or presenting a physical copy of the book.

• Students may not copy, share, distribute or sell any accessible format files with anyone else, as they are copyrighted.

• Students must agree to this by electronically signing the Accessibility Agreement Form every term when requesting this accommodation.

All questions or concerns regarding accessible format may be directed to  formata@linnbenton.edu. 

Printed textbooks are converted to an electronic format. Students will help determine the preferred format, which can include accessible PDF,  MS Word, or plain text. Students use a screen reader to listen to the files aloud. 

IMPORTANT: Before requesting your accessible format accommodations each term, research the required materials and follow all instructions provided in How to Determine if You Need to Request Your Accessible Format Accommodation.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare. 

• Accessible format conversions can take 4-6 weeks to complete.  

• Requesting accommodations when registering for classes is highly recommended.

• Requests are processed on a first requested, first served basis.

• Students will meet with an Accessible Technology Specialist to determine specific technology needs and formats.

• Read&Write is the free text to speech screen reading software used to listen to electronic books.

• LBCC Students may access Read&Write for Google Chrome on their own, or receive help when meeting with an Accessible Technology Specialist.

• When students request E-Text for the first time, they will receive an email sharing a folder in Google Drive titled Accessibility Resources E-Text: LastName, FirstName.  SAVE THIS FOLDER.

• Every term, all requested/required E-texts will be placed inside this same folder when complete.  AGAIN, SAVE THE FOLDER when it is initially shared, it will only be shared once.

  • • • Video: Accessing E-Texts in Google Drive

• Students are still responsible for purchasing required textbooks and course materials when receiving accessible formatted versions.

• Accessibility Resources reserves the right to request proof of ownership for all required textbooks being provided in an accessible format at any time. An example of proof of ownership is a bookstore receipt or presenting a physical copy of the book.

• Students may not copy, share, distribute or sell any accessible format files with anyone else, as they are copyrighted.

• Students must agree to this by electronically signing the Accessibility Agreement Form every term when requesting this accommodation.

All questions or concerns regarding accessible format may be directed to  formata@linnbenton.edu. 

Textbooks available as an Open Educational Resource will be provided in print to the student.

IMPORTANT: Before requesting your accessible format accommodations each term, research the required materials and follow all instructions provided in How to Determine if You Need to Request Your Accessible Format Accommodation.

• It is essential to request this accommodation as early as possible to allow adequate time to prepare. 

• Accessible format conversions can take 4-6 weeks to complete.  

• Requesting accommodations when registering for classes is highly recommended.

• Requests are processed on a first requested, first served basis.

• Students will meet with an Accessible Technology Specialist to determine specific technology needs, formats and delivery methods.

• OERs provided in print will be loaned to the student on a term by term basis.

• Students are responsible for returning the loaned OER in print to Accessibility Resources when requested and as directed.

All questions or concerns regarding accessible format may be directed to  formata@linnbenton.edu.

An additional notification is included in the student’s Faculty Notification Letter indicating that a discussion on being called on in class should occur when the student and the instructor talk about how accommodations will work in the class.

It is recommended that the student share with the instructor what works, or does not work, best for them in this situation.  Students never have to disclose information about disability or diagnosis when talking with instructors.

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• This student needs to be permitted to "Pass" if called upon in class.

• There are times this student may be unable to speak or retrieve an answer or information when called on in front of a group of students.

• Please discuss with the student how to handle these moments in your class.

• If you are training students for a particular job or field, discuss how this might be handled to parallel a workplace accommodation.  Job Accommodation Network (JAN) is a good resource.

An additional notification is included in the student’s Faculty Notification Letter indicating that a discussion on anticipated group work and individual work options occur when the student and the instructor talk about how accommodations will work in the class.

It is recommended that the student share with the instructor what works, or does not work, best for them in this situation.  Students never have to disclose information about disability or diagnosis when talking with instructors.

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• This student may or may not be able to perform effectively in a small group for reasons relative to the student's disability.

• If the educational purpose of group work can be achieved through an individual assignment or project, please offer the student the option of individual work.

• If this student must work in a group, privately discuss how you may assist to increase the student's comfort and success.

An additional customized notification is included in the student’s Faculty Notification Letter which should be discussed when the student and the instructor talk about how accommodations will work in the class.  This note is individual to the student and can vary in nature.

It is recommended that the student share with the instructor what works or does not work, best for them in this situation.  Students never have to disclose information about disability or diagnosis when talking with instructors.

An additional notification is included in the student’s Faculty Notification Letter indicating that the student has a safety plan on file which should be discussed when the student and the instructor talk about how accommodations will work in the class.  The student has the choice whether to share and discuss the safety plan or not.

It is recommended that the student share with the instructor what works, or does not work, best for them in this situation.  Students never have to disclose information about disability or diagnosis when talking with instructors.

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• This student has a safety plan on file with Accessibility Resources and/or Public Safety for reasons relative to their disability.

• The student may choose to provide you with a copy of the safety plan, which should then be discussed.

• Please follow the instructions on the safety plan, if provided by the student.

• Please contact Public Safety at (541) 926-6855 in the event of an incident or emergency if no safety plan has been provided.

An additional notification is included in the student’s Faculty Notification Letter indicating that the student is blind or low vision.

Although both the instructor and the student will be working directly with Accessibility Resources staff to prepare and provide accessible materials, it is recommended that the student share with the instructor what works, or does not work, best for them when talking about how accommodations will work in the class.  

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• The student will not be able to see some or all of the visual materials.

• Please discuss with this student what accommodations will work for them in your class.

• All instructional materials and learning delivery systems, if used, must be fully accessible before any item is used or delivered to any student in the class (Moodle, Canvas, homegrown system, other LMS and/or textbook/publisher specific technologies or clicker technologies).

• It is a good idea to plan to make all instructional materials available electronically.

• Please consult with Accessibility Resources if you need assistance testing your course materials for accessibility.

Additional resources available at https://sites.google.com/linnbenton.edu/digital-accessibility-101. 

An additional notification is included in the student’s Faculty Notification Letter indicating that the student may experience periods of high stress at times which should be discussed when the student and the instructor talk about how accommodations will work in the class.

It is recommended that the student share with the instructor what works, or does not work, best for them in this situation.  Students never have to disclose information about disability or diagnosis when talking with instructors.

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• This student will be most successful in a low stress learning environment.

• Like most students, this student will do his/her best work if s/he feels safe and secure.  High stress, sudden noises, and/or brusque communication may interfere with the student's ability to learn.

• If necessary, we encourage you to contact the student’s Accessibility Resources Accommodation Specialist to discuss the unique needs of this student.

• All students are bound by the LBCC Student Conduct Code.  If there is a conduct issue, please report to the LBCC Conduct Officer.

An additional notification is included in the student’s Faculty Notification Letter indicating that the student will have a personal assistant which should be discussed when the student and the instructor talk about how accommodations will work in the class.

Personal Assistants who are present in the classroom must be registered and approved through Accessibility Resources prior to attending classes with the student.   Personal Assistants do not do the work for the student, but may manipulate materials and write or complete other course-related procedures the student is unable to complete due to their disability.

It is recommended that the student share with the instructor what works, or does not work, best for them in having a Personal Assistant.  Students never have to disclose information about disability or diagnosis when talking with instructors.

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• This student may use a Personal Assistant  in the classroom.

• The Personal Assistant  will be documented with Accessibility Resources.

• The function of this person is to physically assist the student in areas such as personal functions, carrying or lifting, holding paper, or related tasks.

• The Personal Assistant may NOT assist the student during a test.

• Please contact our office if there is any question about the presence of an additional or assisting person.

A student may use an approved text to speech assistive technology to listen to written content while testing or accessing other course materials.  Text to speech is also known as screen reading.

Read&Write (R&W) is the digital literacy program with screen reading capabilities that is used here at LBCC.  It is generally used by those who may have difficulties with reading comprehension or process written information better when heard aloud. 

Students may use R&W to listen to E-Text (electronic textbooks), websites, and other written materials that have been converted to a digital format.

R&W may also be used as an assistive technology for reading while testing when

• Approved as an accommodation by Accessibility Resources, 

• Requested by the student for the course, and 

• Noted on the test proctoring directions by the instructor

R&W may be accessed following directions at Read&Write for Google Chrome.   

It may also be used as a general resource outside of testing without accommodation and is currently available on all LBCC student accessible computers on campus and may be found by locating the purple puzzle piece icon .

Dragon Naturally Speaking and Windows Speech Recognition are speech-to-text programs, where when the student speaks into the computer, their words appear on the screen. 

One of these assistive technology programs may be utilized while taking tests when 

• Approved as an accommodation by Accessibility Resources, 

• Requested by the student for the course, and 

• Noted on the test proctoring directions by the instructor

Disability-Related Flexibility for Deadlines is an accommodation for students who have disabilities with unpredictable flares, which may sometimes interfere with their ability to attend class and require reasonable flexibility regarding assignments and assessments.   

What is Disability-Related Flexibility for Deadlines?

When possible without altering required course outcomes, students with this accommodation are eligible to

• Receive reasonable, penalty-free deadline extensions when experiencing a disability-related flare.

This additional flexibility . . .

• Should not alter the nature of the course or its learning outcomes. Students are still required to meet all course outcomes.

• May not be possible for all assignments. 

• May only be used when a student is experiencing a flare of their disability. It may not be used for unfortunate everyday occurrences (such as common illness, car trouble, lack of daycare, technology failure, etc.) that may cause absences; these should be addressed according to policies in the course syllabus.

• Is not retroactive; it does not apply to absences that occur before a student has requested the accommodation for the course. 

Student Responsibilities

• As soon as possible after requesting their accommodations, a student must meet with their instructor(s) to discuss this accommodation.

• The student and instructor discuss and agree to a plan for how the student will use their Disability-Related Flexibility for Deadlines: communication and parameters for deadline extensions. 

  • See the Planning for Disability-Related Flexibility for Deadlines section below.

• In the event of a disability flare, the student notifies the instructor by email of their need to use their Disability-Related Flexibility for Deadlines and follows the agreed-upon plan for an extension.

  • The student must indicate in their email that they are using their “Disability-Related Flexibility.” The student may use this Using Flexibility Accommodations email template, if desired.

• The student will be held to the essential learning outcomes of the course.

• This accommodation is not designed to address or fully support missing multiple days of class in succession, missing a significant number of classes during the term, or missing numerous deadlines and course activities. 

  • If these situations occur, 

    • A student must contact their Accommodation Specialist and instructor immediately to discuss whether it is possible to address missed course content. 

    • In some cases, reasonable adjustments may not be possible, and the student’s final grade may be impacted if they choose to stay in the course. They may need to consider a withdrawal from the course. 

• Students will contact their Accommodations Specialist with any questions or concerns.

Instructor Responsibilities

• When meeting about accommodations, instructor and student discuss and agree to a plan for how the student will use their Disability-Related Flexibility for Deadlines: communication and parameters for deadline extensions. 

  • See the Planning for Disability-Related Flexibility for Deadlines section below.

• When the student notifies the instructor that they need to use their Disability-Related Flexibility for Deadlines, the instructor will return the student’s email as soon as possible and will verify the previously agreed-upon plan for deadline extension. 

• At no time may an instructor ask a student to present medical documentation verifying a disability or medical event.

• The instructor will contact the student's Accommodations Specialist with questions or concerns. 

Accessibility Resources Responsibilities

• Accessibility Resources is available to assist the instructor and student in developing a Disability-Related Flexibility Agreement, if requested.

• Accessibility Resources will address student and instructor questions and concerns regarding accommodations.

Planning for Disability-Related Flexibility for Deadlines

When a student and instructor meet to discuss the parameters of this accommodation, it is strongly recommended to create a written agreement detailing the flexibility that is possible in the course. Instructors are welcome to use this Disability-Related Flexibility Agreement Template. 

Student and instructor should discuss the following: 

• How will the student communicate with the instructor that they need to use their Disability-Related Flexibility? By email? By Canvas message?

  • Students should notify instructors of using their Disability-Related Flexibility before class/due date, if possible. However, a student experiencing a disability flare may not always be able to send an email in the moment; so, notifying an instructor within 24 hours after missing class/due date is acceptable.

• For every assignment in the course, discuss whether an extension is possible if needed. If an extension is possible, what length? 48-hour extensions are recommended. Clearly state any assignments for which no extension is possible.

• If the class is online, are discussion posts and responses used? If so, may these be made up? How?

Note: Changes ahead!

Accessibility Resources is in the process of updating how Disability-Related Flexibility for Deadlines is implemented. In the future (and for a few pre-selected courses currently), instructors will complete a Disability-Related Flexibility Plan for their course, similar to the Disability-Related Flexibility Agreement Template. 

• In the Flex Plan the instructor will describe possible extensions and absences for their course. 

• Once approved by Accessibility Resources, any student in the course with Disability-Related Flexibility for Deadlines will use the Flex Plan. 

• Students and instructors will still meet to discuss accommodations, but they will not need to discuss Flexibility for Deadlines, as the Flex Plan will provide the information.

Disability-Related Flexibility for Attendance is an accommodation for students who have disabilities with unpredictable flares, which may sometimes interfere with their ability to attend class and require reasonable flexibility regarding attendance on a case-by-case basis. 

What is Disability-Related Flexibility for Attendance?

When possible without altering required course outcomes, students with this accommodation are eligible to 

• Be provided a way to make up attendance/participation points and in-class assignments without penalty, when missed due to disability-related absence.

• Make up assessments missed due to disability-related absence.

This additional flexibility . . .

• Should not alter the nature of the course or its learning outcomes. Students are still required to meet all course outcomes, which may include attendance for some courses.

• May not be possible in all courses.

• May only be used when a student is experiencing a flare of their disability. It may not be used for unfortunate everyday occurrences (such as common illness, car trouble, lack of daycare, technology failure, etc.) that may cause absences; these should be addressed according to policies in the course syllabus.

• Is not retroactive; it does not apply to absences that occur before a student has requested the accommodation for the course. 

Student Responsibilities

• As soon as possible after requesting their accommodations, a student must meet with their instructor(s) to discuss this accommodation.

• The student and instructor must discuss and agree to a plan for how the student will use their Disability-Related Flexibility for Attendance, communication and parameters for maximum number of additional absences and how to make up missed points and/or assessments. 

  • See the Planning for Disability-Related Flexibility for Attendance section below.

• In the event of a disability flare, the student notifies the instructor by email of their need to use their Disability-Related Flexibility for Attendance and follows the agreed-upon plan to make up missed points and/or assessments.

  • The Student must indicate in their email that they are using their “Disability-Related Flexibility.” The student may use this Using Flexibility Accommodations email template, if desired.

• Students will be held to the essential learning outcomes of the course.

• This accommodation is not designed to address or fully support missing multiple days of class in succession, missing a significant number of classes during the term, or missing numerous deadlines and course activities. 

  • If these situations occur, 

    • A student must contact their Accommodation Specialist and instructor immediately to discuss whether it is possible to address missed course content. 

    • In some cases, reasonable adjustments may not be possible, and the student’s final grade may be impacted if they choose to stay in the course. They may need to consider a withdrawal from the course. 

• Students will contact their Accommodations Specialist with any questions or concerns.

Instructor Responsibilities

• When meeting about accommodations, instructor and student discuss and agree to a plan for how the student will use their Disability-Related Flexibility for Attendance: communication and parameters for maximum number of additional absences and how to make up missed points and/or assessments. 

  • See the Planning for Disability-Related Flexibility for Attendance section below.

• When the student notifies the instructor of a disability-related absence, the instructor will return the student’s email as soon as possible and will verify the previously agreed-upon alternate plan to make up missed points and/or assessments. 

• At no time may an instructor ask a student to present medical documentation verifying a disability or medical event.

• The instructor will contact the student's Accommodations Specialist with questions or concerns.

Accessibility Resources Responsibilities

• Accessibility Resources is available to assist the instructor and student in developing a Disability-Related Flexibility Agreement, if requested.

• Accessibility Resources will address student and instructor questions and concerns regarding accommodations.

Planning for Disability-Related Flexibility for Attendance 

When a student and instructor meet to discuss the parameters of this accommodation, it is strongly recommended to create a written agreement detailing the flexibility that is possible in the course. Instructors are welcome to use this Disability-Related Flexibility Agreement Template (click File > Make a copy). 

Student and instructor should discuss the following: 

• How will the student communicate with the instructor that they need to use their Disability-Related Flexibility? By email? By Canvas message?

  • Students should notify instructors of a disability-related absence before class, if possible. However, a student experiencing a disability flare may not always be able to send an email in the moment; so, notifying an instructor within 24 hours after missing class/due date is acceptable.

• Are there attendance requirements or participation points in the class? If so, may a student with this accommodation have additional absences, beyond the syllabus policy? If so, how many? Can missed participation points be made up with alternative assignments or dropped?

• Within what timeframe should a student make up a missed assessment? Will they do this at Testing Services? How will this be arranged?

• Is this course a lab, or does it have one? Are there any options to make up missed labs, perhaps in other sections of the course? If so, how? If a student cannot make up a lab, can they be given the data to complete a lab report? Are there other alternatives?

Note: Changes ahead!

Accessibility Resources is in the process of updating how Disability-Related Flexibility for Attendance is implemented. In the future (and for a few pre-selected courses currently), instructors will complete a Disability-Related Flexibility Plan for their course, similar to the Disability-Related Flexibility Agreement Template. 

• In the Flex Plan the instructor will describe possible extensions and absences for their course. 

• Once approved by Accessibility Resources, any student in the course with Disability-Related Flexibility for Attendance will use the Flex Plan. 

• Students and instructors will still meet to discuss accommodations, but they will not need to discuss Flexibility for Attendance, as the Flex Plan will provide the information.

Flexibility for Leaving Class is an accommodation for students whose disability causes a periodic need to leave class.  This may include having to step outside the classroom for a short time, or having to leave the class and not return that day.

Student Responsibilities:

• The student and the instructor must develop a communication plan that outlines how the student will notify the instructor if they have to leave class and are unable to return (an email is suggested).

• Students may consider sharing what their flexibility for leaving class may look like (for example: "I usually need to just step out for 5 minutes", "I usually have to leave and not come back” or "I'm not sure how this will look.”)

• Students are responsible for communicating with instructors when they are not able to return to class and need to use their Flexibility for Leaving Class as soon as they are able.

• When communicating with instructors about leaving class, students:

  • 1. • Never have to disclose details about their disability 

       • Can use a phrase such as, “I needed to use my Flexibility for Leaving Class today”

       • Should address how missed material may be accessed

       • Should address when missed assignments will be due

Flexibility for Leaving Class is not a blanket reason to miss class or turn in late assignments.

• Students must still meet course outcomes and in some courses, attendance is a required outcome.

• Absences unrelated to disability (such as common illness, car trouble, lack of daycare, etc.) should be addressed according to the course syllabus attendance/absence policy.

• Students are encouraged to attend class as much as possible.

• Only assignments due during a period of absence are permitted to be turned in late according to the agreement made with the instructor.

Students are encouraged to work with their Accommodation Specialist if they have any questions or concerns.

This accommodation provides notification to instructors that the student may need to physically move around, stand up or change positions while in the classroom.

It is recommended that students share with the instructor what works, or does not work, best for them when talking about how accommodations will work in the class.

• Consider sharing what the flexibility for movement may look like (for example: "I need to stand up every 30 minutes,” “I need to pace in the back of the room,” etc.)

• When communicating with instructors about leaving class, students never have to disclose details about their disability

The student may require a reasonable amount of flexibility with the window in which an online test is administered.  This will be arranged between the student and the instructor on a case-by-case basis.

Student responsibilities:

• Communicating with instructors as soon as possible when the need for a flexible test administration window arises 

• Working together with the instructor to determine a customized arrangement and/or deadline

• Meeting the required course outcomes

Instructors are provided the following guidelines for this accommodation in the Faculty Notification Letter:

• This student requires a flexible testing window for their online quizzes/exams 

• This is typically due to how the student’s home environment or time zone negatively intersects with their disability at the regularly-scheduled exam time.

• Please discuss the specific flexibility needed with this student

• Accessibility Resources staff is available to consult with both student and instructor if needed

For on-campus and virtual lecture classes, students who, due to disability, cannot use other note taking technologies offered will be able to request a volunteer note taker.

A volunteer note taker is typically another student enrolled in the same class, who takes their own notes and agrees to share them electronically.  

Volunteer note takers do not typically apply to the following courses:

• Online (asynchronous) courses

• Physical Education Courses

• Labs

• Clinical/Practicum

• Other non-lecture courses

If the student needs note taking services in one of the above types of classes, they should contact the Accessibility Resources Main Office to explore options.

Student Responsibilities:

• Requesting accommodations at least one week before the start of term. 

• Discussing this accommodation with instructors to determine how it applies to the class and/or if class notes are provided  

• Specifically asking instructors to recruit a volunteer note taker if notes are not otherwise provided. 

  • 1. • Instructors should ask the class for a volunteer at least 3 separate times

       • Instructors should maintain confidentiality when recruiting  

       • Students will receive an email when a volunteer note taker has been assigned

• Checking back with the instructor if recruitment announcement has not been seen or heard within three days of requesting

• Canceling note taking request if a note taker is no longer needed for a course

• Attending class regularly throughout the term and downloading notes in a timely manner (at least 1x/week) from Online Services database

• Responding to requests for information from Accessibility Resources as soon as possible

• Signing an invoice emailed at the end of the term indicating if the note taker successfully completed their assignment or not

• Contacting Accessibility Resources if any issues arise, such as, a note taker cannot be found, notes are not delivered regularly, or they are blurry, hard to read, incomplete, etc.

Other things to know:

• Students have the choice to remain anonymous to their note taker.

• Notes are delivered electronically through the student’s Accessibility Resources Online Services home page and an email notification is sent each time notes are uploaded.

• Note takers are expected to upload the notes within 24 hours after the lecture.  

• Volunteer note takers who successfully complete their assignments are given a $50 gift card to the LBCC Campus Store or Food Service.

• Students can recruit classmates as volunteer note takers themselves (the volunteer must be enrolled in the class).  

  • 1. • Please direct the volunteer to sign-up on our website or contact the Main Office for assistance.

If a note taker is not assigned in the class by the end of week one:

• The student will receive an email asking for confirmation of the need for a note taker.  

  • 1. • Students often request a note taker before the beginning of the term and may find out one is not needed once they talk with the instructor and  forget to cancel the note taking request.

• If the student confirms they still need a note taker, they should follow the directions in the email to check with the instructor first, then contact Accessibility Resources' Main Office for assistance exploring note taking options.   

• If the student does not confirm the need for a note taker, or a note taker is still not assigned at the end of week two, students will receive a second email asking to  confirm the request again.

• If there is no response to the second confirmation email within five business days and the student does not reach out to the Accessibility Resources Main Office for assistance as directed, the volunteer note taker request is automatically canceled.

If the student confirms the need for a note taker, no one has signed up to take notes, and the student contacts the Accessibility Resources Main Office, Accessibility Resources will take the following steps:

• Recruit a note taker by emailing students in the class with high GPA's

• Email the instructor asking for assistance in providing notes some other way 

• Offer technology as a note taking option, including a smartpen, digital recorder or other note taking software that records lectures (see more information below).

• If no in-class note taker can be found and technology won't work for the student, Accessibility Resources will assign a staff member as the note taker

This information on note taking is also available in our Printable Volunteer Note Taker Accommodation handout.

• 1. 1. • Go to MyLB and sign into Single Sign On

        • Click the Accessibility Resources Online Service (AIM) icon on the dashboard

• Click on Note Taking Services 

• Click on View Notes

• Click Download

• Save notes to your computer, a flash drive, or print

This information is also available in our Printable Volunteer Note Taker Accommodation handout.

Accessibility Resources has electronic equipment to help with taking notes that students can borrow throughout each term.  Examples of equipment include smart pens and digital recorders.  Students do not need an approved accommodation to borrow electronic equipment from Accessibility Resources.

Equipment can be checked out on the first day of the term and returned by the Wednesday of finals each term.  Reminder notices are emailed to students and holds will be placed on accounts for items not returned.

LiveScribe Smartpens 

LiveScribe Smartpens capture both notes being written and audio lectures being given. Inside the pen is a camera that takes a picture of the notes as the student writes them. It also has a built-in microphone that lets the student record what is being said. 

The following videos show how the LiveScribe Pen works: 

LiveScribe Demo 1:  https://www.youtube.com/watch?v=sJcBKT-wVWg

How to Use the LiveScribe Pen In Class: https://www.youtube.com/watch?v=BcfTBMuStpQ

Digital Recorders

Digital recorders record and playback audio sound, such as live lectures.

Students are welcome to use their own devices to record or borrow one from Accessibility Resources.

Accessibility Resources has the following models of digital recorders available on a first come, first served basis:

• Olympus VN-2100PC - Manual

• Olympus VN-5000) - Manual and Video

• Olumpus VN-7200 - Manual 

• Sony ICD-BX700 - Manual and Video

• Sony BX-800 - Manual and Video

• Sony ICD-P320 - Manual

• Sony ICD-PX370 - Manual and Video 

• Sony ICD-SX700 - Manual and Video

• Yemenren R9 - Manual and Video

Other Note Taking Software

Our LBCC Technology Tools for Success page includes several other types of note taking software that is available to any LBCC student.

This accommodation applies to online, virtual, hybrid and in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors and the appropriate testing location in order to have access to a screen reader while testing. 

• A screen reader provides written or online text in an audio format.

• Read&Write (R&W) is the screen reading software used by LBCC.

• Testing appointments are required to ensure a computer with R&W is available at the testing location, or proctors are available for online testing.

• Students are responsible for being familiar with R&W prior to utilizing it on a test.

IMPORTANT:  Students who need to use Assistive Technology for Reading on tests taken in a Testing Services Location must make an appointment in advance through RegisterBlast.  

• Please see the Testing Services Location section below for directions to create an account and make appointments in RegisterBlast.

This accommodation applies to online, virtual, hybrid and in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors and the appropriate testing location in order to have access to a screen reader while testing.

• A screen reader provides written or online text in an audio format.

• A secured and monitored word processing program may also be used by the student to record answers.

• Read&Write (R&W) is the screen reading software used by LBCC.

• Testing appointments are required to ensure a computer with R&W is available at the testing location, or proctors are available for online testing.

• Students are responsible for being familiar with R&W prior to utilizing it on a test.

IMPORTANT:  Students who need to use Assistive Technology for Writing on tests taken in a Testing Services Location must make an appointment in advance through RegisterBlast.  

• Please see the Testing Services Location section below for directions to create an account and make appointments in RegisterBlast.

This accommodation applies to both in-person, virtual and hybrid courses.  It typically does not apply to online courses however.

Students are responsible for requesting this accommodation when prearranging tests with instructors and the appropriate testing location proctor.  

• Students are responsible for discussing the procedure to take a break during a test with the test proctor prior to the beginning of a test.

• Students will notify the test proctor when a break is needed.

• Students can stand, stretch, move around in a space designated by the test proctor.

• Students may not leave the immediate testing area without the permission of the test proctor.

• Students will leave all testing materials at the testing location or with the test proctor.

• Items not allowed on the test are not to be accessed during the break (e.g. books, phones, purses, backpacks, etc.).  

• All breaks will be included in a student’s extra testing time unless utilizing stop-the-clock timing is indicated as an accommodation.

In the event the student’s test is issued ‘one page at a time’ or if ‘stop-the-clock’ timing is being used:

• Breaks inside the testing facility are allowed for reasonable unlimited time.

• If the student remains within the testing facility, they are allowed to return to pages completed before their break.

• Approved breaks outside the testing facility are limited to 5 minutes.

• Students who are approved to leave the testing facility for their break must complete the current test page prior to taking the break.  They will not be allowed to go back to pages completed before the break.

• If the test is timed, breaks need to be recorded on the proctoring direction sheet by the test proctor from start to stop.

This accommodation applies to online, virtual, hybrid and in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors in order to have access to a calculation tool for a test.

• The exact nature of the calculation tool shall be agreed upon through discussion between student and instructor prior to each test.  

• Examples of calculation tools may be a specific type of calculator, a multiplication or addition table, a number line, etc.

• Students with this accommodation are responsible for initiating this discussion with the instructor.

• The approved calculation tool must be indicated on the student’s proctoring directions in order to be used in a proctored test setting.

This accommodation applies to in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors and the appropriate testing location in order to ensure access to a computer for tests.

• Students will not be required to handwrite answers on paper tests.

• A secured and monitored word processing program will be used by the student to record answers.

• Testing appointments are required to ensure a computer with a secured and monitored word processing program is available at the testing location or proctors are available for online testing.

IMPORTANT:  Students who need to use a Computer for Testing when taking tests in a Testing Services Location must make an appointment in advance through RegisterBlast.  

• Please see the Testing Services Location section below for directions to create an account and make appointments in RegisterBlast.

This accommodation applies to online, virtual, hybrid and in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors in order to ensure access to approved extra testing time. 

• The amount of extra testing time is designated on the student’s eligibility letter.

• Extra testing time is calculated using the time the rest of the class gets to complete the test.

  • 1. • For example, if everyone gets 1 hour for a test:

1.5 extra time for a 1 hour test = 1 hour and 30 minutes to complete

2.0 extra time for a 1 hour test = 2 hours to complete

• Students may prearrange to use their extra time in either an approved testing location or in the classroom, by mutual agreement with the instructor

• Testing appointments must be made in advance at a testing location if a computer or assistive technology is required for in-person tests, or if a proctor is needed for online tests.

This accommodation applies to online, virtual, hybrid and in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors in order to ensure access to a memory aid for tests that are not open book/open notes. 

A memory aid assists students in recalling information that might otherwise be inaccessible to them in a testing situation due to a disability.  This aid allows the student to demonstrate his/her knowledge of course material by triggering memory.

• Students must discuss this accommodation with instructors prior to utilizing it.

• The exact nature of the memory aid shall be agreed upon through discussion between student and instructor prior to each test.  

• The student and the instructor will determine what the memory aid will look like and what can be on it a minimum of 3 days in advance of the test.

• The student will go create the memory aid and return it to the instructor for approval. 

• The instructor must approve and sign the memory aid prior to its use on a test, and attach it to the proctoring directions for the test.

• Please read the printable Memory Aid - A Student’s Guide prior to talking with instructors about this accommodation. Examples are given, as well as a checklist for students to follow.   

This accommodation applies to in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors, our office and the appropriate testing location in order to allow sufficient time to notify the testing location or instructor of appropriate color to print on. 

Upon the student's request, Accessibility Resources will supply the appropriate color of paper for the student to provide to the instructor, if testing in the classroom, or arrange for delivery of appropriate color paper to a particular testing location.

This accommodation applies to online, virtual, hybrid and in-person courses.

Students are responsible for requesting this accommodation when prearranging tests with instructors and the appropriate testing location in order to ensure access to a scribe or typist for tests. 

• Students will utilize an Accessibility Resources approved and assigned scribe or typist to write down dictated test answers.

• It is essential to request this accommodation as early as possible to allow adequate time for the testing location to prepare.

• Testing appointments are required to ensure staffing and available testing space.

This accommodation applies to in-person courses, and online, virtual or hybrid courses which may require in-person test proctoring.

Students are responsible for requesting this accommodation when prearranging tests with instructors in order to ensure access to an appropriate testing location.

Testing Services are available at the following campuses: 

Albany Campus (Map)

Red Cedar Hall Room 111 (RCH-111)

Phone: (541) 917-4781

Email: testing@linnbenton.edu

Corvallis Campus (Map)

Testing & Learning Center

Benton Center, Room 222 

All exams at the Corvallis Campus will be by RegisterBlast appointment only during this time, no drop-ins.

Phone: (541) 757-8944 ext. 5134

Email: bcproctor@linnbenton.edu

Courses held at our Health Occupation Center (HOC) and Advanced Transportation Technology Center (ATTC) should contact Testing Services with questions about testing options.

All Students Should Create a RegisterBlast Account 

• All students who wish to use their testing accommodations when they test in any Testing Services Location should create an account in RegisterBlast.

  • 1. 1. • RegisterBlast is a software that will automatically share all of your approved testing accommodations with Testing Services.

• Please follow these RegisterBlast Instructions for Students With Testing Accommodations:

  • 1. 1. • Create an account at RegisterBlast at https://www2.registerblast.com/lbcc/User/Authenticate or with the QR Code:

1. Click on “Need password or account assistance?”

  2.   Enter the email address you use in Online Services – 

• This may be your LBCC student email address or your Oregon State email address.

• Click “Request Password Reset”

  3. RegisterBlast will send you an email with the subject: “Password reset request”.  

• Click on the link in the email and create a password for your account.  

• You will be prompted to enter a Two-Factor Authentication code.

• Create a new password that you will remember.

• The password will need to be at least 12 characters long, have at least 1 capital, 1 lowercase, 1 number and 1 special character.

  
4. Once you reset your password, you may be prompted to complete a Two Factor Authentication with a QR code. If the QR code doesn’t work, scroll below it and click on the link to send an Email 2FA. You will then receive an email with a number code, which you can enter to confirm your identity. 

 5. If you need assistance, please contact Testing Service.

Important Additional RegisterBlast Information

• Students will continue to arrange for testing outside the classroom by communicating directly with instructors.

  • 1. • Instructors will use RegisterBlast to send tests and proctoring directions to Testing Services.

       • All students may be required to log in to RegisterBlast when coming to the test at any Testing Services location.

       • It is important to remember your RegisterBlast password when coming to take a test.

• Students may or may not need to schedule a testing appointment through RegisterBlast.

  • 1. • Appointments are not required for ALEKS math tests in MTH050, 075, 095, and 098 classes.

       • Appointments are required if you need a computer for testing (for example: taking a test in Moodle or using Assistive Technology for Reading/Writing for a test, etc.).  

       • Students may schedule an appointment in advance for any test if they would like.

       • Students who use a scribe for testing should work with their Classroom Assistant to schedule testing appointments directly with Testing Services staff.

• To Schedule a Testing Appointment: 

  • 1. • Log into your RegisterBlast account and follow the prompts (https://www2.registerblast.com/lbcc/Exam/List or the QR Code) 

       • Consider saving the RegisterBlast login as a bookmark on your computer.

       • When you come to a Testing Services location to take a test:

       • Remind staff you will be using your approved accommodations.  

       • You will be asked to sign into RegisterBlast using your LBCC email address and the password you created. 

• Printable RegisterBlast Instructions for Students With Testing Accommodations

General Testing Information:

• All testing locations operate on a drop-in, first come/first served basis.

• It is highly recommended that students needing a computer or having a particular physical space requirement for testing make an appointment in advance to ensure access, with the exception of developmental math courses (see below)

  • 1. 1. 1. • Students taking developmental math courses (MTH050, MTH075, and MTH095) and testing within the ALEKS software do not need to make an appointment to test.  They may drop-in during the directed testing window and will be served on a first come, first served basis.

             • For all others, please call or stop by the appropriate testing location to schedule an appointment in advance.

• Once prearranged, instructors will send the test, proctoring directions and approved accommodations to the appropriate testing location.

 Student Responsibilities:

• Communicating with the instructor to prearrange for testing, which includes:

  • 1. 1. 1. • Establishing the location where the test will be taken

             • Identifying when the test will be available and the deadline to complete it

             • Determining how much time will be allowed to take the test (including extra time accommodation)

             • Identifying materials that may be used on the test (including calculation tool and/or memory aid)

             • Talking with instructors at least 5 days in advance for quizzes and at least 14 days for midterms and finals is recommended

• Making an appointment with the appropriate testing location to reserve a computer or particular physical space, if needed

• Showing photo ID at all testing locations

• Finishing test at least 30 minutes prior to closing (hours posted at each location)

• Notifying the instructor if unable to test for any reason and making new testing arrangements

Accessibility Resources strives to make sure every student has access to space and technology for testing and understands there can always be exceptions to these guidelines.

Important things to remember about testing accommodations: 

• Instructors should never ask or require that the student test before everyone else in the class. Students need to have equal access to study time for exams.

• Test taking times may sometimes need to be adjusted due to the availability of staff. 

• We ask that the student first try to take exams during our open office hours but understand if the student’s schedule will not allow for this. 

• Sometimes the student’s test time may interfere with another class. If this occurs, the student will need to work directly with their instructor to come up with alternate arrangements. 

• When scheduling classes for the term, be sure to plan for allowing for enough time between classes for testing and studying.