Accommodations in Detail

The student requires all field trips to be fully accessible.

• Please include a statement about required field trips in the course description of your class in the catalog.

  • Both our office and students with disabilities often need more information about field trips in advance of the term beginning.

• Include information regarding required field trips on syllabi at the beginning of the term.

• Please discuss details of the field trip and options with the student as far in advance as possible.

• Consult with Accessibility Resources if you have questions.

The student requires an adjustable table in the classroom.  

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.  

• Accessibility Resources staff and/or facilities will move accessible furniture into the classroom as needed.

• Students may need the table placed in a specific location within a room.

• Once placed, please do not move the table for the remainder of the term unless specifically asked by the student with the accommodation to do so.

• Please ensure that students using accessible furniture are integrated into the main flow and layout of the classroom as best possible.

• On occasion, students may need help accessing their accessible furniture if another student without accommodation is using it at the time of need.  

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. 

• Accessibility Resources staff and/or facilities will move accessible furniture into the classroom as needed.

• 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 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 accessible chair for the same class, multiple accessible chairs will be placed in the room.

• Please ensure that students using accessible furniture are integrated into the main flow and layout of the classroom as best possible.

• On occasion, students may need help accessing their accessible furniture if another student without accommodation is using it at the time of need.  

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. 

• Accessibility Resources staff and/or facilities will move accessible furniture into the classroom as needed.

• 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 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 accessible chair for the same class, multiple accessible chairs will be placed in the room.

• Please ensure that students using accessible furniture are integrated into the main flow and layout of the classroom as best possible.

• On occasion, students may need help accessing their accessible furniture if another student without accommodation is using it at the time of need.  

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.  

• Accessibility Resources staff will place accessible keyboards into the classroom as needed.

• Students may need the keyboard placed in a specific location within a room.

• Once placed, please do not move the keyboard for the remainder of the term unless specifically asked by the student with the accommodation to do so.

• On occasion, students may need help accessing their accessible equipment if another student without accommodation is using it at the time of need.

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. 

• Accessibility Resources staff will place accessible monitors into the classroom as needed.

• Students may need the monitor placed in a specific location within a room.

• Once placed, please do not move the monitor for the remainder of the term unless specifically asked by the student with the accommodation to do so.

• On occasion, students may need help accessing their accessible equipment if another student without accommodation is using it at the time of need.  

The student may require preferential seating within a classroom or lab for a variety of different reasons.

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

• If assigned seating is used, please incorporate the student’s preferred seating as best as possible.

• On occasion, students may need help accessing their preferential seating if another student without accommodation is using it at the time of need.  

The student requires a standard chair with arms and no wheels. 

• Accessibility Resources staff will move accessible furniture into the classroom as needed.

• 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 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 accessible chair for the same class, multiple accessible chairs will be placed in the room.

• Please ensure that students using accessible furniture are integrated into the main flow and layout of the classroom as best possible.

• On occasion, students may need help accessing their accessible furniture if another student without accommodation is using it at the time of need.  

The student requires wheelchair access for all aspects of the class.  

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.  

• Accessibility Resources staff will assess access when a student requests this accommodation and may also place accessible furniture in the classroom as needed.

• If you are aware of classroom or lab spaces that are not wheelchair accessible, please make necessary adjustments or consult with Accessibility Resources to do so as soon as possible.

• Adjustments may include widening aisles between desks, tables, walls, etc.

• If necessary, assigned classrooms may need to be relocated to ensure access.

• It is highly recommended that all spaces at LBCC be designed with wheelchair access in mind.

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

• Accessible Routes from LBCC Parking Lots are also available.

This accommodation is provided by Accessibility Resources staff.  Instructors do not need to do anything.  

• Providing all course content in multiple formats is highly recommended.

• 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 to the student. 

This accommodation must be coordinated between Accessibility Resources staff and department and/or instructor.  

Our office will reach out to the specific department and/or instructor as far in advance as possible planning purposes.  

• Having course content prepared in advance and limiting changes to content once the term has started will help ensure the student has access to course materials at the same time as all other students.

• Printed textbooks and course materials are converted into Braille. 

• 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. 

This accommodation must be coordinated between Accessibility Resources staff and department and/or instructor.  

Our office will reach out to the specific department and/or instructor as far in advance as possible planning purposes.  

• Having course content prepared in advance and limiting changes to content once the term has started will help ensure the student has access to course materials at the same time as all other students. 

• Printed textbooks and course materials are converted into an enlarged or enlargeable format. 

• Students will help determine the preferred format.

This accommodation is provided by Accessibility Resources staff.  Instructors do not need to do anything.  

• Printed textbooks are converted to an electronic format when not already available digitally. 

• Providing all course content in multiple formats is highly recommended.

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

• All LBCC students and staff can access and use Read&Write for Google Chrome without accommodation.

• Accommodations are necessary for getting physical books converted electronically and for using the screen reading software on tests however.

This accommodation is provided by the Accessibility Resources staff.  Instructors do not need to do anything.  

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

• Providing all course content in multiple formats is highly recommended.

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. 

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.

• This note is individual to the student and can vary in nature.

• Reach out to the Accommodation Specialist with any questions or concerns.

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.  

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.

• Please look for the attached Safety Response Plan in the Additional Notification Section below and discuss with student.

• Please contact Public Safety at (541) 926-6855 first for all incidents or emergencies.

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 staff if you need assistance testing your course materials for accessibility.

Additional resources are available at Digital Accessibility. 

An additional notification is included in the student’s Faculty NotifReport an Issue formication 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 abrasive communication may interfere with the student's ability to learn.

• If necessary, we encourage you to contact the student’s 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 using the Report an Issue link. 

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 the Accessibility Resources and Public Safety.

• Persons not registered in a class or documented through Accessibility Resources and Public Safety are not allowed to be in the classroom.

• 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. 

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

Text to Speech accommodations will use R&W as an assistive technology for reading and/or writing 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

Students using Text to Speech as an accommodation while testing are highly encouraged to reserve a computer in testing services by scheduling in advance.

R&W 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.

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

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 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

Students using Text to Speech as an accommodation while testing are highly encouraged to reserve a computer in testing services by scheduling in advance.

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.

Flexibility for Leaving Class is not a blanket reason for students 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.

Students and instructors should discuss this accommodation prior to utilizing it.

• The student and the instructor should 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.

• The student and instructor should work together to determine a reasonable plan for the missed class time, assignments and/or assessments.

Instructors are encouraged to work with the student’s 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 (for example: "I need to stand up every 30 minutes,” “I need to pace in the back of the room,” etc.).

The student may require a reasonable amount of flexibility with the window in which an online quiz/exam is administered.   

• 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.

• This will be arranged between the student and the instructor in advance, on a case by case basis.

Please discuss the specific flexibility needed with this student prior to utilizing it.

• The student and the instructor should develop a communication plan that outlines how and when the student will notify the instructor if needed (an email is suggested).

• The student will communicate with the instructor as soon as possible when the need for a flexible test administration window arises.

• The student and the instructor will work together to determine a customized arrangement and/or deadline.

Instructors are encouraged to work with the student’s Accommodation Specialist if they have any questions or concerns.

For on-campus and virtual lecture classes, a volunteer note taker accommodation provides access to content for students who, due to their disability, cannot take their own notes or use other note taking technologies.  

If you do not already provide notes for all students, they may need you to help recruit a volunteer note taker from the class

A volunteer note taker is typically another student enrolled in the same class, who takes their own notes and agrees to share them electronically with the student through our accommodation software, Online Services.

Instructors will receive a Volunteer Note Taker Recruitment email when this accommodation is requested.

• It is helpful for the instructor to reply to the email if class notes are provided some other way, or if the course is non-lecture based, so the request can be canceled.

• Students are asked to specifically discuss their individual note taking needs with instructors when discussing how all their accommodations will work in a class.

• 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 a student requests a note taker in a non-typical course, please reach out to our office to discuss options.

If a volunteer note take is needed, please use the script provided in the Volunteer Note Taker Recruitment email to read aloud or send to the class to ask for a volunteer.

• Please make 3 attempts to ask for a volunteer note taker.  If you do not get a volunteer after making 3 attempts, please contact our office for assistance. 

• The email has directions for the volunteer to sign up as a note taker and is designed so the instructor can give it directly to the volunteer.

  • Please maintain the student's confidentiality when recruiting for a volunteer.

  • If you have more than one student eligible for a volunteer note taker 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. 

  • You do not need to recruit for a volunteer if a staff Accessibility Resources Note Taker is assigned to the class as they will be able to provide notes to the additional student.

• When a volunteer signs up and is assigned to a class both the instructor and the student with the accommodation will receive an email notification.

• 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 our office for assistance. 

Other helpful information:

• Both the volunteer note taker and the student with the accommodation have the choice to remain anonymous to the other in the note taking software.

  • Our office can help facilitate communication between any party that chooses to remain anonymous.

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

• The volunteer can take notes however works best for them (handwriting or typing) and use a scanner or mobile scanning app to upload them into Online Services.

• Notes are delivered electronically through the student’s accommodation homepage and an email notification is sent each time notes are uploaded.

• Occasionally, students who choose to not be anonymous may arrange to hand deliver or email notes directly.   This may not work if there is more than one student who needs notes in the class though.

• This accommodation does not take place of students coming to school when able.  

  • If you note that a student with a volunteer note taker is often absent, please let our office know and we can help determine what is appropriate in that specific case. 

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

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

  • Please direct the student/volunteer to Volunteer as a Note Taker on our website.

Accessibility Resources has electronic equipment to help with taking notes that all 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.

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 video shows how the LiveScribe Pen works: https://youtu.be/sJcBKT-wVWg

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.

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.

Students do not need accommodation for a Service Animal.

Under Title II of the Americans with Disabilities Act regulation and 28 C.F.R. 35.104, “Service Animal” is defined as a dog “individually trained to do work or perform tasks for the benefit of an individual with a disability.” 

• Dogs or miniature horses are the only animals recognized by the law as service animals.

• Such work or tasks performed include providing alerts to take medication, doing rescue work, pulling a wheelchair, and/or fetching dropped items.

• When it is not obvious what service an animal provides, only limited inquiries are allowed. 

• Staff cannot ask about the person’s disability, require medical documentation, require a special identification card or training documentation for the dog, or ask the dog to demonstrate its ability to perform the work or task.

• Please review our Service Animal Guidelines for additional information.

Staff may ask two questions:

1. Is the dog a service animal required because of a disability?

2. What work or task has the dog been trained to perform?

Students with trained service animals or animals in training do not need an accommodation, approval, certification, or a special license to have them on campus.  Students are encouraged to register service animals with Campus Safety, but are not required to do so.

Students wishing to bring emotional support, comfort, companion or therapy animals to campus must apply for accommodations.

Emotional Support Animals (ESA) are only allowed in Linn-Benton Community College classrooms as an approved accommodation through Accessibility Resources. 

• An ESAs sole purpose is to provide emotional support, comfort, therapy, companionship, therapeutic benefits, or to promote emotional well-being.  

• ESAs have not been individually trained to perform a task or function and are not limited to working with people with disabilities, therefore do not meet the definition of service animals under the American with Disabilities Act.

Please review the Emotional Support Animal Guidelines for additional information. 

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 making testing appointments with Testing Services.

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 making testing appointments with Testing Services.

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.

• Instructors must indicate the approved calculation tool 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.

• Student will need to have access to a computer for all testing.

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

• Testing Services will provide a secured and monitored word processing program for students to record answers.

• Testing appointments are required to ensure a computer is available at the testing location.

• Students are responsible for making testing appointments with Testing Services through 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.

  • 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.

• Students are responsible for making testing appointments with Testing Services through RegisterBlast.

• NEW:  Adjusting Test Times in Canvas

• YouTube Video 

• Written Directions

Under particular circumstances, Accessibility Resources may approve 3.0x Extra or Unlimited Time on tests.

• Please consult with the student’s Accommodation Specialist to help coordinate this accommodation.

• Instructors are encouraged to determine if there is a reason to limit the time. If there is, the student should be permitted at least triple time (3.0x).

• If you believe this is an alteration of the fundamental objectives of the course, please consult with the Accessibility Resources Director. 

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 Memory Aid - Faculty Guide prior to talking with students about this accommodation.   

This accommodation applies to in-person courses with paper tests.

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. 

• Accessibility Resources will work with Testing Services and the student to facilitate this accommodation.

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

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

• Students are responsible for making testing appointments with Testing Services.

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

Instructors are responsible for creating an account in RegisterBlast, to upload tests and proctoring directions.  

• • RegisterBlast is the web-based application Testing Services uses for all test submissions.   

  • Please take a moment to create your RegisterBlast account now.  

  • Save the RegisterBlast Professor Login Page as a bookmark - this is where you will upload tests and proctoring directions.

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 

Testing Services 

Red Cedar Hall Room 111 (RCH-111)

Phone: (541) 917-4781

Email: testing@linnbenton.edu

Corvallis Campuses  (includes Benton Center and Chinook Hall locations)

Testing & Learning Center

Benton Center Room 222 (BC-222) 

Phone: (541) 757-8944 ext. 5101

Email: bcproctor@linnbenton.edu

***All exams at the Corvallis Campuses Testing & Learning Center require the student to make a RegisterBlast appointment in advance, no drop-ins.

Lebanon Campuses (includes Health Occupation Center and Advanced Transportation Technology Center locations) 

Please contact Testing Services with questions about testing options.

General Testing Information:

• Instructors will use RegisterBlast Professor Login Page to upload tests and proctoring directions electronically for all testing locations.

• Albany Campus Testing Services operates on a drop-in, first-come/first-served basis.

• Corvallis Campuses' Testing & Learning Center requires the student to make a  RegisterBlast appointment in advance for all tests.

• Please communicate with the student to:

  • Establish the location where the test will be taken

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

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

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

Students must:

• Make an appointment through their RegisterBlast Student Login Page to reserve a computer or particular physical space, if needed

• Show valid photo ID to test at all testing locations

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

• Notify 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. 

• If the test is not portable (e.g. a science lab or auto mechanics)

• Contact 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 (students may not proctor).