Frequently Asked Questions

• You will receive a Faculty Notification Letter through email identifying the accommodations each student has requested for your class.

• It may be helpful to print out or save the email and keep it for reference.

• New accommodation plans can be created up through the end of week 9 in a term.

• Students may request accommodations up through the end of week 10 in a term.

• Accommodations begin when Faculty Notification Letters are emailed to instructors by our office.

  • The student and instructor may also need to discuss details on how accommodations will work, may not apply, or create a required communication plan for a particular class.

• Accommodations are not retroactive.

• Instructors have the discretion to accommodate any student without having received a Faculty Notification Letter from our office.

• If a Faculty Notification Letter is desired prior to accommodating a student, please have the student contact their Accommodation Specialist for assistance or reach out directly to our office yourself to confirm that the student has approved accommodations.   

• It is important that approved accommodations are not avoided or denied by an instructor without consulting with Accessibility Resources first.

• If an accommodation comprises an essential element of your class content or if it impacts an assignment or course outcome, you may seek an alternate way to give the student access to learning or opportunity to perform an assessment.

• If you have questions or concerns regarding a student's accommodations, please contact our office as soon as possible.

• Contact the Accommodation Specialist listed on the Faculty Notification Letter to discuss and collaborate on options as soon as possible.

• Students are highly encouraged to talk with instructors about accommodations, but it is not required in most cases.

• Some accommodations do require a communication plan between the instructor and the student however.  These are noted on the Faculty Notification Letter.

• Students have varying levels of communication abilities and some disabilities make it very difficult to communicate with others. 

• When a student does not contact you about their accommodations, it is helpful if instructors invite students to speak to them privately about their accommodations. 

  • This might be accomplished in a general announcement to class such as, "If you have accommodations, please make time to meet with me privately to discuss your needs". 

  • You can also reach out to them via email with a message such as, "I have received an accommodation notification letter and invite you to schedule time with me to talk further about your accommodation needs."

• Students in crisis may be referred to the Advising Center for Personal Health and Well-Being Services.  Crisis counselors are available 24/7.

• Talk to the student privately or send them an email about what they appear to be struggling with in your class. 

• Avoid saying "I think you are disabled" or "I think you have a disability"

  • LBCC employees do not diagnose disability. 

• Express your specific concerns (i.e. "I noticed you earned a low grade on the last exam", "I noticed you haven't been to class for several sessions", "I'm concerned that you may not pass the class because you haven't turned in homework assignments", etc.).

• Inquire if there are resources on campus they are already using (Learning Center, Tutoring, Accessibility Resources).

• If appropriate, use the words, “There is a resource on campus that may be helpful to you.”

  • Follow the directions in How to Connect with Our Office.

• For all other concerns, including but not limited to Accident or Injury, CARE Referral, Concern for a Student Well Being, Unlawful Harassment, Discrimination, or Retaliation, and Misconduct (Sexual, Academic, Student):

  • Use the Reporting Concerns at LBCC form so the most appropriate resources, services, and supports can be offered.  

  • If we, as college members, are not each reporting, it is difficult to establish inappropriate patterns of behavior happening across campus - not just in your classroom or area.

  • Early intervention for all concerns is the most desirable outcome.

Yes, we want to be very conscious about communicating in an inclusive way with all students.  NEVER say to a student, "I think you might be disabled" or ask if they have disabilities.

Please avoid saying or implying the following:

• Labeling as “Accessibility Resources Students” or referring to “Your Accessibility Resources”

  • • An appropriate way to address would be as LBCC students who work with Accessibility Resources or LBCC students who have accommodations.

• "I don't have to give you accommodations. It's my choice."

  • • It is a matter of law actually and not an instructor’s choice.

    • Please do not deny an accommodation without consulting with our office.

    • Accommodations are a legal entitlement once disability is proven. 

    • It is up to the instructor to determine how an accommodation is accomplished and protect the essential elements of the course you teach.

    • When in doubt or needing guidance, please contact our office for consultation. 

• "I don't think you have a disability" or "You don't need that accommodation"

  • • Eligibility for accommodations is determined by Accessibility Resources through an interactive intake process and review of documentation in accordance with ADA laws. 

    • Instructors are expected to accept the Faculty Notification Letter as evidence of a documented disability that has been vetted through our office.

    • This frees instructors from the role of determining who is eligible for accommodations and allows them to focus on the course, and how the student will learn and demonstrate learning.

• "I treat everyone the same. It's only fair."

  • • The focus should be on providing equitable access, not providing everyone with the same access. 

    • Not everyone learns, takes in/processes information or displays knowledge the same way.

    • Students with disabilities experience barriers that create an uneven playing field for success.

    • Accommodations remove barriers and ensure access to information in a way that works best for individual students, creating an equitable opportunity for success (i.e. leveling the playing field).

• "Grow up and be an adult,” or “You just need to try harder.”

  • • Distinguish that expectations of responsibility and requests for accommodations are not the same thing.

    • Some behaviors that flow from disability might look like irresponsibility, but the source may in fact be a physiological barrier. 

    • By asking for disability accommodations to learn, to work, and to succeed, the student is showing their maturity as an adult. 

    • Helping to create a positive and accepting climate for learning is encouraged.

• "You don't belong in this program."

  • • LBCC encourages students to try. 

    • Students have the right to explore to find their path to success. 

    • It is not an instructor's place to tell a student they will fail when the student has not been given the opportunity to try. 

    • If you have concerns about a student's ability to succeed, please talk with them and their Accommodation Specialist about the student's goals for the program.

• "This student will never succeed."

  • • Plan for success by referring the student to Accessibility Resources for help determining if accommodations are a possibility.

    • LBCC is a fair and inclusive environment. 

    • All students, including those with accommodations, are expected to meet the required course outcomes.

• Accessibility Resources does not have a role in determining course attendance policies because attendance may be integral to the pedagogic process. 

• Faculty establishes attendance policy. 

• The Principles of Universal Design in Instruction say that the most inclusive attendance or participation policies include options to make-up work or to take tests on a retake date. 

• If faculty intends to disallow or restrict absences, they may choose to use wording similar to this on the syllabus: "Your presence and/or participation is fundamental to meeting the objectives of this course. There will be only (0, 1, 2, 3, 7, 9) permitted absences, and (1, 2, 4) make-up quizzes/exams allowed per student.  Please see me this requirement may impact you.”

• A deduction of points for not attending class should never be part of your grading rubric.

• Students with chronic and unpredictable health conditions may be eligible for  Flexibility in Attendance and/or Flexibility for Assignment Deadlines accommodations.

• If you receive notice that a student has an approved accommodation relating to flexibility in attendance or assignment deadline, please refer to these sections in the Accommodation Handbook for detailed descriptions and guidance. 

• We recommend 24-48 hours of flexibility in submitting assignments or taking exams/quizzes that are missed due to disability-related issues.

• Disability accommodations do not take the place of coming to school when able. 

• The volunteer note taker should not question an absence and may not even know the identity of the student with the accommodation.

• However, 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. 

Accessible format (or accessible text) refers to the conversion of required course materials such as textbooks, electronic documents, exams, and other print materials into an accessible format, such as PDF, RTF (Rich text format) or DOC (document), audio, and/or braille. 

It is important because some students need an alternate way to access course materials due to how barriers from disability impact them.

• If you are in the process of selecting a new textbook, please ask the publisher/distributor if the textbook is available in an electronic format. 

• If you find that your decision is between two or more books, please consider adopting the fully accessible textbook. 

• When ordering your new textbooks, please consider requesting a student copy to donate to Accessibility Resources. 

• Oftentimes, we spend department funds to purchase a textbook that is not available from the publisher/distributor electronically just so we can cut the binding off and scan the textbook. 

• This is especially important when selecting textbooks that are custom or come from smaller publishing companies.

• Our Digital Accessibility at LBCC site contains instructions and tips on how to make accessible documents including Word, PowerPoint, Excel, PDFs, and more! 

• Assure that crucial lessons are not presented in only one manner (i.e. just visually or just by audio).

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

• We can help brainstorm alternative means of presenting instructional media.

• You can submit materials for an accessibility audit to Accessible Roadrunner Submissions or email questions to our Assistive Technology Specialist at formata@linnbenton.edu. 

• According to LBCC Administrative Rule No: 1015-03  and Federal Law, all web pages must be constructed in an accessible format. 

• Web pages need to be designed to be accessible across multiple platforms (speech output, screen enlargement, etc.).

• If media is embedded into pages, an accessible alternative must be provided in the form of descriptive text or captioning.

• For assistance regarding web page accessibility, please contact Media Services at (541) 917-4672 or classroomsupport-LB@linnbenton.edu.

• Language barriers alone do not qualify for accommodations.   

• Instructors have the discretion to allow a student with a language barrier to test in Testing Services with extra time and provide an electronic language translator.

  • Instructor will send proctoring directions to Testing Services using the LBCC Course Testing Form.

  • Please indicate the Testing Services Provided Electronic Language Translator on the test proctoring instructions.

• It is also encouraged to connect students with our office so we may have a confidential conversation to inquire if other disabilities or barriers to success are present that would qualify a student for accommodations.

Accessibility Resources and Linn-Benton Community College (LBCC) are committed to ensuring equal access to students with disabilities.  The college complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, as amended.

Concerns/Complaints of Discrimination Based on Disability

Any person who feels they have been discriminated against or harassed on the basis of disability may file a complaint as outlined in the Administrative Rule 1015-01: Nondiscrimination, Non Harassment Statements and Procedures, which includes an online option for reporting incidents.

Resolving Accommodation-Related Concerns/Complaints

Students who have concerns or complaints regarding accommodations, or the process to receive them may be referred to the Resolving Accommodation-Related Concerns/Complaints procedure outlined in our Student Handbook.

• Sections 504 and 508 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act Amendment Act (ADAAA) of 2009 protect students with disabilities from discrimination and ensure equal access to all programs, services, and activities in higher education. 

• Both the institution of higher education and individual faculty have a responsibility to ensure equal access to students with disabilities. 

• A Guide to Disability Rights Laws

• Hold students to the same standards as the rest of the class, with accommodations made in accordance with their approved accommodation plan.

• Be available for students to check-in, request clarifications, and supplement instruction.

• Offer students strategies for academic improvement and/or refer students to their Accommodation Specialist for specific instruction in learning strategies.

• Consult with colleagues, your department chair, and your Division Dean.

• Instructors are always encouraged to reach out to Accessibility Resources staff for collaboration on how best to work with students who may experience barriers due to disabilities.