The provision of reasonable accommodations to students with disabilities is a civil right and is mandated by federal law. Please note that students receiving accommodations have been determined on an individual basis through appropriate third-party documentation and/or a functional impact assessment and must be provided/followed by the instructor of the course.
Why do certain students receive accommodations?
Section 504 of the Rehabilitation Act of 1973 (the precursor of The Americans with Disabilities Act) protects the rights of individuals with disabilities in programs and activities, including schools, that receive federal funds. Section 504 provides that: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . .”
The purpose of Accessibility Services is to put students with documented disabilities on a level playing field with students who do not have to deal with the same issues. Accommodations are made which grant equal access to an education. Modifications, which would restructure the academic goals of a course, are not made. All students must meet the same learning objectives.
What is an Accommodation List?
An Accommodation List outlines the accommodations the student is entitled to under the guidelines of The Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, both of which are civil rights laws.
What if the accommodation conflicts with the course objectives?
ADA accommodations have boundaries. All students, including those registered with Accessibility Services, are expected to meet the learning objectives for the course.
Quick Guide – outlines rights and responsibilities
Referring a Student to Accessibility Services
Please speak privately with the student. Complete the Accessibility Services Referral Form and encourage the student to contact Accessibility Services.
Testing a Student with Accommodations
Extended testing time applies to exams and quizzes. It does not include papers, projects, or any other assignments in the course. Follow the process outlined below.
- A conversation between the student and instructor regarding accommodation needs, such as extended time and/or separate room testing should take place at least three days in advance for any test or quiz.
- Exams must be delivered directly to the Testing and Assessment Center (TAC) in CC 233 or can be electronically sent to the TAC at firstname.lastname@example.org. A minimum of one business day is required for TAC processing before the desired test start date.
- The Testing and Assessment Center and Accessibility Services offer our instructors a secure testing environment in which to have their academic make-up or distance education course tests proctored during our hours of operation.
- All testing related requests and activities, such as taking tests, dropping off tests, and picking up tests should be directed to the Testing and Assessment Center ext. 7654 or ext. 7773.
- Please complete a Faculty Testing Cover Sheet, which can be found on the Testing and Assessment Center page.
- The Faculty Testing Cover Sheet should include:
- Test starting and ending date
- Faculty information
- All test information
- Duration of the test
- Incomplete or incorrect forms will be returned to faculty.
- If you would like to extend the online testing test duration and do not know how contact eLearning@LCCC.
- Learn more about Student Testing Responsibilities
Course Accessibility Standards
Accessibility Services Syllabus Statement
All your course syllabi should contain a Syllabus Statement for Accessibility Services. See a sample statement below:
Any student who needs an accommodation based on the impact of a disability should contact me privately to discuss your accommodation needs (insert your contact information). If you need information on Accessibility Services, please contact Accessibility Services at (440) 366-4058 or stop by room 234 in College Center to schedule an appointment to discuss accommodation needs. The Accessibility Services website contains registration and other important information: https://www.lorainccc.edu/Accessibility-Services
Creating Accessible Course Documents
- Use clear, consistent layouts and organization schemes for presenting content.
- Structured headings using style features built into Canvas, Word, and PowerPoint (i.g., Heading 1, 2, etc.)
- Use descriptive wording for hyperlink text. Example, “Visit the LCCC Website” rather than “click here”.
- Word documents are preferred for screen reading programs. Minimize the use of PDFs, especially presented when as an image; make sure the text is accessible by testing to see if you can copy and paste it.
- Provide alternative text descriptions (ALT-Text) of content presented within images.
- Use large, bold fonts on uncluttered pages with plain backgrounds.
- Use color combinations that are high contrast and can be read by those who are colorblind.
- Make sure all content and navigation is accessible using the keyboard alone.
Keyboard Shortcuts for Windows
Keyboard Shortcuts for Microsoft Word
- Caption and/or transcribe video and audio content.
- Present content in a variety of ways.
Additional Resources for Faculty
Disabilities, Opportunities, Internetworking, and Technology – a free access use resource to help you make appropriate accommodations for your students.