Accommodation Descriptions

Disability Services is dedicated to helping students find and implement reasonable academic accommodations. The accommodation process involves input from both the student and the instructor. To determine appropriate accommodations, the disability service provider (DSP) engages in an individualized inquiry that balances the needs of the student and the academic objectives of the course or program. Once accommodations are set, the student provides the instructor with the Letter of Accommodation (LOA). Instructors are not required to provide accommodations until the student has presented the LOA.

Students and instructors are encouraged to review the list of common accommodation descriptions. 

The student may require a classroom modification such as table and/or chair coordinated with maintenance and the DSP on each campus.

The student may audio record lectures and discussions. The student is responsible for providing their own recording device (e.g., Glean software, SmartPen, tablet, phone). The student agrees that any electronic text, notes, or recordings made from any recording device, as well as any other materials provided for accommodation purposes are for personal use ONLY. They will not share, post to the internet, sell, or in any other way disseminate the information. Video recording classes is not permitted. For classes using Zoom, the classes can be recorded and then uploaded into Studio within CANVAS. Captions can be added and then a link can be sent to the student.

Glean Note Taking System

Students may use the web-based application, Glean Notetaking, to take class notes on their computer or mobile device.

The Glean Notetaking program works well in-class, online, or with videos. When students click “record,” Glean captures all information as audio while allowing students to simultaneously take notes by typing on their keyboard or mobile device and using buttons to mark key ideas.

Students can also import PowerPoint slides, organize their notes with headings, and export their notes into word documents. All information is stored online so that students will never lose their notes. All audio recordings are accessible only to the individual student and are unable to be downloaded or shared.

Overall, Glean allows students to take more efficient notes, be in control of their own learning, and can eliminate the need for instructors to find peer note-takers.

Live Scribe Smart Pen

The student uses a Live Scribe Smart Pen that records the lecture as the student takes notes. After class, the student attaches the Smart Pen to a computer and listens to the lecture, filling in missed notes. Students agree not to share the recordings in any way.

The student may require a short break during class or exams. The nature of the break will depend on the individual student's needs. The student may not leave a proctored area unless otherwise arranged with the instructor. 

The student should be provided alternative assignments to making in-class presentations unless such presentations are part of the goals or learning outcomes for the course.

The goal of the Class Notes accommodation is to ensure that students with qualifying conditions have notes comparable to what they would take if their disability did not interfere with note-taking. This accommodation is not a substitute for attendance.

It is important to initially determine if note-taking services are needed for a particular course. In some cases, they may not be needed, such as:

  • Due to the nature of the course, notes are not necessary. Contact the DSP for clarification.
  • A course pack may be available that contains complete notes for the course.
  • Notes are already available online through other means, such as CANVAS or instructor website.

Notes can be provided in a number of ways as determined by the DSP and the student depending on how the disability impacts note taking. Listed are acceptable ways for providing notes. Be sure to check the LOA to see which method is appropriate for each student as this accommodation is determined on a case by case basis.

The instructor is responsible for providing a thorough copy of class notes. These notes may need to be more thorough and comprehensive than a Power Point or outline.

Glean Note Taking System

Students may use the web-based application, Glean Notetaking, to take class notes on their computer or mobile device.

The Glean Notetaking program works well in-class, online, or with videos. When students click “record,” Glean captures all information as audio while allowing students to simultaneously take notes by typing on their keyboard or mobile device and using buttons to mark key ideas.

Students can also import PowerPoint slides, organize their notes with headings, and export their notes into word documents. All information is stored online so that students will never lose their notes. All audio recordings are accessible only to the individual student and are unable to be downloaded or shared.

Overall, Glean allows students to take more efficient notes, be in control of their own learning, and eliminates the need for instructors to find peer note-takers.

Live Scribe Smart Pen

The student uses a LiveScribe Smart Pen that records the lecture as the student takes notes. After class, the student attaches the Smart Pen to a computer and listens to the lecture, filling in missed notes. Students agree not to share the recordings in any way.

Instructor Provided Notes or Peer Provided Notes

Here are options for how that may happen:

  1. An instructor may provide a copy of their own notes.
  2. An instructor may arrange for notes to be provided by volunteer students in the class. (For more information about identifying volunteer student note-takers, see below.)
  3. Where practical, an instructor can assign a group or groups of students to take notes and to upload them for access by the whole class, including student(s) with a disability. This can benefit all students as they work together to understand the class material. In addition, the instructor will be able to assess student learning and recognize what students perceive to be important from the lecture.
  4. Notes are not required when the student for whom the notes are being provided is absent from class.

Best Practices for Volunteer Student Note Takers

Identify Volunteer Student Note Takers (it is best practice to have more than one student note taker in case of absence of a note taker).

  • The student registered with DSP may already know students in class who can serve as note takers.
  • The instructor may have a good idea which students may be able to serve as good note takers.
  • The instructor can make an announcement in class or through email to solicit volunteers. An example of an announcement an instructor can use is: “I am looking for volunteers to share their class notes with a student in this class. If you are willing to do this, please contact me.”

For confidentiality reasons, the announcement should not identify the student’s name.

Note Delivery Options

Once a volunteer note taker has been identified, the student who receives the notes can choose either to:

  1. Contact the volunteer directly to arrange for the notes.
  2. Have the notes delivered to the Academic Support Center or appropriate office on each campus where copies are made; the student retrieves the notes from the center.
  3. The note taker can download a free app, such as Genius Scan, and then scan the notes to his/her cell phone using that app. The note taker can then email the scanned notes to the instructor, who will forward them to the student.
  4. The instructor can download a free app, such as Genius Scan, the instructor can scan the note taker’s notes after class and then email the notes to the student.

The student with a disability discloses to the note taker who then forwards the scanned notes directly to the student with a disability using a free app such as Genius Scan.

The student is expected to adhere to all deadlines as per the syllabus. Occasionally, a student may need flexibility for a specific assignment (e.g., chronic illness requiring hospitalization).

Deadline flexibility should be discussed by the instructor and the student at the beginning of the semester. Conversations with the professor must take place prior to the deadline passing. This accommodation is not retroactive. Instructors determine how much time, if any, can be allowed for an assignment deadline based on the nature of the assignment, the learning objectives, and the flow of the class. Students must be aware that being behind on even one assignment can affect the ability to complete future assignments.   

Academic accommodations are available for students who are Deaf or Hard of Hearing (Deaf/HOH). Please note: Interpreting requests for events outside of the classroom will need to be made by the sponsoring department or organization. The DSP can be utilized as a resource for referral information.

Academic accommodations for students who are Deaf or Hard of Hearing may include:

Sign Language Interpreters

An interpreter who provides communication access through various types of sign language. Tips for working with an interpreter include:

  • Speak clearly, naturally, and face the class rather than the board.
  • Use a clear face mask when required to wear a face mask. 
  • All videos, movies, and/or podcasts must be closed captioned as it is impossible to watch the media and the interpreter simultaneously. 
  • Arrange seating so that the student can see the interpreter, classmates, and the instructor.
  • Repeat questions so that the interpreter and student can have the same access to the question/answer.
  • Provide a desk copy of the textbook for the interpreter.
  • Provide access to PowerPoints, handouts, course syllabus, and any other pertinent information to interpreters and students ahead of time.
  • Interpreters interpret everything that is said in the class, so allow only one person at a time to speak.  (Yes, they even interpret side conversations!) 
  • Interpreters are hired to facilitate communication and should not be asked to function as a teacher’s aide, to participate in class activities or to perform tasks not related to their primary function. 
  • When speaking to the student who is deaf, look at the student, not the interpreter.
  • Plan strategic breaks for both the interpreter and the student.
Captioned Media: Captioning of Videos and/or Transcripts of Podcasts

The DSP works with classroom instructors to ensure captioned videos or transcribed podcasts are used during class. (Refer to the following the Media Accessibility Guidelines.)

Assistive Listening Devices (ALDs)

ALD or FM system is a personal amplified listening system primarily for individual use. It consists of two devices: a transmitter/microphone for the speaker (instructor) and a receiver for the listener (student). The receiver with earphones, a neck loop, or an ear bud will allow direct audio from the microphone to the student without extraneous noise. FM systems are available at campus libraries and can be loaned out to qualified students at no charge on a semester-by-semester basis. 

Overview of the Accommodation Process for Deaf and Hard of Hearing Students:
  1. Complete application and intake with Disability Resources (DSP).  
  2. Each semester the student shares their Letter of Accommodation with their instructor(s).
  3. The student notifies Disability Resources (DSP) that they have reached out to their instructors and requests services.
  4. The DSP works with the instructor to ensure accommodations are met including arranging interpreters.
  5. The DSP communicates with the student and instructor when requests are confirmed.
  6. The instructor supports the interpreters throughout their course and keeps the interpreters’ and student’s information confidential.
  7. The student informs the DSP when they are going to miss class, when there are changes to their schedule, or when their accommodations are not being met.  
Media Accessibility Guidelines

Instructors who have students who are Deaf or Hard of Hearing in their classes need to consider the accessibility of the media they plan to use. These instructors will be notified in advance before the semester begins by the student sharing their Letter of Accommodation and then by the DSP. Instructors who intend to use DVD, VHS, or web-based videos and/or podcasts in their course should be aware that they are responsible for offering captioned versions of course materials. Videos are accessible when they are captioned and podcasts are accessible when a written transcript accompanies the audio file. Please note that automatic captions on some platforms are not accurate and might need to be re-captioned. If a video is not captioned or a podcast does not have a transcript, instructors will need to arrange for an accessible version to be produced. Including captions is part of best teaching practices and guidelines for Universal Design for Learning. Inaccessible media must not be shown in class until accessible media is available for all students. An instructor-produced video can be uploaded through Studio in CANVAS and a transcript can be provided by the instructor. Contact for assistance with this process.  

Generally, students are expected to follow established classroom attendance policies. Some disabilities, however, are episodic in nature and may result in a student having to miss class for a disability-related concern. Instructors are encouraged to be flexible with the attendance policy; however, instructors are not required to alter any essential functions of the course. 

The DSP determines the need for an attendance accommodation through a thorough review of the disability documentation and only grants the accommodation where there is clear evidence that the disability may directly affect attendance. The accommodation of reasonable flexibility in attendance is not an automatic extension for work that is due on a day a student is absent. Students must still make every attempt to complete and submit their work. Students are expected to complete missed assignments, quizzes, or tests in accordance with the flexible attendance agreement discussed in advance with the instructor. 

This accommodation is not appropriate in some classes. Guidelines for making this determination follow below. The attendance accommodation is not retroactive. An agreement between the instructor and the student must be in place prior to the absence(s) for the accommodation to apply. Instructors and students must discuss how and when the student will notify an instructor of an absence, if and how the student will make up the missed content, and any allowed changes in deadlines for assignment completion or dates for examinations or quizzes. A plan must also be in place to discuss the situation if the absences become excessive. If the student does not complete the coursework or does not meet the course expectations in accordance to the attendance agreement, the student should be graded accordingly. 

Discussions about attendance expectations may cover a variety of points. It is recommended that any oral communication is followed up with a written confirmation of the agreement to protect both parties. An email is sufficient for this purpose.

When Flexibility is Appropriate

The following, based on questions developed by the US Office of Civil Rights (OCR), are guidelines instructors can use when determining whether attendance is an essential function of the course:

  1. How much classroom interaction is there between the instructor and students, and among students?
  2. Do student contributions constitute a significant component of the learning process?
  3. Does the fundamental nature of the course rely upon student participation as an essential method for learning, e.g. foreign language?
  4. To what degree does a student's absence constitute a significant loss to the educational experience of other students in the class?
  5.  How do you calculate attendance in the final grade?
  6. What is the classroom policy regarding attendance?

The Interactive Process

Student Responsibilities:

  • Initiate conversation early with instructor. Be clear in communications. Understand that not all classes can offer flexible attendance. Do not just hand the instructor the Letter of Accommodation and expect to receive the accommodation. A conversation must occur between student and instructor.
  • Students are required to complete all coursework. When a class is missed, notify the instructor as determined in the attendance agreement. The accommodation flexible attendance does not mean the student automatically gets an extension for work that is due on a day of the absence. The student should make every attempt to turn in assigned work. It is the student’s responsibility to contact the instructor for any missed assignments, quizzes, or exams. 

Instructor Responsibilities:

  • Be available to discuss the accommodation with the student.
  • Determine how essential attendance is to the course. If the instructor determines, through a deliberative consideration (using the bullet points listed above), that attendance is an essential requirement this accommodation may not be applicable.
  • Be very clear in expectations when meeting with the student. Feel free to contact the DSP for assistance with this discussion.
  • Sometimes student absences become excessive. DSP is available to discuss possible options for the student if this happens.  

Disability Resources Responsibilities:

  • Approve this accommodation only when appropriate.
  • To assist instructors in determining how to implement this accommodation in the class.
  • To provide support to students and instructors when questions or difficulties arise in implementing this accommodation.

The DSP will provide qualified students required texts in alternative formats as needed for courses.

Requesting Materials

Eligible students must submit a separate request for each book or course pack.

To request textbooks in alternative format:

Provide the DSP on your campus with the following information for each book or course pack:

  • Student name
  • EICC ID#
  • Course Moniker (example:  PSY923 215828)
  • ISBN (example: 9781975034368)
  • Title (example: MFG Metallurgy)
  • Edition (example: 3 e)
  • Publisher (example: Cengage)

Email proof of possession (image of the receipt or order confirmation) to your Disability Resource provider.

Once the request is completed and the proof of possession is received, you will receive an email from the DSP with instructions on how to access the file.

It is recommended that students contact instructors as well as the bookstore to acquire accurate information for your request. Requests should be submitted to the DSP no later than the week before the start of a semester in order to ensure the timely processing of requests. 

Conditions and Copyright Law

Materials distributed in alternative formats are intended solely for purposes of auxiliary aids to students with disabilities accessing EICC courses. Physical media (e.g., PDF or Doc file) is the property of the distributor, and text content is the property of the copyright holder. Therefore, reformatted material must not be copied or shared with others as a matter of copyright law. In compliance with copyright law, the DSP seeks permission of the copyright holder to convert copyrighted materials to alternative formats on a case-by-case basis.

Read & Write 

Read & Write is a literacy software with support tools for reading, writing, research, and studying. Students may install this software for free using their Student ID and EICConnect password.

Students may be provided extended time for exams and quizzes based on information in the LOA.

Each EICC campus has its own testing center. Please contact the testing center on the appropriate campus for current testing policies.  

Steps for students and instructors to proctor exams with accommodations

  1. Find out what accommodations are needed for each exam.
    • Instructor and student should discuss what accommodations are needed for each quiz or exam.
    • Being eligible for an accommodation doesn’t necessarily mean that the student wants to use it for every exam.
  2. Discuss ways to provide these accommodations.
  3. Confirm testing arrangements and expectations early in the semester.

Ways to provide testing accommodations remotely:

Remote Proctoring

Remote Proctoring often uses technology to ensure exam integrity and testing security. It is important that the instructor provide clear instructions when setting up the proctored exam when using AI such as Honorlock. In the directions portion of the proctoring form, please be sure to note the accommodations the student is allowed (i.e. vocalization, text to voice, voice to text, calculator, any notes). Some students may express anxiety regarding taking exams remotely. We recommend having conversations to discuss expectations and how remote proctors or AI technology may be used.  

Possible accommodations or situations to discuss before remote testing (be sure to note in the notes section for the AI):
  • Resources allowed during testing: scratch paper, memory cue, notes, etc.
  • Need for testing breaks: standing, stretching, looking away from the screen, etc.
  • Allowing verbalization during exam
  • Access to food, water or medication
  • Technical Issues: extended time not showing, exam ended abruptly (loss of internet), etc.
  • Reporting questions or testing issues during or after the exam
Additional Time 

For online exams through CANVAS, the instructor sets the extended time for each assessment. Instruction and assistance for setting the extended time can be found on the CANVAS website. Each quiz within the course will need to be adjusted.

Use of a computer to read or write the exam

Many students already have technology on their own computers that allows them to achieve their accommodations. 

Testing Environment 

Students who are taking online assessments can choose their location and manage distractions themselves. For example, the student could control their environment in the following ways:

  • Create a work space with reduced distractions.
  • Take short breaks during class or exams.
  • Adapt lighting or furniture to fit their needs.
  • Vocalize as needed during exams.


Instructors should adjust the test duration according to the student’s accommodations and be flexible with the time of day (see examples below).

  • Extended time (any amount).
  • No evening exams.
  • No morning exams.
  • AM exams only.
  • No pop quizzes.
  • Take in-class quizzes before class begins to allow for extended time.
  • Allow exam to be taken outside of regular class time to allow for extended time before or after the class time.

Instructors should speak with the student regarding these accommodations and possibly alter the format of the exam to help accommodate the student.

  • Alternative format for exams (such as Braille or enlarged text or a Word or PDF document.) 
  • Scribe for Scantron (if applicable).
  • Examinations over multiple sittings.
  • Scribe for essay exams.
Assistive Technology  

Many students already have technology on their own computers that allows them to achieve their accommodations.

  • Use of computer software to read exam text (Read & Write).  
  • Use of computer software to enlarge text (Assistive Technology).
  • Use of CCTV/magnifier for exams.
  • Use of computer software to record answers (voice recognition).
  • Use of computer to record exam answers.


The student has a disability that may impact their ability to produce in-class writing assignments or exams that are correct in terms of grammar and/or spelling. Please do not subtract points for this unless it is a fundamental component of the class to produce writing samples on demand.

The material should be available with enlarged text such as 18 point with bold font such as Ariel or Calibri. Alternatively, electronic format that can be enlarged by the student is another option.

A memory aid is a testing accommodation that is used to support a student with documented challenges with memory. Examples of documentation may include psychoeducational or neuropsychological testing or be directly observed and substantiated through the clinician’s assessment process.

Memory aid is a tool used to trigger information that a student has studied but may have difficulty recalling due to processing deficits with memory and recall.  These are cues to a larger body of information and would not be useful to a student unless they know and understand how to use the information the memory aid contains.  If the student does not know the course material, the memory aid would not be beneficial. 

A memory aid or cue sheet gives students an equal opportunity to demonstrate their knowledge of course material on a quiz/exam without taxing already compromised memory function. This accommodation is not intended to reduce academic requirements or alter the standards by which academic performance is assessed.

Memory aids may contain cues such as acronyms, short phrases, pictures, schematic diagrams, formulas, names, definitions, tables, or key terms.  A memory aid is not meant to record all the facts, concepts or processes being tested. While the use of a memory aid is an accommodation, the contents of a memory aid are at the instructor’s discretion and should not run contrary to the essential requirements of the course. Only the instructor or department can determine whether a memory aid compromises the integrity of the course. If remembering the information on the memory aid is deemed to be an essential learning objective or outcome of the course, it should not be allowed. For example, if the learning objective or outcome of the course is to know the formula, it should not be allowed on the cue sheet; however, if the learning objective or outcome of the course is to demonstrate the ability to apply the formula, then it could be allowed on the memory aid. 

There are several options that could be used to create a memory aid. For each of these options, it is important that the student knows what will be on the memory aid before the exam. 

  • Student shares Letter of Accommodation with instructor.  
  • Student creates the memory aid and instructor reviews for approval.
  • Instructor creates the memory aid to share with student.
  • Student and instructor work collaboratively to create the memory aid.

While the memory aid may be created at any point, the instructor may require the final version of the memory aid as many as 5 days before the exam.  For exams proctored by the EICC testing centers, it is required that the memory aid be provided with the exam at least 2 business days before the scheduled exam. We recommend the student and instructor have a clear agreement on deadlines and expectations for this accommodation. The DSP is available at any point of the process for consultation.

Students may require preferential seating in the classroom. The actual location will depend on the individual student's needs.

A distraction reduced testing environment is a setting outside the usual classroom that limits interruptions and other environmental influences. For example, a room that minimizes both the auditory (e.g. copy machines, talking) and visual distractions (e.g. people moving in and out of the testing space.) Typically, an instructor’s office is not a reduced distraction area because the instructor is there, the phone can ring, the instructor can be typing, etc. The hall is never an appropriate reduced distraction environment.

Student will need to dictate the answers for short answer and essay questions. Scribe writes only what the student says; the student dictates punctuation if required.

Student allowed to answer exams using alternative to Scantron forms.

In some cases, students with very Specific Learning Disabilities in math (Dyscalculia) may be approved to use a basic 4 function calculator in class and on exams. Instructors can determine if this fundamentally alters course objectives.

A computer may be needed to:

  • Type instead of handwrite answers.
  • Use a screen-reader program such as Read & Write or JAWS.
  • Use a Voice-to-Text program to write answers such as Dragon Naturally Speaking.
  • Use a screen magnifier such as ZoomText or CCTV.


Please let the Disability Service Provider on your campus know if you have questions or need clarification. 

Charlott Glowacki

Charlott Glowacki, Disability Service Provider

Clinton Community College

Jill Holler

Jill Holler, Disability Service Provider

Muscatine Community College, Loper Room 109

Alyse Schmidt

Alyse Schmidt, Disability Service Provider

Scott Community College, Academic Support Center – Room 2013 A

Jen Aplington

Jen Aplington, Disability Service Provider

SCC Academic Support Center Room 2013 B