Access & Accommodations

1. What is an accommodation letter?

• The accommodation letter lists the accommodations for which a student is eligible to receive based on a disability. 

2. How will I receive an accommodation letter?

1. • You will receive these accommodation letters via email from sds@elgin.edu. You can also access accommodation information at any time throughout the semester via the Student Accommodations portal on AccessECC. Instructions on accessing the portal can be found on this document.

3. When I receive an accommodation letter, should I talk with the student?

1. • It is recommended that you contact the student directly (either through email or in person in a private setting). You may start the conversation by saying, “I received your accommodation letter via email. How may I best support you in this class?” A follow-up question may include, “In previous classes, what support did you receive that was helpful?” Additionally, you can discuss how/when the student should go to the Testing Center to take tests/quizzes if the student is eligible for testing accommodations. See Question 4 for additional details.

4. How do I administer tests to students who are eligible for testing accommodations?

1. • For your online tests administered this Fall 2020 semester, please view the Brightspace video on Quizzes – Grant Special Access to Users for a Quiz – Instructor. In the video, there is a short tutorial on how to add extra time (e.g., time-and-a-half) and an extension on a due date for a test for students who are eligible for accommodations of extra time and/or extensions on tests based on the students’ accommodation letters.

   • Once we return to a full array of on-campus classes and on-campus testing following the COVID-19 pandemic, please deliver your test and “Request for Testing” form to the Testing Center via email at testing@elgin.edu, the mailbox outside of B115, or intercampus mail. The “Request for Testing” form is available on the eNet.

5. Do I need to notify anyone else when I receive an accommodation letter?

1. • You do not need to notify anyone else about the accommodation letter. In fact, you should not disclose information on the accommodation letter due to strict confidentiality policies. However, for any questions, please contact the Student Access & Disability Services office at sds@elgin.edu. 

6. If students tell me that they have a disability, what should I do?

1. • If the students give you an IEP, 504 Plan, or other medical/psychological documentation, please refer the students to the Student Access & Disability Services office. Please do not keep the documentation on the students’ disability.

   • If the students tell you about their disability but don’t provide documentation to you, please refer the students to the Student Access & Disability Services office.

7. If I think a student needs accommodations but I have not received a letter, what should I do?

1. • You cannot ask students if they have a disability due to confidentiality.

   • You can share general information on campus resources. For example, you may ask the student, “Are you aware of our campus supports, including the Tutoring Center, The Write Place, the Math Lab, Student Access & Disability Services, Wellness Services, etc.?”

8. What can I do in the classroom to further support students with disabilities in the classroom?

1. • There are great resources through AccessCollege: The Faculty Room through the University of Washington and Creating Accessible Learning Environments through Vanderbilt University.

   • Ensure that your course materials are accessible by following the principles on ECC's Accessible Content webpage.

9. Are the accommodations the same for online courses and face-to-face courses?

1. • Yes. Students with qualified disabilities should continue to receive reasonable accommodations for both online courses and face-to-face courses, but the accommodations may look different depending on the format of the course. For questions about how to apply students’ accommodations in the online delivery of courses, please contact sds@elgin.edu.

10. What should I include in my syllabi regarding accommodations and accessibility for students with disabilities?

1. • Please include the following statement in your syllabi:

Accessibility Statement for Syllabi

Elgin Community College (ECC) views disability as an important aspect of diversity and is committed to providing an equitable and accessible learning environment for all students. The Student Access & Disability Services office collaborates with students who have disabilities to provide and arrange reasonable accommodations to foster full participation in courses and campus experiences.

If you have a disability (e.g., vision, hearing, speech, psychological, ADHD, TBI, health, intellectual, autism, learning, physical, etc.), please visit www.elgin.edu/ada, complete the “Registration Form” under “New to Student Disabilities Services,” gather documentation on your disability, and schedule an intake appointment.

If you have received accommodations in the past at ECC and need accommodation letters for your courses this semester, please visit www.elgin.edu/ada and complete the “Request Form” under “Returning Student” as soon as possible.

While ECC will not compromise or waive essential skill requirements in any course or degree, students with disabilities may be supported with reasonable accommodations to help meet these requirements. The laws state that students do not need to disclose a disability, but if reasonable accommodations are needed, the students must disclose a disability to the Student Access & Disability Services office and provide documentation on the disability during the intake appointment. If students do not follow the intake process through the Student Access & Disability Services office, ECC does not need to provide reasonable accommodations to standard procedures.

If you have any questions, please email sds@elgin.edu or call 847-214-7717. 

To help evaluate the accessibility of the publisher’s materials, use the following checklist and determine if the following questions can be answered:

Checklist Questions

1. Is content available in a variety of formats?

• • Examples may include: PDF, HTML, ePub, Electronic Braille, and Audio

• Can all of the text that is displayed be read aloud by text-to-speech software?

• Is all content navigable with keyboard commands?

• Are alternative text descriptions provided for all charts, graphs & images?

• Do all videos include accurate captioning?

• Is a transcript and audio description provided for all video content or listening activities?

• How are math equations rendered?

  • Examples may include: MathType, LaTeX, or MathML

• Are indicators of the company’s commitment to accessibility present?

  • Examples may include: An accessibility statement, resources, customer support services, information such as a Voluntary Product Accessibility Template (VPAT) or the standards used to test materials.

Should any of these questions lack any clear or definitive answers from the publisher we encourage you to explore more clearly accessible publisher options for course materials.

Other Considerations

• Consider using D2L to directly post important class information, learning content, or course materials electronically.

• Use clean copies of in-class handouts so they can be accurately scanned and converted into accessible formats.

• If possible, test content for compatibility and accessibility.

• In your syllabus and early in the course, ask students to let you know privately if they require alternative methods.

Defining Accessibility and Accommodations 

A primary way to distinguish between accessibility and accommodation is that accessibility is proactive and accommodations are reactive. 

• When students require accommodations, based on documented disabilities, instructors are required to provide accommodations based on the student's accommodations letter (see the FAQs below for more information on responding to an accommodations letter). Accommodations might include additional time to complete exams, completing exams in the ECC Testing Center or Disability Services Office, or having a designated note-taker in class to assist with notes for in-class lessons, among other accommodations. All of these accommodations are a response to the faculty being notified of a student needing accommodations in the class. 

• Alternatively, an instructor seeking to make their class more accessible to all students takes it upon themselves to make sure that things like digital course content and the instructor's method for lectures will be accessible to the most students possible without being prompted by students to meet a need. 

NOTE:  Being proactive about making materials accessible does not mean that students will no longer need accommodations. Making course materials and practices accessible instead means a greater chance of supporting students who do not request accommodations for a documented disability but will nonetheless benefit from accessible materials. Additionally, making materials accessible, as this page will describe later on, provides potential benefits to all students. 

Guides for Document, Video, and Zoom Accessibility 

ECC's website has a guide to creating accessible content. The page features ways to strive towards accessibility, such as using headings and lists, when creating written documents and also when recording videos. 

ECC Accessible Content Guides

Additional instructions for making synchronous sessions over Zoom and videos uploaded to YouTube more accessible can be accessed by clicking the links below. 

• Using Zoom’s Live Automatic Captions

• Using Zoom’s Captions for Recordings (i.e., Audio Transcription)

• Microsoft and Grackle Accessibility Checkers

• Using YouTube Automatic Captions

  1. Uploading a Caption File to YouTube