Faculty & Staff Guidelines
Central Oregon Community College is committed to providing equal opportunity
to higher education for academically qualified students without regard to a
disability. Students and Faculty at COCC are encouraged to become familiar with
their rights and responsibilities.
The Faculty of COCC is committed to the retention of students while
promoting academic success. Students are recruited to the college with the
understanding that the Faculty is responsive to their needs and will provide
reasonable accommodations. Providing reasonable accommodations is a cooperative
effort between COCC Faculty and Services for Students with Disabilities (SSD).
These guidelines are designed to help COCC Faculty understand how
accommodations work and what parts of the accommodation process they are
responsible for. The information in this guide is separated into chapters based
on accommodation type. A table of contents is available at the bottom of the
Services for Students with Disabilities (SSD)
SSD has the responsibility for administering, reviewing, maintaining,
and supervising a variety of support procedures and services for
students in accordance with state and federal laws. When appropriate,
SSD provides sign language interpreters, note takers, alternate format
textbooks, assistance in working with instructors, and equipment loans.
Faculty and SSD staff work cooperatively to decide when adjustments to
academic requirements, testing formats and substitution of classes may
Federal and state laws prohibit
discrimination on the basis of disability.
copy of college policy and guidelines, contact the Affirmative Action and Equal
Opportunity Officer, Diane Ross at 541-383-7218. It
is the intent that Faculty of COCC go beyond legal requirements in fostering an
atmosphere of enhanced learning.
From their initial contact with COCC,
students with disabilities who need accommodations should contact the SSD
office. It is the student's responsibility to acquire information concerning
technological accommodations, resources on campus for parking, and housing services.
Students are responsible for providing documentation, making timely requests
for services and communicating with their professors regarding accommodations
specific to the course.
Assistance is available to students
whose disabilities have been documented by the appropriate professional and in
accordance with the Americans with Disabilities Act. Disability verification is
solely the responsibility of the SSD office. The student is responsible for
providing appropriate documentation. Faculty should not be involved in the
process of documenting a disability. As a faculty member, you can assist
students by directing them to SSD’s resources, thereby easing the student's
adjustment and assuring a more positive early college experience. If you do
receive a letter from SSD, the student's disability has been documented.
Faculty and Staff Responsibilities
be sure that your syllabi contain this statement (or similar ADA
documented disabilities who may need accommodations, who have any emergency
medical information the instructor should know of, or who need special
arrangements in the event of evacuation, should make an appointment with the
instructor as early as possible, no later than the first week of the
term. Students may also wish to contact the Services for Students with Disabilities
Office in the Boyle Education Center, 541-383-7583.
Please bring this statement to the attention of your class at the first class meeting.
Notification Letter from SSD
Faculty will receive notification via a Letter of Accommodation from SSD,
presented or emailed from the student. Please review the letter, submit any
requested information, and consider the impact of the accommodations in the
context of your class. Discuss any questions or concerns you have with the
student and/or our office.
Information concerning a student's disability should be disclosed only
to those with a legitimate "need to know." Sharing of information with
other faculty and staff needs to be balanced with the student's interest
while maintaining their privacy. Further disclosure should only be made
with the express permission of the student or in consultation with
appropriate SSD staff. Please do not discuss a student's disability or
need for accommodations in front of other students.
All course web pages must be
constructed in an accessible format. Web pages need to be accessible across
multiple platforms (text-to-speech software, screen readers, screen enlargers
etc.). If media is embedded into pages, descriptive text or captioning must
also be provided. Making Web pages accessible is easier than many might think
and usually only takes up little time. COCC has accessibility guidelines for
everyone to follow. They are available at https://www.cocc.edu/accessibility/ . For assistance regarding Web page accessibility, please
see https://www.cocc.edu/college-relations/web-usability-best-practices/ or contact eLearning & Academic Technology at https://www.cocc.edu/elearning/ .
Universal Design for Learning (UDL)
Stragegies for Optimizing Learning
Project ShIFT-Refocus for Course Design UDL
created as a tool for examining the role the resource office
can play in challenging stereotypes and creating truly equitable
environments. You are invited to explore core values that anchor us to
the goal of minimizing the need for accommodations and to examine
that will influence the campus narrative around disability. Check out
this short guide for restructuring courses with UDL in mind (see links
A Short Guide to Inclusive, Learning-centered Course Design (PDF)
Four Steps Backward Design (PDF)
Outcomes Worksheet (PDF)
Nine Principles of Universal Design for Instruction (UDI©)
Universal Design for Instruction (UDI) is an approach to
teaching that consists of the proactive design and use of inclusive
instructional strategies that benefit a broad range of learners including
students with disabilities. The nine Principles of UDI© provide a framework for
college faculty to use when designing or revising instruction to be responsive
to diverse student learners and to minimize the need for "special"
accommodations and retrofitted changes to the learning environment. UDI operates
on the premise that the planning and delivery of instruction, as well as the
evaluation of learning can incorporate inclusive attributes that embrace
diversity in learners without compromising academic standards. Please check out
this link to view the 9 principles.
9 Principles of Universal Design
Deaf and Hard of Hearing Services
Flexibility with Attendance/Assignments
Personal Care Attendants
Reasonable and Unreasonable Accommodations