Academic accommodations are determined during our interactive process and are granted on an individual analysis of the student's circumstances. The accommodations described below are not guaranteed, and this does not represent an inclusive list. It is the student's responsibility to inform their instructors of their accommodations to ensure their appropriate implementation.

Testing Accommodations

Extended Time

Students may be granted additional time for all exams and in-class quizzes. Extended time is typically approved in increments of either one and one half or double the allotted time and ensures that a student’s performance is reflective of his/her mastery of material rather than the speed at which a student performs.

Certain skills-based tests are meant to mimic the real-life experience. Therefore, it may not be reasonable to have extended time during skills-based tests (E.g., labs, practicals, clinicals).

Distraction-Limited Environment

If granted, a “distraction-limited environment” testing space can be provided at the AS testing rooms or at the Testing Centers at the different campuses. This accommodation does not guarantee a “distraction free” testing space, but rather a quieter space where students have fewer distractions, thus better able to maintain focus.

Readers for Exams

Some students with disabilities may need tests read to them. AS provides computer software programs that can “read” the exam aloud to a student. If necessary, this must be scheduled at least 5 business days in advance.

Classroom Environment Accommodations

Preferential Seating

While reasons for accessible seating vary widely, AS staff can assist with this in addition to any modifications to classroom furniture, which may be necessary due to a disability.

Classroom Breaks or Moving About in Class

For some students with disabilities, sitting for long periods of time can exacerbate symptoms of the disability. Similarly, some students may need to leave class for brief periods to attend to medications or other medical needs. This accommodation allows the student to move around or leave class in the least disruptive manner possible.

Instructional Accommodations 

Use of a Computer for In-Class Writing

Some students with disabilities may need to use their computer for in class writing and note-taking. Using a computer allows these students the opportunity to avoid physical fatigue and/or to provide legible, better-organized writing. If granted, students may use a computer in class with the understanding that internet searching, playing games, and/or using social media is not allowed unless instructed by the instructor.

Use of Spell Check

Correct spelling at the college level is expected of all students. However, students with a specific learning disability, which impacts spelling, may be eligible to receive a reasonable accommodation for in-class assignments and in-class exams. Typical accommodations have included spell-check devices or not penalizing a student for spelling errors.

Digitally Record Class Lectures

Recording class materials is allowed when the student provides notification of the accommodation to the instructor. The student must provide his/her own recording device and may discuss with the instructor the best placement of the recording device. To protect the privacy of others, instructors have the right to request that students turn off any recording if the discussion involves the sharing of personal information.

Authorized class recordings by students are for study purposes only and may not be uploaded to the internet, or otherwise shared, transmitted, or published without the prior written consent of the person teaching the class and others who were recorded.

For more information, refer to Colorado Community College System Procedure Use of Recording Devices

Advance Access to Course Materials

Students with disabilities may request that an instructor make course materials (ex., overheads, Power Point slides, checklists, study guides, etc.) available for review. Instructors are not required to create new materials. Instead, instructors might post the materials on D2L for all students, email, make copies of the materials and distribute these copies to students or allow a student to review the PowerPoint slides during office hours. Students should work with their instructor(s) to determine an appropriate time frame for viewing materials.

*Communicate w/AS for further assistance regarding the implementation of any  student accommodations 719-502-3333 or ppcc.access@pikespeak.edu

Assistive Technology and Auxiliary Accommodations

E-text

Students may request digital versions of their textbooks that work with text-to-speech, magnification, screen reader technologies, and more.

American Sign Language (ASL) Interpreters

The role of the Sign Language Interpreter within the postsecondary setting is to facilitate communication between (D)deaf/Hard of Hearing and hearing individuals throughout the educational environment, both academic and extracurricular.

Modified Attendance and Extension for Assignment Completion as an Accommodation

Students are responsible for attending class and expected to complete all assignments as scheduled. Instructors are expected to provide students information regarding attending policies, and assignment and test dates in a timely manner. When a student has a disability-related absence, it is reasonable to allow an extension for assignment completion.

Requests for accommodations for absences due to a disability should be considered on an individual and course-by-course basis, acknowledging that the core competencies and learning outcomes of the course will not be modified.

Student Responsibilities

• The conditions of this accommodation should be established before absences become an issue. Instructors are only required to provide approved disability-related accommodations after receiving the Notification of Academic Accommodations. It is recommended that students discuss my accommodations with faculty/instructor.
• The method and timing of notification of absences and making up any materials, exams, assignments, etc. missed due to the absence should be mutually agreed upon.
• When students are absent due to a disability-related circumstance, students are still responsible for the course content, lecture notes and information presented that day.
• Students are not required to present the instructor with medical documentation verifying their disability-related absence but may be required to document other non-disability related absences as per the syllabus requirements.
• If student absences exceed a reasonable amount of time that impacts access to learning and the integrity of the core competencies or learning outcomes, AS should be informed to assist in mitigating any concerns about the accommodation and its implementation.
• Additional documentation from a treating physician may be requested by AS to determine if an adjustment to the accommodation or granting additional accommodations may be appropriate.

​​​​​(Adapted from University of Washington Disability Resources for Students, Disability Related Absences Agreement and similar agreements from other colleges and universities)

Extended Deadlines for Assignments and Testing as an Accommodation

Extended time for assignment completion and tests is a reasonable accommodation for situations where a student’s disability or medical situation creates a circumstance that poses a challenge to completing assignments or taking tests as scheduled. ACCESSibility Services (AS) Disability Specialists determine this accommodation through our interactive process with the student in addition to documentation provided by the student.

Requests for extension of assignment dates or tests due to a disability should be considered on an individual and course-by-course basis.

Examples of circumstances where this accommodation may be reasonable include:

1. An assignment was not listed on the syllabus or LMS and is given to students one week or less to complete.
2. The deadline is listed on the syllabus but the student has not been provided the necessary information (from class lectures or presentations) to complete it until there is one week or less to the deadline.
3. An unexpected disability-related circumstance interferes with the ability to complete an assignment or take a test within the deadline requirements of the course.

(Adapted from Johns Hopkins University, Extended Time on Assignments)

Student Responsibilities

• The conditions of this accommodation should be established before missed assignments becomes an issue. Instructors are only required to provide approved disability-related accommodations after receiving the Notification of Academic Accommodations. It is recommended that students discuss  accommodations with  instructor/faculty.
• The method and timing to requesting any make-up exams, assignments, etc. missed due to the impact of a disability should be mutually agreed upon. Students will discuss how make-up assignments or tests will be submitted with their instructor/faculty.
• Students are not required to present the instructor with medical documentation verifying their disability-related absences but may be required to document other non-disability related absences as per the syllabus requirements.
• If the extension request exceeds what has been agreed upon, AS should be informed. This will allow AS to be of assistance in mitigating any concerns about the accommodation and its implementation.
• Additional documentation from a treating physician may be requested by AS to determine if an adjustment to the accommodation or granting additional accommodations may be appropriate.

​​​​​(Adapted from University of Washington Disability Resources for Students, Disability Related Absences Agreement and similar agreements from other colleges and universities)

*Communicate w/AS for further assistance regarding the implementation of any  student accommodations 719-502-3333 or ppcc.access@pikespeak.edu

Office for Civil Rights Guidance

Attendance Modification & Deadline Extensions for Assignments

Please consider the following to determine the reasonable provision of this accommodation.

1. What is the format of your course? (ex., hybrid, face-to-face, online, remote)
2. Are there classroom practices and policies regarding attendance standards? (ex., syllabus, department policies, state policies)
3. Is the attendance policy consistently applied? '
4. Is attendance factored in as part of the final course grade?
5. Is there classroom interaction between faculty and students, and/or among students?
6. Do student contributions constitute a significant component of the learning process?
7. Does the course rely on student participation as a method of learning?
8. Does the student’s attendance provide valuable impact on the educational experience of other students in the class?
9. Would you be able to justify that a student will not have learned and would not be able to pass your class if they miss more days beyond your stated attendance policy?

What is a Fundamental Alteration and Accommodation Review?

In accordance with the Americans with Disabilities Amendments Act of 2008, “A public entity must reasonably modify its policies, practices, or procedures to avoid discrimination. If the public entity can demonstrate, however, that the modifications would fundamentally alter the nature of its service, program, or activity, it is not required to make the modification” (ADA Title II Technical Assistance Manual). Through various Department of Justice Office of Civil Rights case resolutions, the federal government has clarified that colleges must:  

1. engage in an individualized, interactive process with each student request for accommodations and avoid blanket statements or policies regarding accommodations (OCR No. 10-16-2203),  
2. the student must not be put in the place of requesting their accommodation more than once and must not be left to negotiate their accommodation with faculty (OCR No. 01-16-2113)  
3. the decision of whether an accommodation may fundamentally alter an essential course/ program objective must be made by a group of knowledgeable and trained individuals at the college within the program the disability services office (OCR No. 01-16-2120; No. 03-14-2248),  
4. the group pursues a thoughtful, careful, rational review of the course/program essential objectives and requirements (OCR No. 01-16-2120), and  
5. considers a series of alternatives and modifications that does not fundamentally alter the course/program even if it is not the accommodation originally requested (OCR No. 01-16-2120).  

The Fundamental Alterations Committee^[1] reviews whether accommodations “would fundamentally alter the nature of its service, program, or activity” on a case-by-case basis using the following procedure (in accordance with Title II, Americans with Disabilities Act). The goal of this procedure is to determine whether the requested accommodation alters the essential objectives and core competencies of the course. The committee may examine methods of instruction and assessment to determine what opportunities are available for alternate format materials, alternative teaching and learning methods, and other reasonable accommodations.

Core Competencies (CC) and Course Learning Outcomes (CLO)

The core competencies (CC) and course learning outcomes (CLO) articulate the overarching curriculum requirements and standards of the degree or academic program. All students must demonstrate the core competencies and course learning outcomes with or without accommodations. The core competencies and learning outcomes should be clearly identified in the course syllabus.

Established Core Competencies and Course Learning Outcomes: 

• Clearly articulate the overall purpose of the course and/or program. 
• Identify required mastery of specific skills, knowledge, principles, and concepts. 
• Ensure a fair deliberation with qualified college professionals when determining if a requested accommodation would be a fundamental alteration. 

Procedures

If an instructor is concerned that an accommodation would fundamentally alter any CC or CLO, the following interactive process will be followed: 

1. The faculty/instructor contacts the Disability Specialist who sent the Notification of Academic Accommodation to consult on the concern. Discussion ensues regarding the student’s academic barriers and accommodation needs.
2. If, after this discussion, the faculty/instructor posits that the accommodation would fundamentally alter a CC or CLO, the faculty/instructor fills out the Fundamental Alteration Review Form for the committee to review.
3. The Fundamental Alterations Committee will meet to discuss the “Fundamental Alteration Review Form” completed by the faculty/instructor. The committee will assess the CC/CLO, the accommodation(s) under review and suggestions for alternative accommodations. They may include Ad Hoc^[2] members deemed appropriate in the discussion to determine the reasonableness of the request.
4. As Fundamental Alterations Committee discussion is taking place, the accommodation(s) under review will continue to be provided to the student.
5. Once a determination has been made, the Disability Specialist involved in the Fundamental Alterations Committee process informs the instructor of the decision with a written explanation. 
6. The Disability Specialist will also provide a written explanation of the reasons for the decision (denied or modified) to the student. The student will be provided with opportunities to respond to and/or appeal the decision.

To determine if the accommodation fundamentally alters a CC or CLO of a course, the Fundamental Alterations Committee will consider the following:  

1. What CC or CLO of the course does this accommodation alter? 
2. What fundamental function does this CC or CLO serve in the course? 
3. Is this fundamental CC or CLO clearly identified in the syllabus? (Provision of the current syllabus will be requested).
4. How would the requested accommodation(s) alter this CC or CLO?
5. How will the accommodation hinder the student’s learning and ability to pass the course? 
6. What suggestions for an alternative accommodation are offered so the student could demonstrate competence without impacting the CC or CLO of the course? 

Appeal

The student and/or instructor have the right to appeal the decision of the Fundamental Alterations Committee. They must notify the committee of their desire to appeal within 7 calendar days of their notification of the denial/modification of their accommodation.  The student and/or instructor will be asked to provide reasoning for their appeal, and this will be brought back to the Fundamental Alterations Committee for further review with assistance from any or all Ad Hoc members.

Notes

^[1] The Fundamental Alterations Committee consists of two team members from ACCESSibility Services (Director of AS and the Disability Specialist involved) and two team members from the Instructional Services (Department Chair and Faculty/Instructor requesting a review).

^[2]Ad Hoc members: Representative from Legal, HRS, the VPI and/or Dean

This procedure is credited to Colorado State University’s Student Disability Center. Modifications have been made to meet the specific needs of PPSC.

From CCCS SP 19-50:

Students may record a class or discussion, including in-person or online classes and discussions, when such recording is an approved disability accommodation, or if the student has received written permission from the person teaching the class.

Authorized class recordings by students are for study purposes only and may not be uploaded to the internet, or otherwise shared, transmitted, or published without the prior written consent of the person teaching the class and others who were recorded.

For more information, refer to Colorado Community College System Procedure Use of Recording Devices

To protect the privacy of others, instructors have the right to request that students turn off any recording if the discussion involves the sharing of personal information.

Authorized memory aids consist of cards or sheets of paper (predetermined dimensions) that contain information on one or both sides of the card/sheet that will help a student with memory challenges. Examples include mnemonics, unlabeled formulas, terms, and definitions written in the student’s own words. A memory aid is not to contain information copied directly from lecture PowerPoints or hold direct answers to test questions or compromise the integrity of the exam in any way.

Students understand the following

• A notecard or formula sheet is not meant to record all the facts, concepts or processes being tested. This means that a notecard or formula sheet should NOT:
  • Exceed one page (single or both sides)
  • Include “answer sheets” or complete terms and definitions
  • Include full course notes or all information from the course which is being evaluated
  • Serve as a substitute of studying—because a notecard or formula sheet will not help if a student has not studied the material
• The contents of a notecard or formula sheet must be reviewed and approved by instructor(s) based on the instructional department's established learning outcomes and core competencies of the course. 
• If the purpose of a test is to determine whether or not students know specific definitions, having those words or definitions on a notecard or formula sheet would make it an answer sheet and therefore, not acceptable. If the definitions were written but not connected to the terms to be defined in any way, this may be allowable, since it will trigger memory of the correct term.
• If remembering the information on the notecard or formula sheet is deemed to be an essential learning outcome or core competency of the course, it should not be allowed. For example, if the learning outcome or core competency of the course is to know the formula, it should not be allowed on the cue sheet; however, if the learning outcome or core competency is to demonstrate the ability to apply the formula, then it could be allowed on the notecard or formula sheet.
• It is understood that some courses do not lend themselves to the use of notecard or formula sheet

Faculty Rights

Faculty has the right to:

• Refuse requests for accommodations that have not been granted through the Accessibility Services office.

• Consult with Accessibility Services if they believe an accommodation request fundamentally impacts the integrity of the course/program; creates undue financial burden on the school, or if it causes a safety issue.

• Obtain appropriate consultation with Accessibility Services about how to meet the needs of a student with a disability.

• Receive official, and as possible, advance notice of the need for accommodations.

• Suggest alternatives to a requested accommodation if a better method is available.

Please note: Faculty should avoid asking students if they have or about a disability, nor about the nature of the disability relevant to their granted accommodations. However, if students choose to disclose their disability, this information should be treated as confidential.

Faculty Responsibilities

Faculty has the responsibility to:

• Foster an accepting classroom environment for students with disabilities characterized by non-discrimination.

• Cooperate with Accessibility Services when a request for accommodation is made. Discuss needs individually and on a timely basis with students requesting accommodations.

• Provide reasonable accommodations in a timely manner to students who have been granted for services by an Accessibility Services Disability Specialist.

• Consult with Accessibility Services regarding the laws related to teaching students with disabilities.

• Ensure instructional materials, methods, and programs are accessible, effective, and equally integrated. Faculty may consult with Accessibility Services to provide accessible materials.

• Evaluate students solely on ability, not disability. If an evaluation method or criteria has an adverse impact on a student's performance due to a disability, the faculty member should seek alternative means for evaluation.

• Treat and protect all disability-related information as confidential information.

• Read the recommended ADA syllabus insert (provided on this page below) verbatim on the first day of class (as recommended by the Office of Civil Rights). 

Institutional Rights and Responsibilities

Pikes Peak State College through Accessibility Services has the right and responsibility to:

• Maintain the College's academic standards.

• Discuss student's eligibility given signed consent.

• Select from among equally effective/appropriate accommodations, adjustments, and/or auxiliary aids in consultation with the student.

• Deny requests for accommodations, academic adjustments, and/or auxiliary aids that are inappropriate or determined unreasonable based on if the accommodation:

  • Poses a direct threat to the health and safety of others

  • Constitutes a substantial change or alteration of an essential element of a course/program standard.

  • Poses an undue financial or administrative burden on the College.