Accommodations
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CONTACT DETAILS
Disability Services
ODSaccess@BristolCC.edu
774.357.2955
Mon - Fri: 8:30 a.m. - 4:30 p.m.
Fall River Campus
774.357.2955
L109
Attleboro Campus
774.357.2523
206E
New Bedford Campus
774.357.4011
NB414
Taunton Center
774.357.2955
UPCOMING EVENTS
Individual accommodations are a civil right guaranteed under federal laws (, of the Rehabilitation Act of 1973).
The Office of Disability Services (ODS) considers the impact of the disability and barriers created by individual circumstances while determining the reasonableness of each requested accommodation, on a case-by-case basis. Based on professional judgement/expertise, Learning Specialists review documentation in all forms to assess disability-related barriers that can be mitigated by accommodations. To do so, they consider the student鈥檚 disability, history, experience, and request, as well as the unique characteristics of the course, program, or requirement to determine if a specific accommodation is reasonable.
Students perceived as having a disability are protected from discrimination but not necessarily entitled to accommodations unless an obligation to accommodate is determined and the accommodation requested is deemed reasonable and does not alter the course. Accommodations are available to the student once the student has submitted the accommodation letter to the instructor. Accommodations are not retroactive.
Accommodations are intended to mitigate disability-related barriers, not to ensure student success or increased speed/performance.
Examples of Reasonable Access Accommodations
The term 鈥渁ccommodation鈥� is used to refer to the adjustment of policies, practices, and procedures without altering the essential requirements of the course or program; the provision of auxiliary aids and/or services; and the academic adjustments or modifications to the environment intended to remove barriers and to create equal and equitable access.
Accommodations cannot fundamentally alter the essential requirements or technical standards of a course or program.
The following list of accommodations is not exhaustive and does not represent a complete account of all access services provided by the Office of Disability Services. Accommodations are determined during an interactive intake meeting between the student and Learning Specialist.
The college may provide an interpreter for Deaf or hard-of-hearing students to facilitate communication during classes, student services meetings, and extra-curricular activities, upon request.
Devices enhance sound, making it easier for students with hearing loss or auditory processing challenges to better capture lectures and participate in discussions (ex. ).
Personal devices (ex. hearing aids) are not provided by the College.
- Classes conducted on Zoom or Teams have auto-transcript and recording features that can be provided to students after class.
- Students may benefit from using their recorders or smart devices (also available on loan) to record lecture content by video, audio, or photo.
- can be borrowed from the Library Learning Commons (LLC). These digital devices can record lectures and sync with written notes, helping students actively review and study content.
Recording of lectures should receive instructor consent and follow FERPA and Lecture Capture and Audio/Video Recording guidelines.
Textbooks or required reading materials can be transferred into accessible, screen reader compatible formats such as audio or large print, catering to students with visual or reading disabilities.
Students may also choose to access alternative or digital text material through web-based software or built-in screen readers, such as , , or
Instructors provide closed captioning for all media (ex. YouTube video, film, virtual meeting).
Auto-captions should be reviewed for accuracy, including capitalization and punctuation.
Instructors may offer class notes and handouts in large print, making them easier to read for students with visual impairments.
Most electronic handouts can be enlarged by the student as needed.
Instructors may provide their lecture notes, handouts, or PowerPoints supporting students who have difficulty taking or accessing notes during class.
Instructors may allow students to take short breaks during class sessions, including virtual meetings, accommodating those that may require movement or attention to medical conditions.
Students may arrange seating to meet specific needs, such as sitting near the front
for better visibility or in a quieter area to reduce distractions.
Alternate seating may be required to support student鈥檚 medical needs, service animal, or other access provider.
Students may require alternate means to participate in class including not being called on without warning, working separately from peers, or recording instead of live presentations.
Instructors may repeat or clarify instructions and expectations, due to the student鈥檚 literal interpretation.
Examples of Testing Accommodations
General testing accommodations will be arranged between the student and instructor, which can include extended time with or without reduced distraction. Specialized testing accommodations will be arranged between the student, instructor, and ODS.
Students may be granted extended time (ex. 50% or double-time) for timed assessments such as exams, tests, quizzes and timed assignments in classrooms or online labs.
Extended time is not intended for due dates or for use as unlimited time.
Students may use instructor-approved aids such as formula sheets, word banks, or instructor-approved notes.
Students may use a multiplication table or calculator during exams and assignments.
Instructor may still require work to be shown.
Students may wear noise-canceling headphones or earplugs to reduce background noise or distractions.
Students use a computer to type assignments and exams instead of handwriting them.
Instructor creates a learning environment with minimal distractions, based on student鈥檚 individualized testing need.
Students may test in a quiet space free from visual and auditory distractions.
Students may use software or devices that enlarge screen content making class material accessible for students with visual impairments.
Students may use electronic or computerized tests which offer screen reader capability.
Students may use voice recognition software (ex. speech-to-text) to assist in completing assessments.
Unreasonable Accommodations
In accordance with the , an accommodation is generally considered reasonable unless it:
- Would "fundamentally alter" an academic requirement;
- Would cause undue hardship to the institution; or
- Would pose a direct threat to health or safety.
Other Important Considerations
Additional considerations for access and academic accommodations may be requested if reasonable, based on the student鈥檚 disability-related barrier.
Policy on Affirmative Action, Equal Opportunity, and Diversity
Any student with a disability who feels they have been discriminated against, treated differently because of their disability, and/or feels their rights have been violated may file a student complaint and/or pursue resolution under the .