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Types of Accommodations

Test Accommodations

Alternate test accommodations are available when results from the usual testing method are likely to reflect a student's disability rather than their level of achievement. Test accommodations are arranged on an individual basis considering the nature of their disability, test format, technical skills of the student and a sense of what is fair and reasonable for the circumstances. Students who most frequently use test accommodations include those with learning, visual, motor, hearing and psychological disabilities.

Students requesting testing accommodations must complete the process to register with the JSCC Disability Resource Center and get a signed agreement for accommodations with each instructor. This process should be completed at the beginning of the academic term, but no less than one week prior to a test date.

Test accommodations are coordinated by the Disability Resource Center staff, individual faculty member, and the testing staff in the Academic Assistance Center (AAC). Students testing in the AAC must go online to schedule a test time at least 36 hours in advance.

Typically, test accommodations may include:

  • Extended time
  • Low stimulus environment
  • Large print
  • Reader or text-to-speech technology
  • Scribe

Auxiliary Aids

Auxiliary aids include interpreters, readers, note-takers, alternate-format educational materials, recorders, or other software or equipment needed by some students to ensure equal educational opportunity. The Disability Resource Center is responsible for arranging appropriate aids when requested by students with sufficient advance notice. The college pays for academic aids deemed necessary for a student's educational access if they are not available from another source; however, it does not pay for personal aids such as attendant care or individually prescribed devices of a personal nature.

Academic Adjustments

The Disability Resource Center is responsible for assisting qualified students with modifications and adjustments to allow academic access and ensure that requirements do not discriminate on the basis of a disability. Requirements that are essential to the program of instruction are not considered to be discriminatory.