During undergrad, I took a few classes at a community college that satisfied the math requirements for my major, and transferred the credits back to my home university so they would count towards my degree. One of the first things I did after enrolling as a visiting student was contact the Disability Services coordinator so that I would be able to get accommodations in the classroom related to my visual impairment. I assumed that since I already had accommodations at my college that the disability intake process would be near-instantaneous, and that it would be easy to set up everything I would need for the first day of classes. While I was correct that it was easy to get everything together, a scheduling issue meant that I didn’t have accommodations before the first day of class, and the disability accommodations process wasn’t as automatic as I thought it would be. Here are my tips for how to get disability accommodations in community college, based on my own experiences as a student with low vision.
Can I transfer disability accommodations from one school to another?
Even though I was already a student at a public university in the same state and had been approved for disability accommodations there, my disability accommodations did not automatically transfer to the community college. I still had to meet with the Disability Services coordinator to get each of my accommodations approved.
This disability intake process would have been the same as if I had been a recent high school graduate that had an IEP or a 504 plan; students will still need to get accommodations approved, even if they had them before. Of course, it helped tremendously that I had previously approved accommodations, as this helped to cut down on the amount of documentation I needed, but I didn’t receive the same exact accommodations that I had on my Disability Services file back at university or my IEP/504 plan in high school.
Related links
- How To Create A Disability Services File
- Why You Should Register With Disability Services in College
- Eight Things You Need To Know About Your Disability Accommodations
- Common IEP Terminology For Low Vision
- Low Vision Accommodations For Print Materials From My Low Vision IEP
Filling out the intake form with Disability Services
After I was enrolled as a student at the community college, I went to the Disability Services website and filled out an intake form where I included student identification information, as well as information about my disability. Since I have both an eye condition and a brain condition that impact how I access my classroom materials, I stated that my primary disability was visual impairment and that I had a secondary neurological disability that I would need accommodations for. I also noted in my intake form that I had a file with the state department for visual impairment and included other information like the year I graduated from high school.
Related links
- Learning To Explain Usable Vision
- Disability and Classroom Accommodations For Chiari Malformation
- Disability and Classroom Accommodations For POTS
- Managing Chronic Migraines in College
- Services Provided By State Department/State Unit for Visual Impairment
Disability accommodations I requested for low vision
On the Disability Services intake form, students have the option to document previous accommodations they have received and indicate which accommodations would be requested for the community college setting. In my case, my accommodations remained almost exactly the same as the ones that I receive at university, though I added some additional accommodations that I informally received in my classes that weren’t written in my Disability Services file. The accommodations that I requested and was approved for include:
- Alternative formats for assignments: provide materials as electronic text or digital file that supports large print
- 150% extended time on in-class assignments
- Copies of PowerPoints and other lecture materials
- Use of a word processor for writing tasks
- Use of magnification or screen reader tools
- 150% time on quizzes and exams
- Digital formats for quizzes and exams: provide materials as electronic text or digital file that supports large print
- Minimal distraction testing environments
- Use of a word processor on quizzes and exams as needed
- Use of prescription tinted glasses
- Verbal warnings about flickering or flashing animations or lighting changes
- Paper handouts in size 24 point Arial font
- Typed image descriptions for images or hand-drawn graphics
Some of the “unwritten” accommodations I had listed included the use of prescription tinted glasses, verbal warnings about flickering or flashing lights, and specifying what alternative formats I would need. Adding the accommodation for tinted glasses ensured that I would be able to continue wearing my glasses during proctored tests and exams.
Related links
- My Talk At A Future Date: What I Wish I Learned About AT Before Starting College
- Common Classroom Accommodations For Low Vision
- How I Document Accessibility Preferences With Low Vision
- Testing Accommodations For Low Vision Students
- A to Z of Assistive Technology For Low Vision
- How Tinted Glasses Help My Light Sensitivity
- Purposes of Media Descriptions for Visual Impairment
Collecting documentation for disability accommodations
While my Disability Services file at university provided a lot of the documentation I would need to get disability accommodations in community college, I needed to gather some additional documentation to ensure I had everything together. I included a standard letter from my ophthalmologist that confirms that I have low vision and that I need large print, as well as a standard letter from my neurologist documenting my brain condition; both letters had been written for the purpose of documenting my condition for the purpose of disability accommodations and were written within the last year. I uploaded all of this documentation shortly after I submitted my intake form using a secure link from the community college.
Related links
- How I Take Math Tests With Double Vision
- Ten “Odd” Things I Do With Double Vision
- How I Use My Phone As Assistive Technology In Class
- Disability Accommodations For Fluctuating Eyesight
Attending the intake meeting with Disability Services
My intake meeting took place over the phone and lasted about 45 minutes. During that time, the Disability Services coordinator went over my requested accommodations, and asked me questions as needed to confirm why I was requesting a particular accommodation. This is where self-advocacy skills and being aware of accommodations and why I receive them is so important. Here are the reasons I shared for each of the listed accommodations:
- Alternative formats for assignments: provide materials as electronic text or digital file that supports large print.
- I cannot read assignments in standard print or small print due to low vision. In order to access information, I need to be able to adjust the font size or use screen magnification/zoom to enlarge everything to a font size I can see. Word documents, web pages that support browser zoom, EPUB books, and HTML pages are the best options for large print.
- 150% extended time on timed in-class assignments
- Because my assignments are in large print, it sometimes takes me longer to scroll through questions, or I have to adjust the magnification level for certain questions. Also, I sometimes need to take short vision breaks to avoid fatigue. Extended time ensures I can complete the entire assignment as written.
- Copies of PowerPoints and other lecture materials
- I have trouble seeing information on the board or when the instructor is screen sharing. I can open copies of PowerPoints and other lecture materials on my own computer and enlarge them to a font size I can see, or adjust colors/graphics so I can make sure I am copying information correctly in my notes.
- Use of a word processor for writing tasks
- I have dysgraphia, and can’t read my own handwriting. Using a word processor allows me to type assignments or answers and ensure I can read what I am writing, and that the instructor can read my writing as well.
- Use of magnification or screen reader tools
- I cannot read assignments in standard print or small print due to low vision. Applications for screen magnification, text-to-speech, and screen reading enable me to access information in a format that I can use.
- 150% time on quizzes and exams
- Because I receive quizzes and tests in large print, it sometimes takes me longer to scroll through questions, or I have to adjust the magnification level for certain questions. Also, I sometimes need to take short vision breaks to avoid fatigue. Extended time ensures I can complete the entire quiz or test as written, and provides extra time in case technology does not work as expected.
- Digital formats for quizzes and exams: provide materials as electronic text or digital file that supports large print
- I cannot read quizzes or exams in standard print or small print due to low vision. In order to access information, I need to be able to adjust the font size or use screen magnification/zoom to enlarge everything to a font size I can see.
- Minimal distraction testing environments
- If needed, I can use the Disability Services testing center to take exams.
- Use of a word processor on quizzes and exams as needed
- I have dysgraphia, and can’t read my own handwriting. Using a word processor allows me to type my answers and ensure I can read what I am writing, and that the instructor can read my writing as well.
- Use of prescription tinted glasses
- I wear prescription non-polarized tinted glasses that look visually similar to sunglasses and that protect my eyes from painful glare and light. I cannot remove my glasses or wear a non-tinted pair. Some proctoring software may require an instructor override to allow tinted glasses.
- Verbal warnings about flickering or flashing animations or lighting changes
- I have a neurological condition that can be triggered by flickering, flashing, or strobing lights, which can have a disorienting effect. If the instructor is about to flicker the lights or use a flashing animation, they need to provide a verbal warning so I can close my eyes.
- Paper handouts in size 24 point Arial font
- I cannot read handouts in standard print or small print due to low vision. In order to access information, I need text to be enlarged to a 24-pt font size. Sans serif fonts such as Arial are preferred.
- Typed image descriptions for images or hand-drawn graphics
- Images can be challenging to enlarge or access visually due to low contrast colors or low resolution. Include image descriptions for images or hand-drawn graphics that provide context or clarification about what is in the image so I can use this information accordingly.
With this information, all of my accommodations were approved as written. While traditionally the intake meeting would have been done in person, mine was done remotely because I was taking online classes and couldn’t meet in-person on campus.
Related links
- Learning to Self-Advocate With Low Vision
- Common Classroom Accommodations For Low Vision
- How I Manage Dysgraphia In Online Classes
- How To Write Alt Text For Educational Content
- Adapting Math Sketches: Math Problems and Low Vision
What if I don’t have accommodations on the first day of class?
One of my biggest pieces of advice for students is to be proactive, not reactive, and get accommodations prior to the first day of classes. While I did this at my university, this didn’t happen for my community college classes due to unforeseen circumstances, though I did start the intake process before the first day of classes. After reviewing the class syllabus, I noted that assignments were provided in digital formats for everyone and that I could use any calculator app I wanted for the class, so I could still complete assignments while I waited for my accommodations approval to go through.
Here is an edited version of the email I sent to my instructor:
Hello (Instructor name!) My name is (student name), and I am enrolled in your (class number, section number) class. I’m a visiting student from (home university) and am currently in the process of getting disability accommodations approved through Disability Services for visual impairment. More specifically, I have low vision, meaning that I access information visually using things like large print and magnification. I met with the intake coordinator last week and they are working on finalizing my accommodations letter, which I will send to you as soon as possible.
After reviewing the syllabus, I confirmed that I can access class assignments in digital formats, and I have access to a calculator and textbook I can use as well, so I can still complete all assignments as planned. The main accommodations I will need at this point relate to in-class presentations: when you are writing on the board, can you use a dark color like black or blue when writing on the white slides, and say what you are writing so I can make sure I copy it correctly in my notes?
I will send you a copy of my official accommodations letter as soon as I have it ready. Thank you for your time— it’s going to be a great class!
The instructor responded by sharing that they could provide the additional description, but that I should submit my accommodations letter as soon as possible as they could not guarantee that digital formats for assignments would be accessible for me. I still worked on getting my accommodations approved quickly, but I did not miss any assignments or lectures during the first few classes.
Related links
- ALEKS Accessibility For Visual Impairment
- How To Explain Disability Accommodations To Professors
- What If I Miss Assignments Or Classes In College?
- Ten Questions To Ask When Buying Digital Textbooks
Sharing disability accommodations with the instructor
At the community college I attended, instructors could begin implementing disability accommodations 24 hours after receiving a copy of the accommodations letter or list of approved accommodations from Disability Services. Once I received my accommodations letter, I would send a copy of the letter to the instructor via email and note which accommodations were specifically relevant to their class, such as extended time on tests/quizzes or using a word processor for writing.
Because of this 24-hour rule, students cannot expect to share their accommodations with instructors right before an exam and expect their accommodations to be implemented. Due to the timing of when I received my accommodations letter, I took my first exam without extended time accommodations, but I was still able to access the exam in a digital format on my computer and enlarge text as needed. Even if I had failed the exam because I didn’t have access to accommodations, I would not have been allowed to retake the exam with disability accommodations later on because the instructor was not made aware of my accommodations in advance.
Related links
- How To Explain Disability Accommodations To Professors
- Math Test Accommodations For Low Vision
- Extended Time Accommodations For Low Vision
- Ten Templates For Emailing Professors
- How I Keep Track of Assignments With Low Vision
Summary of how to get disability accommodations in community college
- Accommodations are not automatically transferred from one school to the other, students will still have to meet with Disability Services. However, the approval and accommodations process can be faster if a student has previously received accommodations
- Students will need to fill out an intake form that includes student identification information, as well as information about the disability or chronic illness
- As a student with low vision, I receive about a dozen different accommodations, including large print, extended time on tests, copies of lecture materials, and warnings about content that contains flashing lights
- My disability documentation included a standard letter from my ophthalmologist that confirms that I have low vision and that I need large print, as well as a standard letter from my neurologist documenting my brain condition.
- During my intake meeting, the Disability Services coordinator went over my requested accommodations, and asked me questions as needed to confirm why I was requesting a particular accommodation
- It is recommended that students get accommodations before the first day of class, but if accommodations are still being finalized, it’s helpful to email the professor and tell them about the pending accommodations
- Once accommodations are finalized, share a copy of the Disability Services accommodations letter with the professor and note which accommodations would be relevant for their class, such as extended time on tests
Published June 11, 2020. Updated December 2025