SAC Services We Offer

Once the accommodations are reviewed, SAC sends an email with the approved accommodations to all professors listed under the student's course registration tab in Accommodate, copying the student. Both students and faculty must sign to confirm they have received, reviewed, and approved the accommodation letters. If the semester has not started yet, SAC will submit the notifications a week before the semester begins or as soon as possible. If a student changes or adds classes after the notifications are submitted, they must contact SAC to request a new notification. 

Students must discuss their accommodations with each professor once the letters are emailed. 

If a professor has questions regarding the approved accommodation, they can fill out the Fundamental Alteration Form, and SAC will contact them to discuss their concerns.  

SAC will also inform the relevant departments of accommodations that are not related to in-classroom settings. 

Academic and clinical accommodations are customized to each student’s unique functional limitations and needs, rather than being linked to a specific diagnosis. These accommodations aim to provide equitable access to education. While LCI-Student Accessibility Center (SAC) wishes success for all students, it is important to note that accommodations do not guarantee success. 

The most frequently requested academic accommodations include: 

• Testing accommodations
• Extra time on testing: Students with disabilities may require additional time to process information, complete tasks, or manage anxiety during testing. Extra time helps ensure they can fully demonstrate their knowledge and skills without being rushed.
• Low-distraction testing environment: A quiet testing space minimizes distractions, allowing students with attention deficits, sensory processing issues, or anxiety to focus better on their work. This environment can lead to improved concentration and performance.
• Alternative testing formats: Some students may need tests in formats that suit their learning style, such as tests with larger print, to accommodate visual impairments or learning disabilities.
• Assistive technology: Students may benefit from using technology, such as screen readers or speech-to-text software, to assist with reading or writing tasks.
• Frequent breaks: Accommodations may include scheduled breaks to help students manage fatigue or anxiety, enabling them to maintain focus and perform better.
• Note-taking assistance: Allowing the use of a note-taker, audio recording, or technology to assist with capturing lecture content.
• Reduced course load: Allowing students to take fewer courses per semester to manage their workload and stress levels and stay up to date with assignments and deadlines. 
• Clinical or internship accommodations are customized for each student and require consultation with the school department and the place of employment. These accommodations ensure that students can effectively engage in their clinical or internship experiences while addressing their individual needs. 

Remote Attendance as an Accommodation  

Students unable to attend campus for an extended period due to medical or mental health reasons may request academic accommodation. Such accommodations may include a request for a course incomplete, a medical withdrawal, or to attend classes remotely for a limited period. 

Requests for remote attendance for courses originally designed to be delivered in a face-to-face format as a disability-related accommodation will be evaluated on a course-by-course basis. The evaluation process includes: 

• Review of documentation: LCI-Student Accessibility Center (SAC) will review documentation from the student’s medical or mental health provider to confirm the student’s inability to attend face-to-face classes due to a disability.
• Interactive process: SAC will collaborate with each relevant department and professor for each course to assess whether modifying the course delivery to a remote format is feasible and reasonable. This includes evaluating whether the change would fundamentally alter essential course components or lower academic standards. The professor will be asked questions as described below under “Professor Guidelines for Evaluating Remote Attendance Requests.”
• Advisory Committee Review: The Accommodations Advisory Committee will provide guidance to SAC regarding the request. 

If the request is deemed reasonable, SAC will notify the professor of the approved accommodation. 

If the student does not provide documentation confirming they are unable to attend face-to-face courses, SAC will place the request on hold until proper documentation is submitted. 

If the request is not deemed reasonable, SAC will work with the student to explore alternative accommodations, which may include approval for a medical or mental health withdrawal from their courses. 

Additional Guidance 

This process may take time, so students are encouraged to contact SAC as early as possible and submit detailed documentation from their provider to help expedite the process. 

Students are also advised to consult their academic advisor to enroll in courses already designed for remote delivery or to explore whether similar courses are available remotely through another UNC System institution or outside the system. 

If the need for remote attendance arises after the semester has begun, students should discuss their situation and options with their professors to help expedite the process. 

Professor Guidelines for Evaluating Remote Attendance Requests  

When a student requests remote attendance due to extenuating circumstances, professors should consider the following: 

• Nature of the course: Determine whether remote participation is feasible based on course format, learning objectives, and engagement requirements.
• Reason for the request: Assess whether the request is due to a documented short-term medical condition, emergency, or another valid extenuating circumstance.
• Duration of the absence: Consider the expected length of time the student will be unable to attend in person and whether remote access can reasonably support their learning during that period.
• Available alternatives:  Explore other options for supporting the student, such as recorded lectures, extended deadlines, or alternative assignments.
• Fairness and consistency: Ensure that decisions align with course policies and are applied consistently across similar situations while maintaining academic integrity and fairness. 

Professors should discuss the implementation of this accommodation with the student. If you believe this accommodation will constitute a fundamental alteration or lower the academic standards of the course, please fill out the Fundamental Alteration Form (also available in the Accommodation Notification Letter emailed to you).

Housing accommodations are evaluated by the LCI-Student Accessibility Center (SAC) and the Accommodations Advisory Committee when a student has a documented functional limitation that necessitates housing adaptations. 

Students seeking housing accommodations for the academic year (Fall and Spring) are encouraged to submit their requests by April 15 each year.

For students entering in the Spring semester only, requests should be submitted by October 15, unless the accommodation has already been approved.

Depending on the nature of the disability, current documentation may be required. For details on what documentation is needed, please refer to our Documentation Guidelines

Please note: Housing accommodations are implemented based on the order in which they are received and are subject to availability. Students with disabilities are not guaranteed priority or preferential placement in housing assignments.

The most common housing accommodations include: 

• Accessible housing: Ensuring that housing units meet accessibility standards, such as wheelchair ramps, grab bars, or lower countertops, to accommodate physical disabilities.
• Adapted furniture: Offering specialized furniture, such as adjustable beds to support students with medical needs or chronic pain conditions.
• Service animal accommodations: Allowing students to have their service animals in university housing to assist with disabilities, fostering independence and support.
• Emotional support animal accommodations: According to the U.S. Department of Housing and Urban Development (HUD), an emotional support animal is any animal that provides emotional support alleviating one or more symptoms or effects of a person’s disability. An emotional support animal (ESA) must be requested at least 60 days prior to the date expected to bring the animal to campus; students should not bring an animal to campus until approved by SAC.
  • See the Service and Emotional Support Animals Policy
• Single rooms: Providing a private room for students with sensory sensitivities or other conditions that require a separate living environment.
• Emergency evacuation plans: Developing individualized plans for students with mobility or cognitive impairments to ensure safe evacuation during emergencies.
• Dietary accommodations: LCI-Student Accessibility Center (SAC) will evaluate documentation that supports requests for a specialized meal plan and connect the student with the dining room dietitian to explore suitable alternatives. 

Scholars with a short-term injury or permanent disability who require mobility assistance may qualify for Eagle Escort transportation throughout campus. 

Assistive technology resources refer to various tools and devices that help individuals with disabilities perform tasks that might otherwise be difficult or impossible. These resources can enhance learning, communication, and overall accessibility in academic settings. 

Common college accommodations utilizing assistive technology include the following: 

• Text-to-speech software: Programs that read aloud written text, helping students with visual impairments or reading disabilities comprehend course materials more effectively.
• Speech-to-text software: Tools that convert spoken language into written text, assisting students with writing difficulties or physical disabilities that hinder typing.
• Screen readers: Software that interprets and vocalizes text displayed on a screen, allowing visually impaired students to access digital content.
• Electronic notetaking tools: Devices or applications that help students capture and organize lecture notes, benefiting those with learning disabilities or attention challenges.
• Accessible course materials: Providing digital versions of textbooks and resources that can be used with assistive technologies, ensuring all students can access essential materials. SAC encourages students to consider purchasing digital format books to expedite the process.
• Graphic organizers: Software that helps students visually organize information, particularly useful for those with learning disabilities or difficulties in structuring their thoughts.
• Adaptive keyboards and mice: Specialized input devices designed for students with physical disabilities, making it easier to navigate computers and complete assignments.
• Communication devices: Tools that assist students with speech or language impairments in expressing themselves effectively, facilitating participation in class discussions and group work. 

The following free assistive technology tools are available to students: 

• ReciteMe: an assistive technology tool available in the NCCU websites, designed to enhance web accessibility for individuals with disabilities. It provides a range of features to support users with different needs, including the following:
  • Text-to-speech: ReciteMe can read aloud website content, allowing users to listen to text rather than read it.
  • Customizable text options: Users can adjust font size, color contrast, and background colors to make reading easier based on their preferences.
  • Translation: The tool offers translation features, allowing users to translate text into multiple languages.
  • Screen masking: Users can apply screen masking to focus on specific sections of text, reducing visual distractions.
  • Easy navigation: ReciteMe provides features that make it easier for users to navigate web pages, including shortcuts and text highlights.
• Natural Reader: A free text-to-speech software that converts written text into spoken words, helping students with reading difficulties.
• Google Docs Voice Typing: A built-in feature that allows students to dictate text using their voice, providing a speech-to-text solution for those with writing challenges. This feature is available in Google Docs. You can find it by clicking on the "Tools" menu option and selecting "Voice typing" in a Google Docs document. More information can be found here: Voice Typing in Google Docs.
• Ginger Software: A free writing assistant that offers grammar and spell-checking, as well as sentence rephrasing, to support students with writing challenges.
• FocusWriter: A distraction-free writing environment that allows students to concentrate on their writing without interruptions. 

An access coach in a college setting for students with disabilities is a professional who provides individualized support to help students navigate their academic and campus environments. Their role typically includes: 

• Personalized guidance: Access coaches work closely with students to understand their specific needs and challenges, helping them develop strategies to succeed academically and personally.
• Resource navigation: They assist students in identifying and accessing available resources, such as academic accommodations, tutoring, counseling services, and assistive technology.
• Skill development: Coaches help students build skills in areas like time management, organization, self-advocacy, and communication to promote independence and self-determination.
• Collaboration: They often collaborate with faculty, disability services, and other campus departments to ensure that students receive appropriate accommodations and support.
• Support and encouragement: Access coaches provide emotional support and motivation, helping students overcome barriers and maintain a positive outlook on their academic journey. 

Overall, access coaches play a vital role in promoting equity and inclusion for students with disabilities, empowering them to achieve their educational goals. 

Any student connected with SAC can schedule Access Coach sessions. In Accommodate, choose “Appointment.” Then,  click "Request New Appointment."

Hover your mouse over “Type” and use the drop-down menu to select “Access Coaching (50 min).” Choose your preferred date and time range and then click on “Check Availability.” The available times for your coach will appear in the right corner of the page. Select the date and time that best suits your needs. The default meeting format is online. If you prefer an in-person meeting, please email [email protected] to express your preference. 

SAC provides regular training for NCCU staff and faculty. If you would like to request training, please email [email protected]. Additionally, all NCCU faculty should complete the ADA Training on Canvas. If you have not completed the training or need access, please email SAC for assistance. 

If you are creating or updating your course, please read the Accessibility Policy for Course Design to make sure your course follows accessibility standards.

Professors are encouraged to communicate expectations clearly and document any arrangements made. If additional guidance is needed, they may consult their department or LCI-Student Accessibility Center.

Watch Video

• First-generation student support: The TRIO Student Acce[SSS] Program provides proactive support services for SAC scholars who are the first in their families to attend college or are from limited-income households.
• Events and Socials: View the SAC calendar of events.
• TRiO Student Access and Success Conference: The TRIO Student Access and Success Conference (TRIO SASC) is a 3-day student development conference designed to provide TRIO and accessibility scholars with the opportunity to experience community engagement, academic and personal development, networking and overall enrichment.