CAR is a resource for students, faculty, and staff, with the goal of improving access to the learning environment.
Lane Community College and CAR promotes and supports admissions and participation in all college programs/majors, and makes available accommodations to provide equal access to all qualified (meets the academic and technical standards requisite to admission) students. CAR provides reasonable modifications to requirements and rules, removes barriers to participation, and provides provision of auxiliary aides and services unless doing so would result in a substantial change in an essential element of the curriculum/learning outcome.
CAR works with students to set up academic accommodations for classes and to brainstorm learning strategies and provides disability related advising. There are a variety of academic accommodations that students might use, including extra time on tests, reduced distraction testing, note-taking assistance, use of alternate format textbooks, etc.
CAR collaborates with each student to tailor the process of receiving accommodations and identify which accommodations will be most useful in response to their individual needs. Reasonable and appropriate accommodations are provided for all areas of the learning environment including (but not limited to) credit and noncredit classes, Cooperative Education placements, and clinicals.
It is a student’s right not to disclose if he or she has a disability or uses accommodations. Accommodations will not be given retroactively.
All students are encouraged to take steps to ensure accommodations are in place for future assignments or activities by completing the following process to become eligible for academic accommodations.
For more information, see our COPPS Accommodations page.
Applying for CAR services
1. Submit a CAR Application.
Application process video:
PDF: Step-by-step instructions on submitting a CAR application
This process takes about 10 minutes.
Note: No accommodation or affiliation with the CAR is required for the use of a Service Animal. Find more information on Lane's Service Animal Procedures Page.
2. Submit disability verification.
Please be sure to make copies of all forms submitted to the Center for Accessible Resources for your records. Documents submitted to the Center for Accessible Resources will not be re-released.
Submission of documentation may be sent to:
Lane Community College - Center for Accessible Resources
In-person: Building 19/Room 263A (please check current in-person hours)
Mail: 4000 E. 30th Avenue, Eugene, OR 97405-0640
Supporting documentation of disability verification will be reviewed within ten (10) business days of when it was received and confidentially shredded after review.
What is disability verification?
Supporting documentation of disability verification must adequately verify the nature and extent of the disability in accordance with current professional standards and clearly show the need for a requested accommodation. All documentation should be recent enough to reflect the student's current level of functioning.
Options for providing supporting documentation of disability verification for academic accommodations for CAR may include:
- A letter from a health or mental health professional on letterhead with the date, signature and credentials and it must address the questions listed on the attached form (a doctor’s prescription pad note is not sufficient).
- For learning disabilities (LD) or ADD/ADHD diagnosis (assessments normed for adults are preferred).
- A complete and detailed evaluation or diagnostic report of the condition and impact or limitations caused as a result of the condition(s).
- PDF: Disability Verification Information form. Please be aware all sections/questions must be completed.
Appropriate supporting documentation of disability verification should establish:
- any diagnoses, functional limitations, experiences, etc. related to your physical and mental health;
- how these diagnoses, experiences, etc. may be expected to impact you in a college setting (i.e. what barriers do they present?);
- any recommendations or additional information your provider believes we should take into consideration in determination of eligibility for accommodations.
Can I Use My Individualized Educational Plan?
A school plan, such as an Individualized Education Plan (IEP) or a 504 Plan may be accepted as supporting documentation and may be included as part of an additional comprehensive evaluation report.
How do I Get Tested or Assessed?
CAR has put together a list of possible providers for testing/assessments. These are only a few of many options and these are not the only providers we will accept documentation from.
Supporting Documentation Guidelines:
Supporting documentation must be from a qualified professional who is licensed or certified to diagnose the disability. All documentation should be recent enough to reflect the student’s current level of functioning. The documentation must be presented on office letterhead with the following:
- Qualified Licensed Professional’s Name
- License Number or Certification
- Address and Telephone Number
- Signed and Dated
*Qualified Licensed Professionals must have expertise in the differential diagnosis of the documented impairment(s) or condition(s) and follow established practices in the field.
Additional Supporting Documentation Guidelines
- Documentation must be completed by a qualified professional who is licensed or certified to diagnose the disability.
- Documentation should be recent enough to reflect the student’s current level of functioning.
- A school plan, such as an Individualized Education Plan (IEP) or a 504 Plan may be accepted as supporting documentation and may be included as part of an additional comprehensive evaluation report.
- For psychological disabilities, evaluation and supporting documentation should be within the last six months, unless the condition is one that has stabilized.
Specific Learning Disabilities' (LDs) Guidelines
A comprehensive psycho-educational assessment from a psychologist or learning disabilities specialist that includes the following:
- A clear statement of the specific learning disability with the DSM-V diagnosis.
- A test used to measure intellectual ability, including scores and subtest scores
- Acceptable IQ tests: Kaufman Adolescent and Adult Intelligence Test, Stanford Binet 4th Edition, Wechsler Adult Intelligence Scale – IV (WAIS-IV), Woodcock-Johnson III General Intellectual Ability (GIA).
- Not acceptable: Kaufman Brief Intelligence Test (KBIT), Slosson Intelligence Test, Wechsler Abbreviated Scale of Intelligence (WASI), Wechsler Intelligence Scale for Children – III (WISC-III).
- A test used to measure academic achievement, including scores and subtest scores.
- Acceptable achievement tests: Nelson-Denny Reading Test, Scholastic Abilities Test for Adults (SATA), Wechsler Individual Achievement Test – II (WIAT-II), Woodcock-Johnson III Tests of Achievement, Woodcock Reading Mastery Tests – Revised.
- Not acceptable: Wide Range Achievement Test – 4 (WRAT-4).
- A test used to measure processing ability, including scores and subtest scores.
- Acceptable processing tests: Detroit Tests of Learning Aptitude – Adult, Woodcock- Johnson III Tests of Cognitive Abilities
- Profile of academic strengths and weaknesses and how these relate to the academic limitation(s).
- Clinical summary.
Note: All of these tests must be normed for adults
ADD/ ADHD Guidelines
A comprehensive assessment from a qualified licensed professional might include some of the following scales/checklists:
- Clinical Assessment of Attention Deficit Adult (CAT-A)
- Adult ADHD Self-Report Scale (ASRS v1.1)
- Barkley Home and School Situations Questionnaires and Barkley Adult ADHD Rating Scale-IV (BAARS-IV)
- Wender Utah Rating Scale – (for adults)
- PEDS: Parents’ Evaluation of Developmental Status
- Vanderbilt Assessment Scales
- AHRQ Technical Review: Diagnosis of AD/HD • Conners Rating Scales
3. Attend a student interview.
Once CAR has reviewed the student’s application and disability verification and disability verification is considered complete, CAR will contact the student and set up an interview appointment. Appointments can normally be made within one week and last about one hour.
During the student interview the student and their CAR Accommodation Specialist will identify what academic accommodations the student is eligible for and the CAR Accommodation Specialist will provide information on how to use accommodations. The student will also learn about CAR procedures and have an opportunity to ask questions.
CAR requests parents and advocates do not sit in on this initial meeting between student and CAR Accommodation Specialist.
4. Accommodation Determination
In reviewing accommodations, the College will engage in an interactive process with the student, will conduct an individualized assessment of the student’s need, and may use the following analysis:
- Does the student have a documented disability?
- Has the student provided adequate documentation regarding his or her functional limitations?
- Is the student “otherwise qualified”?
- Is the request reasonable?
- Would the requested accommodation fundamentally alter the essential requirements of the course, activity, or program?
- Would the accommodation be an undue hardship on the college?
- Would the accommodation pose a threat to the safety of others or the public?
The College is not obligated to provide the requested accommodation but is obligated to provide a reasonable accommodation.
If the college determines that additional medical documentation is needed to support a request for academic adjustments or auxiliary aides the college will notify the student within ten (10) business days.
Students will receive written communication of their accommodation determination including an explanation of the factors considered and determinations made in support of the decision at their @my.lanecc.edu email address within ten (10) business days.
If students would like to appeal the determination made by the Center for Accessible Resources (CAR), they can visit our grievances page.
Each term, students will need to request accommodations online for each class, through the AIM Portal
Information about a student's disability is considered a highly confidential part of the student's educational records and is protected by the federal law FERPA (Federal Family Education Rights and Privacy Act of 1974).