Accommodations Explained

Academic accommodations are put in place to equalize learning opportunities and access to the academic environment for students with disabilities. The functional limitations resulting from a disability can at times intersect with the academic environment in a way that creates a barrier for students. Accessibility Services staff work with students to determine what barriers they are experiencing specific to their disability and what accommodations would equalize the learning environment for them.

Students with accommodations must meet all the academic requirements and standards of their courses. Accommodations do not guarantee academic achievement and students with accommodations will experience similar challenges and successes as their peers as they go through their programs. Outside of academic accommodations, there are many supports offered to students to support their learning.

Any student with a documented disability can register with Accessibility Services. Documentation will be reviewed to ensure it provides details on the functional impairments and limitations that result from the disability. Advisors will meet with the student to discuss if and how these limitations create a barrier in the university academic context. These barriers can be addressed through accommodations or alternations in the academic environment.

Students may have learning disabilities, physical disabilities, psychiatric disabilities, chronic illness, sensory impairments, and other health conditions resulting in physical, psychological or cognitive impairment.

The topics listed here define and describe some of the accommodations that Accessibility Services may approve for students with a disability. Both instructors and students are encouraged to contact Accessibility Services and/or their advisor for further guidance and information as needed.

Accessibility Services perceives an Individualized Accommodation Plan (IAP) in the following way:

  • It is established with a student to create a framework to guide their accommodation planning and progression through courses or programs.
  • It should be developed in consideration of all information that is provided in addition to observed and experienced abilities and the medically verified impact of the disability,
  • The IAP must be based on the objective of accommodating the individual based on their abilities and the impact the disability has on the individual’s academic progress
  • It should consider the known and potential functional accessibility barriers in an educational environment.
  • It does not consider preferences but can refer to historic information

Through the initial and ongoing assessment process, Accessibility Services works in partnership with the student to establish an IAP. The information is shared with the student through dialogues on planning, accommodation requirements, learning and support services, and academic goals and progress.

Accommodation Plans should be reviewed often and revised when necessary. Contact Accessibility Services