Overview

A reasonable accommodation is a modification or adjustment to a course, program, service, activity or facility that enables a qualified student with a disability to have an equal opportunity to attain the same level of performance or enjoy equal benefits and privileges as are available to similarly situated students without disabilities. Post-secondary schools are obligated to provide accommodations only to the known limitations of an otherwise qualified student with a disability. To determine reasonable accommodations, DSS staff may seek information from appropriate college personnel regarding essential standards for courses, programs, services, activities, and facilities. DSS staff may also contact, with student permission, the professional who administered the evaluation, as well as former institutions attended by the student, for further information. Accommodations make it possible for a student with a disability to learn the material presented and for an instructor to fairly evaluate the student's understanding of the material without interference of the disability.

A student should have DSS authorization before receiving accommodations. The student is responsible for providing the DSS office with current documentation from a qualified professional regarding the nature of the disability. After talking with the student, and if necessary, the instructor, the DSS office determines appropriate accommodations based on the nature and extent of the disability described in the documentation. The DSS office then constructs an accommodations letter specifying authorized accommodations. The student is responsible for delivering the accommodation letters to instructors and talking with them about arrangements for academic accommodations based on the contents of the letter. Alternatively, the DSS office mails the accommodation letters directly to instructors. The process of requesting and receiving accommodations is interactive; all people involved - the student, the instructor and the DSS office - have a responsibility to make sure the process works.

Reasonable accommodations are determined by examining:

1. The barriers resulting from the interaction between the documented disability and the campus environment.
2. The possible accommodations that might remove the barriers.
3. Whether or not the student has access to the course, program, service, activity or facility without an accommodation.
4. Whether or not essential elements of the course, program, service, activity or facility are compromised by the accommodations.
   
   (From the U. of Wisconsin DSS Handbook: http://jumpgate.acadsvcs.wisc.edu/~mcburney/handbook/accomdt.htm)

The language of Section 504 and the ADA gives DSS providers the needed flexibility to address each situation on a case-by-case basis. Moreover, an individual may not require the same accommodations in each course. The law guarantees access, not success, to qualified students with disabilities. It is important to have an accommodations process that can withstand the ebb and flow of complicated and sometimes changing psychological and medical conditions, academic freedoms, learning and teaching variables, yet maintain and uphold both content integrity and confidentiality.

It is important to note that neither DSS nor instructors are obligated to provide accommodations retroactively. A student's disclosure of a disability or the request for an accommodation made to an instructor or staff member other than the DSS office need not be treated as a request for an accommodation. The student should be notified that requests for accommodations to DSS should be made early (prior to the start of the semester or very early in the semester) to allow time to review requests and documentation and to make proper arrangements. Accommodation arrangements may be compromised or denied if a request is not made in a timely manner. Requests for accommodations should be renewed by the student each semester.

Examples of reasonable accommodations include:

1. Use of sign language interpreters, scribes, readers, and/or note-takers
2. Taped classes and/or texts
3. Enlarged copies of notes, required readings, handouts and exam questions
4. Use of assistive technology, such as the Kurzweil Reader
5. Extended time on exams
6. Reduced-distraction environment for taking exams
7. Use of aids, such as calculators and desk references during exams
8. Use of computers in class or access to computers for writing assignments and exams
9. Taped or oral versions of exams
10. Alternative methods of testing, such as breaking an exam into sections
11. Increased frequency of exams
12. Preferential seating in the classroom
13. Priority registration
    

Steps for Reviewing Accommodation Requests:

The following are some simple steps for reviewing accommodation requests:

Contact the student who has self-disclosed. Make an appointment with the student for an initial interview. Ideally, have the student supply a copy of his/her documentation in advance for the DSS provider's review before the appointment.

At the meeting, use the student's documentation as a starting point for discussion. All accommodations should "grow" out of the documentation that the student provides from a qualified professional. Some institutions have found it helpful to publish guidelines for documentation for specific disabilities. (See Guidelines for Documentation.)

Discuss with the student the nature of the agreed upon accommodations and to whom the accommodations letter or memo will be addressed. It is important to let the student know who at the disability support services office will assist him or her throughout the semester. This is also a good time to assess the student's self-advocacy skills and offer assistance as needed.

In reviewing accommodation requests, the following analysis can be used:

1. Does the student have a disability?
2. Is the student "otherwise qualified"?
3. Has the student requested an accommodation?
4. Was the request submitted in a manner consistent with established institutional policies and procedures?
5. Is the request reasonable and within prescribed limits?
6. Is the nature of the program or activity fundamentally altered by the provision of the accommodation?
7. Does the provision of the accommodation present an undue financial hardship or administrative burden on the institution?
   

Note: If the answer is "yes" to questions 1-5 and "no" to 6-7, an accommodation should be provided. If this analysis results in a "no" to one of the questions 1-5 and/or "yes" to 6-7, then the accommodation should be denied.

(From the U. of Wisconsin DSS Handbook: http://jumpgate.acadsvcs.wisc.edu/~mcburney/handbook/accomdt.htm)

The Accommodations Letter: Key Parts

(See also the Sample Accommodations Letters from Frederick Community College and Towson University)

There is no one ideal accommodation letter or memo format. Each institution must develop a form that reflects the entire accommodation process of that particular institution. The following are suggested parts for an accommodation letter or memo:

1. The introductory paragraph should include:
1. Student's name
2. A statement saying that the information in the letter is confidential
3. Designated course and section, and instructor's name
4. A statement that the student has a documented disability and is registered with the DSS office
5. A statement that the ADA and Section 504 of the 1973 Rehabilitation Act require instructors to make reasonable accommodations.
   
   
2. The following could be included in the next paragraph:
1. The nature of the disability. This should be done only if the student wants the information disclosed. It is wise to use caution since some disabilities carry a social stigma. It may be to the student's benefit to disclose if the disability has safety issues surrounding it (allergic reactions, seizures, etc.).
2. How the disability affects the student in an academic setting. Such information can be helpful to the instructor. Once again, use caution in disclosing this information.
3. It may be helpful to offer tip sheets or directions to instructors for some disabilities (e.g., students with medical conditions or those who are deaf or hard-of-hearing). The Northeast Technical Assistance Center has excellent teacher tip sheets for serving deaf and hard-of-hearing students. Check on-line at the NETAC website:
   http://www.netac.rit.edu/publication/tipsheet/
   
   
3. The list of accommodations:
1. Begin with a statement such as, "The following accommodations should be provided to this student:"
2. Accommodations should be listed specifically (e.g. the amount of extended time for exams).
3. Given different course demands, it might be helpful to add a statement such as, "The student has been encouraged by the DSS office to discuss his or her disability and these accommodations as they relate to the specific demands of your course. If you have questions or need assistance with implementing any of these approved accommodations, please contact the DSS office."
   


4. The list of student responsibilities: This section may include specific responsibilities of the student in the accommodations process (e.g., informing the instructor prior to tape-recording class lectures, registering with the Recordings for the Blind and Dyslexic (RFB&D), making arrangements for testing accommodations with the testing office).
   
   
5. The list of instructor responsibilities: This section may include specific responsibilities of the instructor in the accommodations process (e.g., recruiting in-class note-takers, implementing alternative testing procedures, making required course modifications).
   
   
6. The general requirements/limitations section: This section may discuss issues surrounding accommodations (e.g., the timeframe for providing materials that need to be put into alternate formats, reiterating the need to keep disability-related information confidential, the time period during which the accommodations will be in effect).
   
   
7. Conclusion: This section may indicate that the instructor can meet with DSS personnel in order to discuss the accommodations letter. The way in which the accommodations are provided should be based on the mutual agreement of the instructor, student and disability support services office.
   
   
8. Signatures on a master copy: This section may be included to indicate that the student and/or the instructor has signed a copy of the accommodations letter. The student's signature may indicate that he or she has agreed to discuss the accommodations with the instructor, or that he or she has given consent for the DSS office to discuss the information with the instructor. The instructor's signature may indicate that he or she has read the accommodations letter and agrees to implement them.
   
   

The Distribution of the Accommodations Letter or Memo:
Two Basic Options

Option One: Have the student take the accommodations letter directly to the instructor. Preferably, this should be done during the instructor's office hours to allow time and privacy for discussion. This option allows the student to be directly involved in the accommodations process.

Option Two: Send the accommodations letter in a sealed envelope marked "confidential" to instructors who the student has designated. This option increases the likelihood that the instructor will receive the letter in a timely manner. The student should follow-up with the instructor to make the necessary accommodation arrangements.

Notetaking Arrangements:

The need for note-takers will be documented in the accommodations letter. Students who cannot take notes or who have difficulty taking adequate notes, can be accommodated in a number of ways, including: taping lectures, using an in-class volunteer note-taker, and/or providing an outline of lecture materials. The student may ask the instructor for assistance in finding a classmate who would volunteer to provide a copy of lecture notes. Instructors can also be of great assistance in quality assurance by occasionally reviewing copies of the notes, especially early in the term, and giving feedback to the note-taker. The note-taker may copy notes at DSS or use carbonless paper, available to the student with a disability at no cost from the DSS.

One way that institutions hire notetakers:

1. Students who want note-taking accommodations must have prior approval from DSS.
2. The following are DSS note-taking procedures for students.
3. At the beginning of each semester, stop by DSS and pick up memos addressed to your instructors specifying notetaking as an approved accommodation.
4. At the time you pick up your memos, complete a DSS note- taker request form specifying the classes in which you will be requesting a note-taker.
5. Give your memos to your instructors and speak to them regarding arrangements for securing a note-taker.
6. Follow-up with your instructors on the status of your note-takers one week after they have made the recruitment announcement in class.
7. Contact XXXXX at DSS (XXX-XXXX) if your instructors have not identified a note-taker within two weeks.

Taped Texts

One way that institutions handle taped texts:

Students who have difficulty with printed material may receive their textbooks on tape through Recordings for the Blind and Dyslexic (RFB&D). In the event that the requested textbooks are not available through RFB&D, Disability Support Services will record the texts using qualified students. Arrangements for such accommodations must be made through DSS at the beginning of each semester. Eligibility for this service is determined on an individualized basis. Students must demonstrate a substantial visual or learning impairment to receive this supplemental material.

In order to assure textbook availability, students must fill out an application for the books on tape program. On this application, students will list the course(s) for which they are requesting texts on tape.

In general, four to six weeks notice is required to obtain taped textbooks. DSS will make every attempt to provide materials as promptly as possible. However, late requests will result in a delay in providing materials.

Once students are notified that their texts on tape are available for pick up, they are expected to retrieve the material. Students who do not pick up their texts on tape from DSS in a timely matter may lose the privilege of this service. Additionally, students who do not return RFB&D material at the end of the semester may incur a $50 penalty. DSS will make every effort to contact students about the need to return texts on tape before a penalty is imposed.

Some Tips for Facilitating the Implementation of Accommodations

The accommodations letter should specify that the instructor and student immediately contact the DSS office with any questions or concerns regarding implementing the accommodations.

Many issues can be settled with a phone call from the DSS provider acting as an advocate for Section 504 and ADA and/or a three-way meeting with the student, instructor and DSS provider.

Have new students/instructors contact willing "older" students/instructors to learn from them how they have handled confusion or resistance to the accommodations process.

Some institutions provide instructors with faculty/staff guides and handouts designed to help them understand and provide accommodations for students with disabilities. For example, see Frequently Asked Questions Handout from the University of Wisconsin at: http://www.mcburney.wisc.edu/information/faq.php

The DSS office can coordinate a panel of students with disabilities and instructors to speak with other instructors at pre-semester meetings, highlighting how instructors at the institution have helped students with disabilities through the accommodations process, the balance between accommodations and content integrity, specific accommodations that have helped, etc.