Accommodations are identified in a collaborative, interactive, and individualized process during an intake meeting. They are determined on a case-by-case basis relative to the student’s identified barriers to the learning environment. Identification and approval of accommodations must be supported by the educational barriers specific to the student’s disability. Accommodations will be considered when they do not fundamentally alter the nature of a program, course, or service; do not constitute services of a personal nature (such as a personal care attendant); and do not pose a direct threat to the health and safety of you or others.
Examples of some of the accommodations that may be provided include, but are not limited to:
- Personal needs breaks to manage mental health or medical symptoms, take medications, etc.
- Permission to leave class early or arrive late for students who have ambulatory-related disabilities, students who have low vision or are legally blind, and students who use mobility equipment such as walkers, canes, and wheelchairs.
- Extended time for exams.
- Accommodations that assist with calming, concentration, and symptom management, including noise-cancelling headphones, tactile fidgets and balls, and other tools or strategies.
- Permission to eat or drink in class for students who need to manage their blood sugar for medical conditions, students with bothersome medication side effects such as dry mouth, or students with other medical conditions.
- Audio amplification or other assistive technology.
- Textbooks and class materials in an accessible format, such as large print, electronic formats, and closed captions for videos.