Accommodations & Services
Reasonable accommodations are modifications to a course, program, service, or employment that do not fundamentally alter the course or program. Appropriate accommodations are determined through the individual intake appointment by reviewing documentation, discussion with the student, and evaluating the essential requirements of a course or program. After the intake appointment, a student will have approved accommodations available for use at their discretion.
Please Note: SAS does not provide services of a personal nature such as attendant care, homework assistance, and typing services.
While accommodations are determined on an individual basis, below are some examples of commonly approved accommodations.
- Assistance with Note Taking
- Extended Time for Test Taking
- Flexibility with Spelling or Grammar Errors
- Materials in Alternate Format
- Reduced Distraction Location for Test Taking
- Reader for Exams
- Scribe for Exams
- Tape Recording of Lectures
- Use of a Non-Graphing Calculator
- Use of a Word Processor for Essay Exams
To understand how to request accommodations each semester as well as policies and procedures regarding specific accommodations (such as exam scheduling), please refer to the "Policies and Procedures" page or review the Student Accessibility Services Student Handbook.
SAS provides some services in cooperation with other departments on campus and may make referrals for specialized services. There are two services that students with disabilities are eligible for only after completion of the registration process: priority registration and paid tutoring. Below is a description of services for students with disabilities.
Priority registration is a service that assigns an early registration date for students with disabilities. It does not entitle students to a seat in classes with full enrollment, but priority registration is provided so that arrangements for services and auxiliary aids (such as preparing textbooks in alternate formats and scheduling real time captioning) can be made in advance and that courses may more likely be scheduled around any medical needs. Please note: Priority registration will not override holds on student records that block registration such as outstanding fines or unpaid bills and does not guarantee registration in a course that is already full.
Through the Academic Advancement Center's (AAC) TutorReferral System, peer tutors are available for many undergraduate courses. Students who are registered with SAS are eligible to receive up to four hours of tutoring per class each week, a service paid for by the AAC in conjunction with SAS staff. Please note that the AAC cannot guarantee the availability of tutors for all requests. However, every effort will be made to secure a qualified peer tutor.
Accessible housing is available on each residential green. In addition,many disability needs can be accommodated by making modifications to standard student housing. SAS will provide advice about housing options that best suit your disability needs and facilitate accommodations with the Residential Housing Office. Residential Housing Office staff will then follow up regarding specific placement.
The Office of Transportation and Parking manages the CATCAB, Ohio University's shuttle service for persons with permanent or temporary disabilities. Students registered with SAS who have need for transportation will be approved as riders for CATCAB. In order to maintain eligibility for this service, riders must follow the policy and procedures for CATCAB available on the CATCAB website.
Accessible parking is available on campus and is managed by the Office of Transportation and Parking Services in consultation with SAS. All parking on campus requires the purchase of an appropriate Ohio University permit. Accessible parking requires a valid State-issued Parking Placard to be registered with Transportation and Parking. For full information on purchasing your permit and registering your placard, please go to parking services.
Assistance is available for individuals whose disability may limit their ability to retrieve library materials or who require research materials in alternate format or the use of assistive computer software. Information regarding library resources and services is available on the library website.
To be eligible for accommodations, a student must
- submit an online application for accommodation
- upload disability documentation (if unable to upload, please send to SAS)
- receive notification from an Accessibility Coordinator that you are eligible
- schedule and attend an intake appointment with your assigned Accessibility Coordinator
Accessibility Coordinators review documentation and determine eligibility according to the guidelines of the Americans with Disabilities Act (ADA). There is no "exact formula" for determining a disability. However, here is what we look for in documentation. However here are the things we look for in documentation:
- there is a chronic physical or mental condition
- evidence that the condition significantly impacts one or more Major Life Activities (such as seeing, learning, standing, etc.)
- provided by a medical, mental health, or educational professional who is licensed and qualified to diagnose, evaluate, and treat the condition
- recent enough to demonstrate an impact on current functioning or a history of similar accommodation
You may speak with an Accessibility Coordinator at any time with questions about how to best locate the type of information we need to evaluate your eligibility and provide effective accommodations.
ADHD, Mental Health, Chronic Medical Conditions and/or Sensory related Disabilities: Since SAS is interested in how your condition may impact you, we have provided a form you may share with your medical professional in order to help document the information we need. You may access a Disability Documentation Form form on our website.
The preferred method of documenting a learning disability is through a current, comprehensive, adult-normed psycho-educational test battery with a statement of diagnosis, functional limitations resulting from the disability, and type of learning disability. If you received services in high school, this is often contained in the Multi-Factored Evaluation (MFE). IEP’s, Section 504 Plans, or a Summary of Performance from your high school may or may not provide sufficient information. If your documentation does not meet the preferred standards, consider sending the documentation you have for review, along with documents that show the history of your accommodations.