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Once found eligible, the student and the DSC (Disability Support Coordinator) mutually determine the academic accommodations to include in the accommodation plan. The DSC will review the documentation presented by the student, then through an interview and discussion process with the student identify the academic accommodations that will best “level the playing field” based on the specific disability needs of that student.

An accommodation plan is the final document, signed by both the student and the DSC, defining the academic accommodations. The student shares the plan with each instructor to verify and then use as the basis for discussion to find the best way to meet the accommodations in that class.

Examples of accommodations include, but are not limited to:

  • Extra time on tests;
  • Study guidance for exams/quizzes;
  • Providing class lecture notes;
  • Distraction-free setting for exams;
  • Use of math fact charts;
  • Preferential seating;
  • Recording lectures;
  • Audio texts when available;
  • Exams read by reader or electronically;
  • Enlarged print textbooks, handouts, exams;
  • Scribe-written answers for exams/quizzes;
  • Use of spell-check software or devices for assignments in class;
  • Electronic texts (E-texts) when available.


ADA accommodations at the post-secondary level are designed to provide “equal access.” For example, a student who is deaf may need closed captioning or a sign language interpreter to provide equal access to learning. On the other hand, accommodations cannot give students an unfair advantage. For example, accommodations cannot alter the content or pace of a subject or dictate what teaching methods the instructor must employ. In other words, accommodations are designed to remove the barriers to learning and once in place, students with disabilities are held to the same standards as all students.