Disability Accommodation Policies and Procedures for Courses

When a student with a disability enrolls in a course, they’re not asking for special treatment-they’re asking for equal access. That’s the law. Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, educational institutions must provide reasonable accommodations to ensure students with disabilities have the same opportunity to learn as everyone else. But knowing the law is only the first step. What do these accommodations actually look like in practice? How do instructors implement them without disrupting the course flow? And what happens when a student’s needs change mid-semester?

What Counts as a Disability Under the Law?

The definition of disability isn’t limited to visible conditions. The ADA covers physical, sensory, cognitive, psychiatric, and learning disabilities. This includes students with mobility impairments, blindness or low vision, deafness or hearing loss, ADHD, autism, depression, anxiety, dyslexia, and chronic illnesses like diabetes or epilepsy. What matters isn’t the label-it’s how the condition affects the student’s ability to participate in the course.

For example, a student with PTSD might struggle with timed exams because of anxiety triggers. A student with carpal tunnel syndrome might need extra time to type essays. A student with dyscalculia might need alternative formats for math-heavy assignments. These aren’t preferences. They’re documented needs supported by medical or professional evaluations.

How Accommodations Are Requested and Approved

Students don’t just walk into class and ask for accommodations. There’s a formal process. Most colleges have an Office of Disability Services (ODS) that handles intake. The student submits documentation-like a letter from a doctor, psychologist, or licensed specialist-that outlines the diagnosis, functional limitations, and recommended accommodations.

The ODS reviews the request, checks for consistency with institutional policies, and determines what’s reasonable. Not every request gets approved. An accommodation must be effective without fundamentally altering the course’s learning objectives. For instance, allowing a student to skip a required lab because they have mobility limitations? That’s not reasonable if the lab is core to the course outcomes. But letting them use adaptive equipment or get extended time to complete it? That’s standard.

Once approved, the ODS sends an accommodation letter to the instructor. This letter lists the approved adjustments-no diagnosis, no personal details, just what’s needed to level the playing field.

Common Course Accommodations and How to Apply Them

Here’s what you’re likely to see in a real accommodation letter-and how to handle it without overcomplicating things:

• Extended time on exams: 50% to 100% extra time is standard. For a 50-minute quiz, that means 75 to 100 minutes. Use your LMS (like Canvas or Blackboard) to set individual time limits. Don’t make the student come to a separate room unless they request it.
• Alternative formats: Textbooks and readings must be available in accessible formats-PDFs with proper tags, audio versions, or Braille. Use tools like Ally in Canvas to auto-generate accessible versions. If you’re using a textbook not available digitally, contact your campus library. They often have partnerships with services like Bookshare or Learning Ally.
• Note-taking support: Some students can’t take notes while listening. They might get a volunteer peer note-taker, or use AI tools like Otter.ai to record lectures. You don’t need to provide the notes yourself-just allow recording and help connect the student with a note-taker if needed.
• Flexible attendance: For students with chronic illness or flare-ups, rigid attendance policies can be a barrier. Instead of punishing absences, build flexibility into your syllabus. Allow a few excused absences without penalty, or let students make up work through alternative assignments.
• Modified assignments: If a student has a writing disability, they might need to submit a video presentation instead of a paper. If they have a visual impairment, they might need a verbal description of an image-based assignment. The goal isn’t to lower standards-it’s to let them demonstrate mastery in a different way.

Remember: accommodations are not retroactive. If a student didn’t request them before the exam, you’re not required to give them extra time after the fact. That’s why early communication matters.

What Instructors Should Never Do

Even well-meaning instructors sometimes make mistakes. Here’s what to avoid:

• Asking for medical proof directly: Only the ODS can request documentation. If a student gives you a doctor’s note, forward it to them. Don’t second-guess the diagnosis.
• Assuming accommodations mean easier work: A student with ADHD still needs to write a 10-page paper. They just might need extra time or a quiet space to do it. Accommodations remove barriers-they don’t reduce expectations.
• Publicly identifying students: Never say, “We’re giving extra time to Sarah because she has dyslexia.” That’s a privacy violation. Treat accommodations like any other course policy-no fanfare, no labels.
• Waiting until something goes wrong: Don’t wait for a student to fail before offering help. Proactively mention accommodations on your syllabus. Write: “Students with documented disabilities should contact the Office of Disability Services to arrange accommodations.”

Creating an Inclusive Course Design from the Start

The best accommodation is one you never have to request. Universal Design for Learning (UDL) means building flexibility into your course from day one. That means:

• Providing all materials in multiple formats-text, audio, video.
• Using clear, consistent layouts in your LMS.
• Offering choices in how students demonstrate learning-essays, podcasts, diagrams, oral presentations.
• Breaking big assignments into smaller, check-in steps with feedback opportunities.
• Using plain language and avoiding unnecessary jargon.

When you design for accessibility upfront, you help everyone-not just students with disabilities. A student who’s tired, stressed, or learning in a second language benefits from clear instructions. A student who commutes long hours appreciates recorded lectures they can watch on their phone.

Studies show that courses designed with UDL principles have lower dropout rates and higher grades across the board. You’re not just complying with the law-you’re making your class better for everyone.

What Happens When Accommodations Don’t Work

Sometimes, a student says an accommodation isn’t helping. That’s not failure-it’s feedback. Schedule a private conversation. Ask: “What’s not working? What would make this more effective?”

Maybe the extended time isn’t enough because they’re also managing medication side effects. Maybe the note-taker is unreliable. Maybe the alternative assignment still feels overwhelming.

Revisit the accommodation with the ODS. They can adjust the request. Maybe the student needs a scribe, or a different type of assistive tech. Maybe they need to switch to a part-time course load temporarily. The system is meant to adapt.

Don’t treat this as a one-time checkbox. Accommodations are a conversation, not a contract.

Documentation and Record Keeping

Instructors don’t need to keep detailed files on accommodations. The ODS handles that. But you should keep a simple record: the date you received the accommodation letter, what was requested, and how you implemented it. If a dispute arises later, you’ll need proof you followed through.

Save the letter in your course folder. Note if you made changes to assignments or deadlines. If a student complains they weren’t accommodated, you’ll have a paper trail. It protects you, and it protects the student.

Training and Support for Instructors

Most instructors weren’t trained in disability law or inclusive teaching. That’s why campuses need ongoing workshops. Look for training from your ODS or your teaching center. Ask for case studies, role-playing scenarios, and real examples from other departments.

Don’t assume you know what’s needed. Ask. Listen. Learn. The goal isn’t to be perfect-it’s to be responsive.

Disability accommodation isn’t about checking boxes. It’s about creating a classroom where everyone can contribute, think deeply, and succeed on their own terms. The law doesn’t ask for perfection-it asks for effort. And when you get it right, you’re not just following rules. You’re building a better learning environment for every student.