69Ìþ«Æ·app

A "reasonable and appropriate accommodation" is a modification, adjustment, and/or auxiliary aid that minimizes or eliminates the impact of a disability, allowing the student to gain equal access and opportunity to participate in the University's courses, programs, services, activities, and facilities.

A "reasonable and appropriate accommodation" is one that does not:

• require a substantial change or alteration in the curriculum to an essential element of a course or program
• fundamentally alter the nature of the service provided
• pose an undue financial hardship or administrative burden
• pose a direct threat to the health and safety of others

The Accessibility Services Coordinator determines the accommodation(s) using:

• Documentation of the disability from qualified professionals provided by the student
• Information gathered from a student intake interview
• Information from appropriate college personnel regarding essential standards for courses, programs, services, jobs, activities, and facilities
• The Accessibility Services Coordinator may also consult with the Faculty Advisory Committee to determine if an accommodation will alter the nature of a particular course, or may alter the overall curriculum

The determination of reasonable accommodation(s) considers the following:

• The barriers resulting from the interaction between the disability and the campus environment
• The array of accommodations that might remove the barriers
• Whether or not the student has access to the course, program, service, job, activity, or facility without accommodation(s)
• That essential elements of the course, program, service, job, activity, or facility are not compromised by the accommodation(s)

Won't providing accommodation(s) on examinations give an unfair advantage to a student with a disability?

• Accommodations don't make things easier, just possible; in the same way eyeglasses do not improve the strength of the eyes they just make it possible for the individual to see better. Accommodations are interventions that allow the learner to indicate what they know. Without the accommodations, the learner may not be able to overcome certain barriers.
• Accommodations are designed to lessen the effects of the disability and are required to provide fair and accurate testing to measure knowledge or expertise in the subject. Careful consideration must be given to requests for accommodations when the test is measuring a skill, particularly if that skill is an essential function or requirement of passing the course such as typing at a certain speed or turning a patient for an x-ray. In such cases please contact the Accessibility Services Coordinator for guidance.
• The purpose of such academic accommodations is to adjust for the effect of the student's disability, not to dilute academic requirements. The evaluation and assigning of grades should have the same standards for all students, including students with disabilities.
• For many students with disabilities, the most common accommodation is extra time on tests. In specific circumstances, students may also require the use of readers and/or scribes, a modification of test format, or the administration of examinations orally.

Adapted from Barry University, Miami Shores, Florida

Here are some helpful links that further explain college students' rights and responsibilities:

• Students with Disabilities Preparing for Post-Secondary Education:
• Auxiliary Aids and Services for Posts-Secondary Students with Disabilities:

The Accessibility Services Office can convert classroom materials such as textbooks and handouts into alternate formats for students with print-related disabilities.  Accessible media can include electronic text, large print, audio materials, and braille.  

Please Note: Textbook conversions can take up to 6 weeks to produce. Advance notice is very important. 

Please utilize the Accessible Media Guidelines as a reference to guide you through the process. 

Request Textbooks/Materials: Fill out and submit the â€¯as soon as you schedule for courses.  Should you decide to change your schedule (add or drop a course) after submitting your initial request, please be sure to submit the changes via a new Accessible Media Request form. 

At the Accessibility Services Office, our mission is to ensure equal access to services and programs for the Ohio Dominican community by promoting independence, self-determination and inclusion. We are guided by the Four Pillars of Dominican Life: Study, Reflection, Community, and Service.