Classroom Accommodations
Environmental Accommodations
Environmental accommodations are modifications to the physical or instructional environment that minimize or remove disability‑related barriers.
Their purpose is to support equal access and opportunity for participation in the University’s academic courses and learning spaces. Examples of environmental accommodations that impact the learning environment include:
- Accessible seating or furniture
- Classroom location considerations. Scheduling classes in accessible buildings or rooms closer to essential campus services when possible.
- Lighting or sound adjustments
- Braille or tactile signage
- Space for mobility devices
When to Request Accommodations
Pre-Semester or Early-Semester Requests: Submit a request when you already know your needs before classes begin or during the first week.
Mid-Semester Requests: Submit a request when a new need arises or when your current classroom becomes inaccessible. The process is the same.
How to Request Accommodations
Students may request environmental accommodations by contacting Accessibility Services through the Student Classroom Needs form.
The information you provide helps us determine whether your needs can be met in your classroom or whether a classroom reassignment is necessary.
What happens after you submit a request
Step 1:
Accessibility Services reviews your request. Early-semester requests are reviewed during registration or the first week or start of the term.
Mid-semester requests are reviewed after the start of the school year and after the registration period.
Step 2:
Accessibility Services works with the Registrar, Facilities, and IT to identify solutions. All requests include a coordination meeting within 24–48 hours.
Step 3:
Submitting the Student Classroom Needs form is an essential step in our coordinated process—it ensures your needs are communicated clearly across our cross‑functional team and allows us to move forward without delay.
Once your request is submitted, Accessibility Services reviews it the same business day and flags it as urgent. From there, our cross‑functional team meets within 24–48 hours to determine the most appropriate classroom solution.
Our goal is to complete any necessary classroom reassignment within 3–5 business days, though additional time may be needed if specialized technology or furniture must be ordered. Please note that not all adjustments will result in a classroom change.
Step 4:
The Registrar will inform the requesting student and instructor once the change is finalized (all students will be notified in the case of a classroom reassignment). If a classroom move is required, all students enrolled in the course will receive the updated classroom location, the date the change takes effect, and any additional instructions needed for a smooth transition.
Step 5:
Accessibility Services will follow up with you within five business days to make sure the new setup is working well and to address any remaining concerns.
Your completion of the request form is what allows this multi‑team process to begin and ensures clear, accountable communication at every step.
How your information is shared
Privacy: Environmental accommodation details are not shared with instructors unless you give consent. However, you may choose what information you want to share.
When sharing may help you: Some environmental needs may affect attendance, participation, or movement in the classroom. Talking with your instructor can help them understand how to support you. Instructors may be able to offer flexibility or alternative arrangements. Accessibility Services can help you plan these conversations or communicate on your behalf.
Title III of the ADA Amendments Act (ADAAA) of 2008 and Section 504 of the Rehabilitation Act of 1973 dictates that an institution must make reasonable academic adjustments, provide auxiliary aids and/or services for those individuals with a qualified disability who self identify. To determine reasonable adjustments, auxiliary aids and/or services, Student Success staff will seek current documentation of the student’s disorder/impairment, as well as, information from appropriate University personnel regarding essential standards for courses, programs, services, activities, and facilities. A reasonable academic adjustment is one that does not require a substantial change in the curriculum or alter any of the essential elements or functions of the course, program, service, or activity. Academic adjustments, auxiliary aids, and/or services are determined on a case-by-case basis and course-by-course basis.