We understand the importance of addressing questions and concerns related to accessibility
This frequently asked question (FAQ) page serves as a comprehensive resource to address common inquiries regarding accommodation options and services available for individuals with disabilities.
If you have a question that isn’t answered here, please don’t hesitate to contact us.
Frequently asked questions
Who an academic accommodation applies to.
Who can receive accommodations?
Any Adler student with a disability may be eligible to receive accommodations. Our services are completely free.
If you have a disability or medical condition, contact us and we can help you with your next steps. We’re here to support you.
Do you serve students with chronic health conditions?
Yes. We support students with Diabetes, Crohn’s disease, chronic migraines, Multiple Sclerosis, Lupus, HIV/AIDS, just to name a few. If your chronic health condition affects you in an academic setting, please reach out and get support.
Do you serve students with mental health conditions?
Yes. We support students with Generalized Anxiety Disorder, Post-Traumatic Stress Disorder (PTSD), Depression, Bipolar Disorder, Schizophrenia, just to name a few. If your mental health affects you in an academic setting, please reach out and get support.
Do you serve students who have a temporary disability?
Yes, accommodations may be provided on a temporary basis for temporary disabilities or injuries that affect you in an academic setting. Some examples may include recovering from surgery or broken bones. Please reach out and get support.
Do you serve students who are pregnant?
Yes, accommodations may be provided on a temporary basis for medical conditions connected to pregnancy that affect you in an academic setting.
What accommodations are available?
Disability Services determines reasonable accommodations during a one-on-one, interactive intake with each student. Two students with the same diagnosis may face different barriers, require different accommodations, and have different preferences.
We encourage you to meet with Disability Services to talk more about your specific situation, especially how your disability is affecting you in an academic setting. Consider your entire academic experience beginning with receiving the syllabus, reading materials, completing reading and writing assignments, communicating in-class, and taking exams – accommodations may address these different aspects of your academic experienc
Academic accommodation process and details.
How does the registration process work?
The process follows three general steps:
- Scheduling an intake with Disability Services.
- Completing an accommodation request form.
- Uploading disability documentation.
Please review the academic accommodation request process to see the full details.
What kind of documentation is required?
Documentation is one piece of the accommodation process — please do not be deterred from starting the intake process because of a lack of documentation. This will be discussed in more detail during the intake appointment.
How long does the registration process take?
On average, the registration process takes approximately two weeks to complete, but can take longer depending upon your specific situation and the time of year. We are busiest at the beginning of each semester. You may start the registration process at any time during the year. We recommend that you schedule your appointment as early as possible to have the accommodations you need in place right away.
What if I’m not comfortable disclosing details about my disability or providing documentation?
Documentation is weighed in conjunction with your own self-report. It is important to remember that a diagnosis alone does not automatically qualify an individual for accommodations — the condition must have a significant impact on the student’s functioning to be considered for an accommodation. The University will work with you interactively to determine what if any reasonable accommodations are available to support you through your educational experience.
After registering with Disability Services, you will not need to discuss your disability diagnosis further. Conversations with faculty will be centered on your accommodations themselves, not why you need accommodations.
If I receive accommodations, who will know of my diagnosis?
All documentation and conversations with Disability Services remain confidential unless a student gives their permission to share. This means that you as a student decide who knows about your accommodations and your disability.
Our letters of accommodation do not include any information about your diagnosis or situation – only details about accommodations to be implemented. Faculty members should not ask for a student’s medical or diagnostic information. If this happens to you, notify Disability Services.
I received my letter of accommodation(s). What do I need to do next?
Once you receive your letter of accommodation(s), you decide which faculty members with whom to share it. We suggest you share with all of your faculty members at the start of each term, but it’s your choice. From there, your faculty member and/or Disability Services will work to provide your accommodations.
If your letter describes any action needed on your part (e.g., meet with your faculty member), etc. please make sure to initiate where applicable.
How are accommodations implemented?
Once a letter of accommodation(s) is created, Disability Services will send a .PDF of the letter directly to the student. Unless otherwise indicated, the letter does not expire.
Every term, the student can send the letter of accommodation(s) to faculty members in the classes for which they need accommodations. It is important to keep in mind that accommodations cannot be applied retroactively. We encourage you to send your letter at the beginning of each term to the faculty members of your choice.
Once sent, the student and instructor may touch base in a private meeting to go over the accommodations at the beginning of the semester and ensure that they are on the same page about implementation. This is not required. The student will initiate this meeting if they are interested in doing so.
Disability Services is available for assistance in answering questions and facilitating conversation about implementation of accommodations.
Will my letter of accommodation(s) expire?
Unless your accommodations are temporary and/or there is a date included in your letter (e.g., your broken leg will be healed by next term), then no, your letter will not expire. You do not need to update it unless your accommodations are no longer meeting your needs or your condition changes.
How do I report disability discrimination?
If any student believes that they have been subjected to unlawful discrimination or harassment of any kind, including disability discrimination, they can complete the Student Complaint Form and submit it to StudentComplaints@adler.edu.
My current accommodations are not meeting my needs. Am I allowed to request additional accommodations?
Absolutely. If your current accommodations are not meeting your needs, please schedule an appointment with Disability Services to revisit your accommodations to see what, if any, additional accommodations could be put in place.
My faculty member is not honoring my accommodations and/or is asking me questions about my disability.
If you have any concerns with the implementation of your accommodations, please schedule an appointment with Disability Services as soon as possible. Disability Services can work with you and your faculty member to ensure all accommodations are being met when applicable.
How do I take a Leave of Absence or a Medical Leave of Absence?
Both a leave of absence (LOA) and medical leave of absence forms can be found on the Registrar’s page on Adler Connect.
I have an early registration accommodation. What does this mean?
Students eligible to register early will receive an invitation from the Registrar to register at noon CT the Friday before general registration opens.
I have accommodations related to taking tests, and I will need to take a certifying exam. How do I receive testing accommodations?
When the test is announced typically there will be information about how to ensure your accommodations for testing is applied to the exam. Ask the faculty member who announces the exam about how to apply your accommodations for this exam.
If you have not previously submitted your letter of accommodations for this course or exam you will need to do so. Typically, these accommodations need to be registered well in advance of the exam, as such, try to reach out as soon as the test is announced
Practicums and academic accommodations.
I need accommodations at my practicum site due to my disability, and/or will be short on my hours due to my disability or medical condition.
Adler’s Disability Services does not provide accommodations at practicum sites; however, the practicum sites will generally work with you to provide reasonable accommodations where available. Reach out first to your Adler Training Department to inquire about next steps for your accommodations.
Understanding student accommodations.
What is considered a disability?
The Americans with Disabilities Act (ADA) defines disability as “person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.”
The definition of disability is broad, and includes disabilities that affect a person’s vision, movement, thinking, remembering, learning, communicating, hearing, mental health and social relationships. Keep in mind that many disabilities are invisible, and the definition extends to people with temporary disabilities (e.g., someone recovering from surgery, undergoing chemotherapy, healing from a broken bone). Anyone of us may join the disability community at any time – due to an accident, health issue, genetics, aging, and more—either permanently or temporarily. One in four Americans has some type of disability.
At Adler, the most common disability categories are students living with ADHD, mental health conditions (like anxiety, depression and PTSD), and chronic medical conditions. Note that most of these conditions are not apparent by looking at a student.
What is Disability Services?
Adler University seeks to facilitate an environment where all students thrive academically and professionally. Disability Services within the Office of Student Affairs serves and supports students from the Online and Chicago campuses with disabilities by creating an accessible learning environment, removing barriers that impede full participation, and fostering full inclusion across the Adler community.
Disability Services supports Chicago and Online campus students with disabilities by providing accommodations and serving as a resource across the Adler community to improve accessibility and inclusion for people with disabilities. Contact 312-662-4141 or email DisabilityOffice@adler.edu for more information.
For more information about accessibility at the Vancouver Campus, please contact Student Services.
What is the process for a student receiving an accommodation?
The accommodations process is three steps:
1. The student schedules an intake with Disability Services, which typically can be scheduled a few days in advance. This meeting usually takes about 30 minutes. Schedule intake appointment now.
2. After the intake, the student completes an accommodation request form.
3. The student uploads current (usually within the last 3 years) disability documentation, which typically is a letter from the student’s treating medical provider who confirms the student’s diagnosis, describes how their disability impacts their daily academic life, and recommends accommodations.
What do I as a faculty member need to do if I receive a letter of accommodations from a student?
Faculty members need to provide all accommodations that are outlined in the letter of accommodations. For the most part, what accommodations are needed will be clearly outlined in the letter and/or will be provided by Disability Services. If you have further questions about your specific class or situation, please contact Disability Services to receive clarity or more resources.
Do I have to do what is indicated in the letter in terms of accommodations?
Wherever possible, yes. Letters of accommodation are general, and you may encounter a situation where you are unsure how to honor the student’s accommodation.
If you have questions or concerns about a specific situation and if accommodations apply, please contact Disability Services and we can assist you.
Please do not put the student with accommodations on the spot to explain their accommodations to you – ask Disability Services for clarification first.
Are there times when the ADA can be superseded?
No. However, there may be a time when accommodations are not reasonable and therefore do not need to be provided. The ADA calls for modifications to policies or procedures unless it causes a fundamental alteration or undue burden. All of this is determined on an individual, case-by-case basis.
Please e-mail Disability Services for questions about specific students and situations to determine if providing the accommodations is reasonable, or if it would result in a fundamental alteration or undue burden. It is not the faculty’s responsibility to determine if accommodations should not be followed, or if accommodations are reasonable. This decision will be determined by Disability Services in consultation with the department or program and/or the vice president of Academic Affairs. If you are in doubt, please reach out to Disability Services.
Should I publicly indicate who receives accommodations? Are there times when the ADA can be superseded?
No. Accommodations are confidential. Faculty members should not call attention to a particular student needing accommodations during class or in front of other students, unless the student has given the faculty member permission to do so, or the student has publicly indicated they receive accommodations in front of their peers.
Some students with accommodations report feeling “othered” by individual faculty members due to their needing accommodations. Remember that accommodations help to level the playing field and do not give students unfair advantages. As is the case for other marginalized groups, do not single out students with disabilities.
Can I inform other faculty members about a student’s accommodations?
No. Accommodations are confidential unless the student has given their permission for you to share with fellow faculty members. Do not forward emails with letters of accommodations to other faculty, including your supervisor.
Email Disability Services with questions about this, and we can contact the student and help you navigate confidentiality.
Can I inform my TA about a student’s accommodations?
Assuming your Teaching Assistant (TA) is grading or involved in evaluating students, then yes.
For example, for Social Justice Practicum, TAs report student attendance including who has their cameras off as part of evaluating student participation for their attendance and grade. If a student has an accommodation for their camera being off, then it is important for that TA to note that it is acceptable for the student with accommodation to have their camera off and the student should not be penalized.
Be judicious with sharing this information with your TA, as it is personal information about a fellow student. Ensure the TA understands that this information is confidential and should not be shared. We recommend all TAs take a FERPA training, coordinated by the director of Compliance. Contact Compliance via email to learn more.
Can I require the student to meet one-on-one with me to discuss their accommodations?
Unless their letter of accommodations specifically states they need to discuss accommodations with you, no, you cannot require the student meet with you.
You could offer to meet with the student if it’s helpful for the student, but please make clear it is optional. We need to avoid requiring extra steps for students to receive their approved accommodations. If the student approaches you to request a meeting about their accommodations, then certainly a meeting is encouraged.
I have doubts about the student’s disability and/or about the accommodations listed in the letter of accommodations.
Disability Services has done its due diligence in confirming the disability or diagnosis in the accommodation request process. Please do not place the student in a position where they need to defend or prove themselves to you, or to provide you with any medical information.
If you have questions or concerns, please speak directly with Disability Services – please do not question the student.
Why doesn’t the letter of accommodations indicate what disability the student has?
Students with disabilities have a right to privacy related to their condition and diagnosis. To maintain confidentiality only Disability Services receives documentation regarding the student’s disability and medical history. Disability Services must maintain that confidentiality unless the student waives it or chooses to self-disclose. Be assured that Disability Services has vetted the student’s request, and the student has provided medical documentation supporting their accommodation needs. It is the student’s choice whether to disclose their disability to others, which includes other faculty members and their peers.
I require that students share their letter of accommodations at the beginning of the term. Is that OK?
This cannot be required. The ADA allows students to request accommodations at any point in the term. It is possible that the student may have recently acquired the disability or documentation of their disability, which may happen in the middle of the semester, which is why the faculty may be receiving the letter now.
Note that Disability Services strongly encourages students to submit their letters of accommodations at the start of every term (and sends reminders); however, students can choose to submit whenever they would like.
Accommodations are not retroactive. If the student did not submit their letter until the end of the term, then you only need to honor accommodations from that point forward. If a student submits a letter of accommodations, then it is from that point forward those accommodations should be provided. If you have questions, reach out to Disability Services.
If a student has a letter of accommodations due to a disability, does that mean that they can receive extra extensions or accommodations beyond what is indicated in the letter?
Certainly, yes! The letter is the minimum of what Adler is expected to provide for the student. If the student requests extensions or other support due to a temporary illness or emergency, it is important you consider and honor their request like you would any other student’s request.
If a student has an extension for written assignments, should they notify the professor each time they need to use their accommodations?
No. When a student has a letter of accommodations that allows for extensions for written work, it should be expected that they can use the extensions and turn the assignments in as late as the letter states.
The student sharing the letter of accommodations with the faculty member is the only notification needed that they may be using those extensions. It is important that we avoid adding extra steps for students to receive their approved accommodation.
If a student with a writing extension is asking for additional extensions beyond what is mentioned in the letter, then yes, they would need to reach out each time they wanted to request additional extensions, and the faculty member could decide whether to grant any additional extensions beyond those outlined in the letter of accommodations. (Remember to honor this request like faculty would for any other student. See earlier question.)
What if other students in class are asking why the student with accommodations has extra time to complete the assignment?
We must honor the confidentiality of the student with accommodations and not state that the student in question has accommodations. One approach is to say, “students may need to make arrangements for personal reasons for extensions—reasons that are confidential. I will maintain that confidentiality for you, too. If something comes up for you, please reach out to me individually, and we can assess if that request is possible or I’ll refer you to other support services.”
“End of the term” is included in the language about an extension for written work. When is the “end of the term”?
Letters of accommodations state that extension accommodations cannot extend beyond the end of the term to acknowledge that professors need time to grade their assignments and submit the grades.
“End of the term” is NOT the last day the class meets. “End of term” is the last day of the term as indicated in the Academic Calendar.
Note that if students have extension accommodations, there are legitimate reasons why they would need these extensions. If you have flexibility after the end of the term and before grades are due, you are encouraged to provide extensions for final assignments wherever possible. If you have questions about specific situations, contact Disability Services.
Extensions do not apply to group work. Is peer-reviewed work considered group work?
Our goal should be wherever possible for the student with accommodations to receive their extension accommodations.
Peer-review work implies that the majority of the assignment is being completed independently by each student, which makes for a strong case in honoring extensions; however, by providing this extension it may impact another peer without accommodations.
Possible solutions to peer-reviewed assignments:
- Student with accommodations must review their peer’s work within the usual deadline, but the student with accommodations has their extension accommodation for their portion of the work and their peer reviews it after the extension.
- Do not require the peer-review for the student with accommodations, and they can turn it in directly to the professor for feedback.
- Pair students with the same extension accommodations together so they each have extra time to review the work.
If you have questions about a specific situation, please reach out to Disability Services, and we can explore if it is reasonable. Keep in mind our goal should be wherever it is possible for the student with accommodations to receive their extension accommodations.
What’s the process for students who receive additional time for exams or need a distraction-free test space?
Proctoring is not available; however, Disability Services can check periodically on the student. We will need to know:
- Date and time of exam (start and end time for all students, start and end time for student with accommodations).
- Plan for distribution of paper test and return of paper test: Disability Services can assist, or you can handle it yourself.
- If you would like Disability Services to do periodic checks (since proctoring is not available).
- If closed notes, Disability Services can receive backpacks and cell phones during the test.
Can a student be forbidden from recording my lectures?
No, not if it has been approved as an accommodation for the student’s disability to provide meaningful access to the educational experience. Recordings serve as a replacement for notetaking; recordings are permissible for personal study purposes and may not be shared with others without the consent of the lecturer.
As the letters of accommodations state, please announce to the class that it is being recorded. Only once per term is sufficient. Do not publicly indicate the individual receiving the accommodation. Students must destroy the recording at the end of the term.
Information contained in the audio-recorded lecture is protected under federal copyright laws and may not be published or quoted without the express consent of the lecturer and without giving proper identity and credit to the lecturer. If you are concerned about a sensitive part of the class, please inform students that no one should be taking notes or recording for that portion (without naming the student with the recording accommodation).
If a faculty member is concerned about a specific class and the recording accommodation, faculty members may contact Disability Services for a more formal agreement that will be signed by the faculty member and the student. This agreement would be for the specific class.
How do I enable captions in Zoom?
In advance of your meeting, you will need to enable automatic captions setting in Zoom. Once you adjust your settings, you will need to “enable automatic transcription” at the beginning of each meeting. Participants can request that closed captioning be turned on if you forget (if you enable this feature, which we encourage you to!).
It is possible for participants to save the transcript after the meeting, unless you adjust your settings. Learn how to turn off the save the transcript feature, while still allowing for automatic captions to occur live during your meeting if you have concerns.
We encourage you to enable automatic captions for every Zoom meeting you hold, as it’s an easy way to make your meetings accessible to people with disabilities, English language learners, and more! Contact Disability Services to learn more or practice enabling captions in Zoom.
I require all students to have their camera on for virtual classes. Do I have to honor the camera-off accommodation?
Keep in mind students who have the camera-off accommodation may have a variety of reasons why they may need this accommodation: they could develop migraines or headaches from the blue light of the screen, they may need to pace or move their body to pay attention (that could be perceived as them not paying attention, when it is not the case), and countless other situations. Whenever possible, honoring the camera-off accommodation is important. If you have questions about this, check with Disability Services.
There may be situations when having the student’s camera on is essential to the class: for instance, the student is giving a presentation, or you have a lesson on nonverbal body language. In those cases, you can require the student to have their camera on (as the letter states); however, be judicious with a requirement. It’s unlikely they would need their camera on for the entirety of class, so you could ask for part of class where it is essential that they have their camera on, and then allow them to have it off for the remaining class.
Even with their camera off, students are still expected to be paying attention and participating. They can communicate with you with their camera off, so feel free to call on them as you would any other student.
Synchronous virtual classes can be exhausting for everyone (i.e., “Zoom fatigue”). Wherever possible, be flexible with all students—regardless of accommodation status—about their cameras being on or off unless it is essential to that part of the class. For instance, say: “It’s helpful for me to see your faces and for you to have your camera on during class; however, if you learn best with your camera off, please feel free. Either way, participation in this class is encouraged! Use the chat or raise your hand.”
What are Assistive Listening Devices?
Assistive Listening Devices (ALDs) benefit students who are hard of hearing or have a hearing related disability like auditory processing disorder. They are available for on-ground classes.
Disability Services manages the ALDs. Disability Services will train the student who requires the devices how to use them. The student will bring you the device you need to wear, and they should be knowledgeable about how it works. It is helpful if you are also familiar with how they work, and have reviewed some tips for using them. Watch a quick video demo of how ALDs work.
If you have questions, please email Disability Services.
How do content warnings as accommodations work?
Students who live with mental health conditions including Post Traumatic Stress Disorder (PTSD) may have a content warning as an accommodation. A content warning should not impact your course
material in any way – it simply means you are giving the student a heads up that potentially triggering topics will be focused on that day in class or in the readings. Students are still expected to be present when triggering content is discussed, although certainly you’re encouraged to be flexible if you notice the student (or anyone) is dysregulated.
Some faculty members have found that including a content warning on their syllabus for predetermined topics is a simple way to prepare all students, including those with PTSD, for potentially challenging topics, and to model inclusive best practices.
Here is the language that is included in the letter of accommodations for this accommodation:
- Student will receive content warnings for predetermined subject material that will focus on topics that are related to <trigger>.
This content warning could be shared in a variety of ways: it could be emailed to the particular Student, it could appear in advance for all students on the syllabus for each class, or it could be verbally conveyed at the beginning of each class before beginning content.
Given the subject nature of the program, it is acknowledged that these difficult topics may come up organically. In that case, no content warning is needed.
Content warnings do not and should not impact course content. The student understands that difficult and potentially triggering subjects will be discussed.
I have additional questions or feedback I’d like to share.
Your feedback and questions are welcome. Email Disability Services or call 312-662-4141.